KKHSOU Education Assignment (1st Semester) 2013-14

EDUCATION: ASSIGNMENT

Sem I (2013-14)

Q:1 Answer the Questions in 50 Words.            2 x 4 = 8

i)       What do you mean by education?

Ans:  Different Philosophers have described the term differently but in broad sense, education refers to any act or experience that has a formative effect on the mind, character, or physical ability of an individual. In its technical sense education is the process by which society, through schools, colleges, universities, and other institutions, deliberately transmits its cultural heritage–its accumulated knowledge, values, and skills–from one generation to another.

ii)      Explain in your words why is it necessary to have aim of education?

Ans: Education without aim will lead to nowhere. Efforts in education can be directed properly only if we have information about aims. As it is a planned and organized activity, aim in Education give direction to the activities, motivate the teachers, helps them to guide in the teaching-learning process, helps to assess the outcome, help the School officials in organizing, equipping and administering the school efficiently. Above all it helps to carry on the process of education in smooth way.

iii)     What do you mean by Educational Heritage?

Ans: Educational Heritage is something which is very valuable comprising of movable and immovable resources of artistic, literary, architectural, historical, archaeological, ethnological and scientific value.  It can either be Tangible or Intangible Heritage. Tangible educational Heritage includes archaeological, architectural, monuments and other physical items. Whereas Intangible educational Heritage includes culture, thoughts, belifs, tradition, living style, rituals, various skills, myths etc. 

iv)     How would you like to define curriculum?

Ans: Curriculum is an important element of education. It is planned activities or school programmes, concerning knowledge, experiences, activities, skills and values which help in the all-round development of a student under the direction of school. The different school programmes are jointly known as curriculum. According to educationist Cunningham “Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideas (aims and objectives) in his studio (school)”.

Q:2 Answer the Questions in 75 Words. 3 X 4 = 12

i)          How will you explain the meaning of education in its narrower sense?

Ans:  Education in narrower sense is the kind of education which implies imparting information, giving instruction, schooling, training, making people literate, teaching, preparing for a trade or vocation. It is in the mode of reading, writing and arithmetic knowledge and is generally confined to school, college and university instruction. The scope of education is very narrow here. Education starts when the child gets admission in the school and ends when he leaves school, college or university. Famous educational thinker S.S. Mackenzi has described narrow meaning of Education as  “in the narrow sense, education may be taken to mean any consciously directed effort to develop and cultivate powers".

ii)         Mention three major points of criticism raised against individual aim of education.

Ans: The individual aim of education is often criticized. Three important points of criticism are-

a.       Individual aim of education encourages the individual’s feelings of superiority complex, immoral behaviour and unhealthy attitudes in the child. The encouragement to individualism will make the society suffer.

b.      Individual aim of education ignores the influence of socio-cultural environments and insist only on the natural potentialities. A child will not develop human personality without cultural values.

c.       Individual aim emphasizes the individual development of the child, but it is not possible to formulate aims and construct curriculum and teaching method for each child.

iii)        School is a miniature society. Explain.

Ans:  According to educationists Dewey, the school is the society itself. Each classroom is a community in which the members must comply with the norms of society. The students in a school represent a wide cross-section of the society at large, cutting across barriers of economy, class, religion, colour or creed. In the school, socialization takes place for the first time. That is the child starts learning to live with others, share their sorrows and happiness; take the qualities of cooperation, tolerance, love, friendship and sympathy which is very necessary in a society. So school represents a mini society.

iv)        Discuss three defects of Curriculum pointed out by Secondary Education Commission.

Ans: The Secondary Education Commission has analysed the traditional curriculum and pointed out the following defects in the traditional Curriculum.

a.    Narrowly conceived: The existing curriculum is narrowly conceived. It only prepares the children for college education and not for life. The subjects included in the curriculum have no relevance to life in society.

b.   Bookish Knowledge:  The students do not learn beyond their prescribed books. The practical application of knowledge is not stressed.

c.    No provision for technical and vocational education: The traditional school curriculum relates to academic work and has no provision for technical and vocational education which is the need of the time.

