EFFICACY OF TEAM LEARNING ON CULTIVATING MORAL VALUE AT HIGHER SECONDARY SCHOOL
The present study highlights the efficacy of Team Learning on cultivating moral value of the students at Higher Secondary School. Parallel group Experimental method was adopted in the study. Eighty students ( control group – 40 students + experimental 40 students ) were selected as sample for the study. Researcher self –made achievement tool was considered as tool for the study. Pre test - Treatment - Post test was
adopted in the research. Team learning is more effective than conventional approach in cultivating moral value among the learners.
As a result of scientific and technological development, man has shifted his way of living from spiritual to materialistic approach. This shift has taken place gradually consequent to alien cultural influence. Due to Mohul and especially British rule, the entire system of Indian education and educational thought are wrongly conceived as irrelevant in the modern context. Ancient values and tradition are being criticized and misinterpreted. Gone are the days of Gurukulas , where education was mostly spiritual and pupils belonged to teacher not to an institution or school. But in modern days pupils are considered in terms of classes and not as individuals with their uniqueness and differences. In this changing scenario, the aims of education are redefined . They are :1. To prepare individuals for social and economic changes pertinent to national development, scientific progress and technological advancement. 2. To guide and direct individuals to accept these changes and to enjoy benefit from such changes. 3. To create dynamic, non-conformist and non-conservative frame of mind in them. Rapid scientific and innovative thinking resulted in many possible strategies of teaching values. It is believed that different kinds of values can be taught at different stages of development. Different methods of teaching values are discussed here-under: 1. The first way of teaching values is by verbal communication. This is a suitable method for inculcating intellectual values rather than aesthetic , ethical and religious values.
2. Demonstration is the second method of teaching values. This method is more apt to teach ethical and aesthetic values. 3. Imitation is the third method of teaching values. Children learn values through imitation of exemplary behaviour of teachers. 4. Values can be taught by a fourth method of evaluation where children are guided by rewards and punishments; approval and disapproval. Intellectual, aesthetic and ethical values can be taught in this method. 5. Participation is the fifth method of teaching values where teacher – pupil enact various roles. This method is useful in inculcating ethical values. 6. Finally, values can be inculcated through method of discussion. In this method of discussion both teacher and children discuss the worth of a value. Even if we use the above mentioned methods towards the learners of Higher Secondary schools, they are not fruitful in achieving the desirable discipline of the society. Finding an innovative approach is an emergency need of the schools to revamp character of the students to play their roles in useful way in schools, families and society.
NEED OF THE STUDY
Developing cognitive domain is the essential motto of the parents, teachers and administrators in all educational institutions, which fail to ponder on progress of affective domain as well as psychomotor domain. It motivates the students to achieve the moral values such as honesty , affection, aesthetic, ethical , religious Value etc. Cultivating moral value from the age of seven is necessary . Acquiring the skill of tolerance and adjustment, which can be embellished by using innovative approach that enables the learner to face the persisting problems without fear, is a basic need of Higher secondary students. The researcher identified the lack of cultivation...
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