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1. |
A
study of requirement and implementation of performance
test in the evaluation of M.L.L. |
| |
Conclusion: |
|
|
(a)
(b) |
Teachers and Children
has liked learning by doing, out put of teaching by activity
to need of action test.
Skill of learning, competencies and measurement of aptitude and for evaluation
through the experiences of mind. Necessity of action test given by educational
out put. |
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|
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2. |
A
study of diagnostic test of Grade-III chapter-4 in
Maths. |
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Conclusion: |
|
|
(a)
(b) |
Competency 4.3.1
is hard to 60% students.
Competency 4.3.1, the students of rural area is harder than the students of Urban
area while, competency 4.3.2 is equal hard rural and Urban students. |
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|
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3. |
Check
the reason of some students go elsewhere from Limada
muvadi Primary School. |
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Conclusion: |
| |
(a)
(b) |
Lack of Qualitative
education.
Lack of Teaching learning material and Activity base joyful learning atmosphere. |
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|
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4. |
A
study of effectiveness of the book “Shikhvano
Anand”. |
| |
Conclusion: |
| |
(a)
(b)
|
The students achieved
education learning by doing in natural surrounding.
We can see growth of Qualitative education. |
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|
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5. |
A
study of effectiveness of time table and the method of
period. |
| |
Conclusion: |
| |
(a)
(b) |
We can see a good
result of the school of taking periods more than the general
school.
We can see high performance in student’s interest and attitude through
the method of period. |
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|
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6. |
To
develop the skill about how to use of ‘First-Aid
Box’. |
| |
Conclusion: |
| |
(a)
(b) |
We got pre-knowledge
about First Aid.
We got information about different kinds of Antiseptic spray. |
|
|
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7. |
A
study of Effectiveness of Educational Literature by DIET. |
| |
Conclusion: |
| |
(a)
(b) |
Module was very
useful to check the Pre-task.
The expression of module is very systematic, Activity based, Competency base |
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|
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8. |
A
study of Educational Achievement of PMS District students
of Primary schools. (GAP:II)
|
| |
Conclusion: |
| |
(a)
(b)
|
We could see the
student’s educational Achievement 49.98% of PMS District
Primary Schools in 2000-2001.
We could see 21.43% hard spot at district level in 27 subjects from std. III
to VII. |
|
|
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9. |
A
study of Educational Achievement of PMS District students
of Primary schools. (GAP:III)
|
| |
Conclusion: |
| |
(a)
(b)
|
We could see the
student’s educational Achievement 55.80% of PMS District
Primary schools in 2002-2003.
We could see 1.89% hard spot at district level in 27 subjects from std.III to
VII. |
|
|
|
10. |
A
study of Educational Achievement of PMS District students
of Primary schools. (GAP:IV) |
| |
Conclusion: |
| |
(a)
(b) |
We could see the
student’s educational Achievement 53.42% of PMS District
Primary schools in 2004-2005.
We could see 26.02% hard spot at district level in 21 subjects from std. – 5
to 7. |
|
|
|
11. |
A
study of Comparative Educational Achievement of the
students of Zalod & Jambughoda Taluka from std
V to VII. |
| |
Conclusion: |
| |
(a)
(b) |
We could see the
most achievement in English subject 80.51% at the Jambughoda
Taluka in std. V. while, we could see the most achievement
in English subject 76.85% at the Zalod Taluka in std. VII.
We could see an achievement in Maths subject 22.49% at the Jambughoda Taluka
in std. V, while, we could see the least achievement in Maths subject 21.33%
at the Zalod Taluka in std. V. |
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|
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12. |
Check
the views about Head-masters of Primary school in the
Context of Evaluation & Result sheet. |
| |
Conclusion: |
| |
(a)
(b) |
The old system of
Examination was faulted. Now, the Present system of Examination
is good and effective in written, oral & Action test.
The Head masters of Primary school have filled up the result sheets and progress-cards. |
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|
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13. |
A
study of difficulties of Maths-Science : exhibition
of the Primary teachers of the Panchmahal District. |
| |
Conclusion: |
| |
(a)
(b) |
Teachers are less
capable to make a working model to express in Effective teaching.
Most of the science Teachers suffer from economic expenditure on self (To Make
a working model). |
|
|
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14. |
A
study of resistance facts about input-output of the
students and Teachers in multigrade teaching. |
| |
Conclusion: |
| |
(a)
(b) |
It is very difficult
to contact about the Parents of absent students in Class.
It is very difficult to understand and the learning activities in same time and
the teachers don’t justify all the students in proper way. |
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