Q:3 Answer the Questions in 150 Words. 5 X 2 = 10

i)          Mention some principles which you like to choose as the best principles for curriculum construction at secondary level.

Ans:  The basic principles of curriculum construction which I want to choose recommended by Secondary Education Commission are as follows:

a.       Principle of Totality of Experience: According to the principle, the curriculum should include all types of experiences in the school. Along with the academic subjects, it must have the totality of experiences that a pupil receives through activities in the school, in the class-room, library, laboratory, workshop, play-ground etc.

b.      Principle of Variety and Elasticity: The curriculum should include activities and subjects according to the different types of pupils and their individual needs and interests.

c.       Principle of Relating to Community Life: The curriculum must be related to life around the child. There should be community oriented programmes in the school so that the child feels himself as an integral part of the local community.

d.      Principle of Training or Leisure: The curriculum should be framed to train pupils, not only for work but also for leisure. There should be a number of activities-social, aesthetic, sports etc. which should cultivate varied interests and hobbies in the students.

ii)         Why is school said to be an agency of social change? Why do you think that the relationship between school and a community is essential?

Ans: School is said to be an agency of social change because it prepares the future citizens who are responsible for the existence of a healthy society. School helps in developing and cultivating good and higher values like truth, sympathy, love, cooperation, etc. in child. Through different social interactions and moral teachings, it spreads the message of righteous living in a society. Schoolchild learns the lessons of social duty, responsibilities and understanding the feelings of others. So school helps in social change and social control. School creates the first civic society for the child. So child learns the duty and civic rights for the country as a responsible citizen. So school trains the lessons of citizenship to a child.

             The community and school interdependence has immense importance in the development of both child and the society. The main purpose of the school is to prepare better citizens through its curriculum. The school prepares the curriculum which is based on the necessities of the community. The child also receives educational experiences form the community he belongs to. Community and School both cannot run in isolation. So it is essential that relationship between them remain strong.

Q:4 Answer the following Questions in 300 Words.                                           10 X 2 = 20

i)       What are the different types of Education? Write briefly on formal, Informal and Non-formal Education.

Ans:  Educationists have classified education in 3 categories- 1) Formal 2) Informal and 3) Non-formal. Formal education means education provided by schools and colleges. Informal education is imparted informally by various agencies or societies and Non formal education is neither formal nor informal.

Formal Education: Formal education may be defined as process of teaching which involves supervision, instruction, set plan, definite aims and principles. It is pre planned and it is given in school, college and similar other institutions which are established with the purpose. It is limited to a specific period or stage. It is provided according to certain set rule and regulations. It is in the form of systematic, planned and guided instruction. Formal education has a well-defined and systematic curriculum. This curriculum is based on certain aims and objectives. These aims are in conformity with the needs of the society and the state.

Informal Education:  Informal Education is the process, by which a person takes attitudes, develops skills, cultivates values and acquires knowledge, without going to any institution, school or colleges. It is neither pre-planned nor deliberate. The child learns many habits, manners and patterns while living with others or moving in different spheres like home, society, groups etc. Informal education is incidents and spontaneous. There is no conscious effort involved in it. Courtesies gentleness, etc. amount to informal education. There is no set curriculum required. Informal education consists in experiences and actual living in the family or community. Informal education may take to negative direction also. For eg. Misbehaviour, stealing etc.

Non Formal Education: Non-formal Education is a organized systematic educational activity carried outside the framework of the established formal system. Non-formal education emerged when it becomes clear that the formal education system had defects.  Non-formal education is offered at the convenient place, time and level of understanding or mental growth of children and adult.  Non-formal education is structured and planned but outside the sphere of formal education.  is Non-competitive. It is programmed to serve the needs of a homogeneous group. It is non-competitive and possesses flexibility in design of the curriculum and process of evaluation.

ii)      Discuss the different roles played by different educational institutions in ancient India?

Ans: Education during ancient period was not so well organised as in the present day .But these indigenous institutions in India played an important role in imparting education to the mass.

·       The Gurukula: In this system student stay with their Guru away from home. The Guru used to give liberal education based on spiritualism and religion. The students were to live and do everything under the supervision of the Guru.

·       Monastery: Buddhist education was centered round a monastery. There were some private teachers who took ten to fifteen children & taught them in their houses. The rise of educational institutions may be attributed to the influence of Buddhism.. The monastery or Vihara was under an Acharyas.

·       Parishad: During the Vedic period the scholars, philosophers and intellectual people used to get together by forming a study-circle of high standard known as parishad. The main objective of the Parishad was to develop knowledge and conception on certain theoretical subjects, on necessary consultation and exchange of ideas among the intellectuals.

·       Lower Madrassa and Higher Madrassa: These were Islamic educational institutions at the secondary and college level respectively. The subjects like Grammar, Literature, Persian, Arabic, Geometry, Economics and History were taught at the lower Madrasa and Philosophy, Metaphysics, Arithmetic, Advance Geometry, Sciences, Medicine and Engineering etc. were taught in the Higher Madrassa.

·       Pathsala: Learning at the lower level specifically for Hindu children was done in pathshala. Subjects like language study, grammar, arithmetic, accountancy social studies, moral lessons etc. were taught in these institutions.

·       Tols: Tols nows-a-days can be compared with the college education at present. It was the special higher educational institute of the Hindus. Besides the Veda, religion, art, mathematics & science were also taught at the tols.

·       Satra: Satras are the socio-cultural centers of education built on religious and spiritual sentiment. The religious disciples used to get education & instruction for living the ideal life of Vaishnaba. They learnt simplicity, nobility, sincerity, obedience, tolerance & other virtues.

·       Namghar: Namghar, literally means "house of prayer" is a place of community gathering for religious and social purposes especially in Assam. Namghar has a role in promoting educational activities as and when required, for which it can be called the centre of adult or social education.

KKHSOU Education Assignment (4th Semester) 2015-16

Education

Assignment (4th Semester) 2015-16

KRISHNA KANTA HANDIQUI STATE OPEN UNIVERSITY

Suryya Kumar Bhuyan School of Social Sciences

Home Assignment

Bachelor of Arts (EDUCATION)

Distance Education, BED M/P 03

4th Semester, 2015

Total Marks 50

A. Answer the following questions within 50 words. 2×4 =8

Q 1: Why do you think that distance education is important?

Ans: Education is immensely important for every individual for proper growing. Many people or aspiring students cannot take education in school or colleges for various reasons. Distance Education contributes immensely in this context. Distance learning is rapidly becoming an alternative to traditional classrooms. Students can benefit from the flexibility that comes with distance learning. Distance learning can increase access to education for students who aren't located near a school or who can't afford to travel to class daily. Distance learning is less expensive. Distance-based learning offers more flexibility to students in terms of how and when they take classes. Many distance-based courses allow students to use several different learning modules.

Q 2: How would you like to differentiate distance education from correspondence education?

Ans: Distance Education is a type of education, where students work on their own at home or at the office and communicate with faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, instant messaging and other forms of computer-based communication. It is also known as open learning. Distance education have various instructional delivery models like- instantaneous live chats, recorded or archived live chats using internet, video or audio tapes. On the other hand Correspondence education is a part of distance education where students are provided with the course materials sent to them via mail or electronic means. The learners learn them in the absence of an instructor and send back her work for feedback, analysis, criticism, and grading.

Q 3: Why do you think that quality is important in an educational institution?

Ans: Quality is very important for educational institute because Quality in education enriches the dimension like curricula aspect, Teaching Learning Process, student’s support services, research consultancy and co-curricular activities of an educational institution. Quality of the education reflects the degree of excellence of an educational institute.  Bringing quality education we can build modern, value-based, knowledge based, culture based, and peaceful society which can lead the country towards economic stability and prosperity.

Q 4: What is ICTs?

Ans: ICT (information and communications technology - or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems. It also refers to the technology used to handle telecommunications, broadcast media, intelligent building management systems, audiovisual processing and transmission systems and applications associated with them, such as videoconferencing and distance learning. Although ICT is often considered an extended synonym for information technology (IT), its scope is broader.

B. Answer the following questions within 75 words. 3×4=12

Q 1: What are the different generations of distance education as divided by Prof. James C. Taylor?

Ans: The different generations of distance education as divided by Prof. James C. Taylor are as follows-

First Generation- The Correspondence Model: Print,

Second Generation - The Multimedia Model: Print, Audio/Video Tapes, Computer based learning,  Interactive video, Interactive multimedia etc.,

Third Generation - The Tele-learning Model: Various forms of audio and teleconferencing, videoconferencing, broadcasting, Audiographics communication, Broadcast TV, Interactive Radio/ Radio Phone-in

Fourth Generation - The Flexible Learning Model: Interactive multimedia Online,  Internet-based access to WWW resources, Computer-mediated Communication CMC

Fifth Generation: The Intelligent Flexible Learning Model- Interactive Multimedia Online, Internet-based access to WWW resources, Computer-mediated Communication, using automated response systems, Campus portal access to institutional processes and resources.

Q   2: What do you mean by LSS?

Ans: By the term Learner support services (LSSs), we mean any other services provided to the learners other than the SLMs(Self Learning Material)in the ODL system to facilitate the learning process. Thus, services like- personal contact programmes, counseling, organization of resource centres, library facilities, telephone teaching, interactive teaching through TV and Radio, and other similar activities form the components of LSS. In general, the objectives of LSS are- to provide all information learners need, to encourage students to fully utilise the available facilities, to motivate learners to assimilate what they learn, to provide necessary counselling and to create a friendly environment among students, the faculty and the administration.

Q 3: What are the basic differences between Synchronous and Asynchronous tools in education technology?

Ans: A learning tool that is in real-time, such as instant messaging or video-conferencing that allows students and teachers to ask and answer questions immediately, is synchronous tool. Concept of F2F (face to face) is used. Rather than learning on their own students who participate in synchronous learning courses are able to interact with other students and their teachers during the lesson. Asynchronous learning tools on the other hand can be carried out even when the student or teacher is offline. Coursework and communications delivered via post or email, posting on discussion boards, forums etc. are examples of asynchronous tools. A student is able to follow the curriculum at their own pace, without having to worry about scheduling conflicts.

Q 4: How can open and distance learning can be useful in case of women empowerment?

Ans: Open and Distance Education (ODL) has emerged as a powerful instrument for enhancing opportunities for formal education for women. ODL provides a flexible and adaptable approach to learning that is compatible with the cultural roles and responsibilities that often restrict and constrain females from continuing middle and higher education in certain section of society. Studies show that there is a significant decline in the number of females enrolled from primary to secondary school. Reasons for this include poverty, early marriage, ill health, pregnancy, and cultural constraints on female education. ODL has provided an alternative to such society to continue their studies. Due to distance learning women are able to overcome social and religious barriers and able to fulfill their dreams and ambitions.

C. Answer the following questions within 150 words. 5×2=10

Q 1: Discuss the challenges of ICT in educational use.

Ans: The integration of information and communication technology (ICT) in education is much sought but some barriers may discourage teachers to integrate ICT with education. The integration of ICTs (information and communications technology) in teaching is complicated and it demands more specific skills from the teachers. The major limitation is the teachers’ motivations and interest to use technology. Familiarity of Technology among teachers also comes into question. Some of the major challenges are as follows:

Effectiveness: The effectiveness of Integration of ICTs in education depends upon its use. If the purpose of its use is not clear the output will not be good. Time and place of use, class, age and section of learners is very important while using ICT in education. Its effectiveness also depends upon its reach to every learner.

Cost: Cost factor is the major obstacle for implementation of ICT in education. It requires availability of instructional tools such as Computers, well equipped labs, Electronic gadgets, Television broadcasting etc. which cannot be afforded easily.

Equity: Poor countries cannot afford ICT in education, so there is a chance that people of poor countries may get marginalized. Segregation of education with ICT among rich and poor class can widen the gap socially, culturally and economically.

Sustainability: Lack of proper plan and policy and lack of trained professional may hinder progress of such initiatives. It is very difficult to assess the effectiveness of ICT in education so goals and objectives need to be achieved for its sustainability. 

Q 2: "Placement service is an integral part of distance education"- discuss.

Ans: The assistance provided to a student to obtain employment or additional training is known as placement service. Placement service is an important part of distance education. Though not everyone who gets enrolled in a distance education programme looks for a job but most of the universities offering distance education have now “placement cells" that helps their students to get placed in reputed multinationals, government jobs, nongovernmental organizations (NGOs) and the private sector. These placement cells make sure that all registered students get help with job placements, counselling for employment and even self employment. This is done through either by Study Centres locally or sometimes by the OU/ODL institutes do it centrally.

The various specialised distance learning courses can help working professionals climb up the corporate ladder. An added degree, certification, skill can reflects well on resume and distance education is one of the most convenient ways to achieve that. With a proper placement wing, employment opportunities and professional growth after distance education are a definite possibility.

The fact that a lot of distance education candidates are indeed working professionals who want to continue with higher education or upgrade their skills to perform better at work. At the same time, it is somewhat difficult to place a fresher with a distance learning degree in a good capacity.

D. Answer the following questions within 300 words. 10×2=20

Q 1: Evaluate the role played by the study centres in the ODL system.

Ans: A study centre plays a very important role in the system of open and distance learning (ODL). As the learners may not have direct contact with the University, the study centre acts as bridge between the ODL institutes and its learner. A study centre facilitates a learner in following way-

·   Getting admitted to a programme: Study centre acts as a nodal point for a learner to get admission in an Open University or an ODL institute. All the formalities like receiving prospectus, submission of yearly/semester/monthly fees etc. are done through study centre only. Now-a-days, application form and fee transaction can be done through online also.

·   Acts as a Connecting point: A study centre also provides study materials received from Open University or an ODL institute to its learners. Most of the administrative activities between learners and ODL institutes are done through a study centre. From getting admitted into a programme to the receipt of the mark sheets/certificate of pass out, all the tasks involving he learners are undertaken by a study centre.

·   Conduct of counselling sessions: A study centre also conducts counselling sessions, generally in weekends. The counselling sessions play an important role in the learning process.

·   Continuous evaluation: A continuous evaluation occupies an important place in distance education. study centre undertakes continuous evaluation to assess the progress of learner. In distance education, a learner is needed to submit assignments. Learners submit such assignments at the study centre.

·   Library Services: A study centre also offers the facility of library services to its learners. Most of the study centres of an open university/ODL institute are located in local colleges, whose library facilities can be used with conditions.

·   Conduct of examinations: Some of the study centres also act as the examination centres of the term-end examinations. Depending on the number of learners, easy communication facilities, and other factors more than one study centres may have a common examination centre.

·   An activity centre of its learners: A study centre helps a learner to interact with other fellow learners who can thus form a group among themselves.

·   Grooming of personalities: A study centre may help the learner to develop personal traits or skills. Training sessions for developing certain soft skills, which are very much important in professional career like self-presentation, an effective communication skill, writing a suitable bio-data etc. are conducted by study centre on their own.

·   Placement services: Keeping in view the burning problem of unemployment, the open university/ODL institute through the study centers may offer placement services to its learners. The study centre may take such activities on their own, with or without the help of the OU/ODL institute. However, sometimes, the OU/ODL institute may do this centrally, on its own.

·   Other activities: A study centre may also undertake some activities not directly related to the curriculum of study. For example, a study centre may conduct workshops/lectures/seminars on issues relating to the ODL system or other general topic.

Q 2: How is open and distance education related to rural development? Discuss.

Ans: After Independence of India, it has given emphasize on rural development through its various policies. Rural development is backbone for prosperity in India. Rural development depends upon the proper utilization of human resources available in rural areas. The empowerment of PRIs leaders and rural youths can accelerate development in rural areas. The rural youth have the knowledge and experience, but they lack the higher education due to their lack of opportunities and socially relevant constraints etc. The rural development programmes in Open Distance Learning (ODL) can help them to avail the higher education in the field of development in general and rural development in particular. The mode of distance learning has emerged as a blessing in disguise to the rural people who aspire to become learned and knowledgeable but could not access the regular mode of formal education due to their economic compulsions or for some other reasons.

With high percentage of rural people in India it has rightly been given importance to ODL system of education, also because Indian villages are characterized by high incidence of poverty. Through this system of education even the low income people who have no access to education in formal institutions can improve their knowledge base and acquire qualifications. This, in turn, contributes towards increasing the literacy rate, and in the long run can be useful towards eradicating poverty and other such problems. So, distance education plays a major role in rural development.

India is an agricultural based economy so for achieving rural development and to meet global standards there will be required trained professionals with a wide range of relevant expertise. Such professionals are needed who can formulate appropriate policies and plans, design and implement development projects, introduce appropriate technology and information to farmers and small-scale entrepreneurs, and manage businesses and the efficient delivery of services in rural areas. If such professional are produced from rural areas the output will be even better. So Open Universities in India have started professional programmes in the field of rural and agricultural development. IGNOU offers various programme in rural development. Besides IGNOU, other open universities like YCMOU (Yaswantrao Chavan Maharashtra Open University)   have also launched various programmes in rural development. YCMOU has launched ten crop based programmes for the farmers in Maharashtra. These open universities have rightly adhered to the objectives of making quality higher education available to the deprived and disadvantaged segments especially in rural and remote areas, women, SC/ST and besides tailor made innovative programmes.

KKHSOU Education Assignment (3rd Semester) 2014-15

Education

Assignment (3^rd  Semester) 2014-15

A. Answer the following questions within 50 words. 2×4 =8

Q 1: Define Educational Psychology.

Ans: Educational Psychology is a branch of Psychology in which human behaviour is studied in the field of education. It helps teacher to understand the children’s behaviour, their interest, their potential and intelligence. Educational psychology provides the tools to understand the changes and adaptations which a child needs when he enters into the educational environment and to structure educational systems in order to meet the mental and emotional needs of students.  

Q 2: Mention the factors that affect in the continuity of growth.

Ans: Continuity of growth in early age can be hindered by many factors. Illness is one of them. If a child does not get proper medical attention at early stage of life his growth may be hampered.  Lack of balanced diet i.e, malnutrition and starvation in childhood impedes the normal growth. Environmental factors like disturbances in family, society, insecurity etc. also affects the continuity of growth.  Abnormal conditions in the child like obesity, dwarfism etc. also affects the continuity of growth. 

Q 3: What do you mean by "Learning by imitation"?

Ans: Imitation is the tendency to repeat the observed actions of others. In the beginning, the child learns his movements, actions, and gestures by imitation. In children the capacity of imitating is very much prominent and it is observed that they take delight in imitation. Imitation can either be unconscious, where one imitates the act of others unknowingly or conscious, where habits, gestures and way of talking of somebody else’ is copied intentionally. 

Q 4: How would you like to define personality?

Ans: The word personality originated from the Latin word persona, which referred to a theatrical mask work by performers to project different roles or disguise their identities. It is differently defined by many scholars. According to Kolb personality is a characteristically recurring pattern of behaviour of an individual. According to Munn, “Personality may be defined as the most characteristic integration of an individual’s structure, modes of behaviour, interest, attitude, capacities, abilities, and aptitudes.” 

B. Answer the following questions within 75 words. 3×4=12

Q 1: What do you mean by learning? Show the relation between learning and maturation.

Ans: Learning can be defined in various ways but in educational psychology, it is the activity that increases the potential and willingness of individuals, groups, organizations and communities to acquire and use the gained knowledge and skills. It helps to grow and mature and to adapt successfully to changes and challenges. Learning is the key process in the behaviour of human beings. Maturation is an important factor which influences learning. Maturation facilitates the process of learning. Learning becomes effective when appropriate maturity has been attained. Learning takes place only if the stage for that type of learning has been achieved through a process of maturation.

Q 2: How would you define intelligence? Mention the classifications of intelligence explained by E.L Thorndike.

Ans: Intelligence is defined in a number of ways. By some psychologists it is defined as a general mental ability to learn. By some others it is defined as the power of adaptation or adjustment to his or her environment. According to Wechsler, “Intelligence is the aggregate or global capacity of an individual to act purposefully, to think rationally, and to deal effectively with his environment.” Intelligence includes cognitive abilities like observation, imagination, conception and reasoning.

E.L. Thorndike has classified intelligence into three categories-

(a) Concrete intelligence- ability of an individual to realize actual situations and to react to them effectively.

(b) Abstract intelligence- ability to respond to words, numbers, formulas, diagram and letters etc.

(c) Social intelligence- ability of an individual to react to social situations of his or her daily life.

Q 3: Do you think that proper emotional condition is necessary for memory?

Ans: A proper emotional conditions like being cheerful, energetic, in positive frame of mind, etc. are very necessary for good memory. Proper emotional conditions checks and keep away stress, depression, fear, anger, anxiety, and chronic worrying factors which can take a heavy toll on the brain. In situations where an individual is emotionally charged, i.e. if he is too angry or too afraid of something then he tends to forget a learnt material. For example, if a student is too scared of his teacher, then he may forget an answer to a question that the latter asks him, even if he knows it.

Q 4: What do you mean by retroactive inhibition?

Ans: Retroactive inhibition is a theory that states that people forget not because memories are actually lost from storage but because other information gets in the way of that people want to remember. Retroactive inhibition occurs when many materials are learnt one after another. If there is no gap or very little gap between the learning of the two subjects then the impressions of the material previously learnt fade away.  Materials learnt later destructs retrieval of information learnt earlier so old information overlap with new information. In such case we tend to forget the earlier learnt subject. Then such psychological condition is called retroactive inhibition.

C. Answer the following questions within 150 words. 5×2=10

Q 1: Discuss the importance of educational psychology in teaching-learning process.

Ans: Educational psychology is a scientific and systematic study to know the behaviour of learners. It helps the teacher to study the ability, interests, intelligence, needs and adopt different techniques of teaching for achieving the effectiveness of teaching-learning process. Educational psychology increases the teaching efficiency of the teacher in teaching learning process in different areas as mentioned below:-

Psychology helps the teacher to understand the nature of development of a child in different stages. It also helps to understand the mental health/level of a student as the mental condition influence directly the achievement of students. It should be known to the teachers to regulate teaching - learning process. It also helps to understand the individual difference of students regarding their ability, interests, attitudes & need at different levels of growth and development. It helps in organizing the lesson plans according to the student and their mental level.  It helps to  know the Effective classroom teaching-learning process for transacting the content to the students effectively. It provides the knowledge of different approaches to teach at different age levels. . Knowledge of psychology is helpful in developing curriculum of different levels of students in different subjects. It helps in measuring learning outcomes of the students to judge their improvement and effectiveness of teaching-learning process.

Q 2: Explain the major physical hazards faced by a child during late childhood.

Ans: The major physical hazards of late childhood are as follows -

Illness: The psychological effects of illness in late childhood can make children irritable and demanding. Their school work may suffer and they may lag behind their friends in the learning skills. In this stage, children sometime pretend illness for avoiding regular activities or unpleasant task and to get more attention than usual.

Obesity: Obesity in older children is a physical hazard to their health. Obese children are more prone to serious health issues. Obese children are often sidelined. They also display lack of interest in activities and their playmates often tease them, which make them feel inferior. The psychological stress can hinder academic and social functioning, and persist into adulthood.

Accidents and Physical Disabilities: Accidents experienced or viewed in the late childhood can leave behind psychological scars, which can lead to timidity. This may further lead to reluctance or shyness in other physical activities and may even affect social relationships, school work and personalities. Among older children many physical disabilities reduces the confidence of a child and he tries to avoid social participation.

Awkwardness: Older children due to their awkwardness cannot do what their playmates do or cannot match them in activities or play. As a result, they start to think of themselves as inferior to their playmates.

D. Answer the following questions within 300 words. 10×2=20

Q 1: Explain the Theory of Connectionism with its limitations.

Ans: E.L. Thorndike, a prominent American psychologist introduced a Theory of Connectionisms. According to Thorndike’s Theory, learning is achieved when an individual is able to form bonding or connection between a particular stimulus and a response. As it is based on stimulus response learning it is also known as S.R. theory of learning. According to Thorndike learning is nothing but a matter of bond formation. In his words-"Learning is the establishment of bond between stimulus and response and it follows a mechanical process of blind trial-and-error."

Thorndike's name is famous for his experiments on this theory of learning, where he used animals as subjects. He wanted to prove that like man, animals also learn by this method. In one typical experiment he confined a hungry cat in a close barred room. A plate of fish was placed outside the room. In order to get the food only a simple mechanism is required, that of pulling a string which was tied to the door. The cat tried to escape from the room by erroneous movements. It tried to squeeze through the bars, clawed and bit and rushed around in order to get out of the enclosed room. In its struggle to get out of the room the cat suddenly pulled the string. The door was open, the cat escaped. Next time the cat was put inside the barred room with a plate of fish outside it and with the door tied with a string. But this time the cat committed lesser numbers of errors and snatched at the string at a much lesser time thereby opening the door. This is a typical example of how trial-and-error method of learning takes place. The basic principles of this theory are-

(1)  Bond connection between stimulus and response.

(2)  Stimulus acts as a motive which leads individuals to action.

(3)  Repeated responses for the establishment of bond.

(4)  Gradual elimination of erroneous responses.

(5)  Final response is restored and strengthened.

Thorndike's theory of learning is severely criticized by different schools of psychologists. They said that it was lower form of learning. It does not encourage understanding of the problem, and the creative ability of the learner is ignored. Moreover, the behaviorists claimed that frequency is the most important Principle of learning which helps in all kinds of retention. Some psychologists challenged that the relation between situation and response already exists in an experience which is perceived as a whole.

Q 2: Personality is the result of both heredity and environment. Explain.

Ans: Personality is a set of characteristics or traits that reflect in one’s cognitive, affective and behavioral states. Personality may be based on many factors. Heredity and Environment are also the factors of Personality. Heredity refers to those factors that were determined at conception. Physical stature, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are generally considered to be either completely or substantially influenced by who your parents were, that is, by their biological, physiological, and inherent psychological makeup.

The heredity approach argues that the ultimate explanation of an individual’s personality is the molecular structure of the genes, located in the chromosomes. Heredity involves all those physiological and psychological peculiarities, which a person inherits from his parents. These peculiarities are transmitted to us through genes. It is indisputable that heredity determines the difference of sex and it is on this basis that some scientists contend that heredity determines personality because it is the difference of sex, which determines the personality of men and women. 

Like heredity, environment also has been found to play a very important role in determining the behaviour and personality development of an individual. The environmental influences are those which act upon the organism at the earlier stages of development, i.e., before and also after birth. Environment includes all the extrinsic forces, influences and conditions which affect the life, nature, behaviour, the growth, development and maturation of living organism. Environment has a very significant effect on man. Its effect starts from his birth and continues almost till his death. Among the environmental factors that exert pressures on our personality formation are- the culture in which we are raised, our early conditioning, the norms among our family, friends, and social groups, and other influences that we experience. The environment to which we are exposed plays a substantial role in shaping our personalities. For example, culture establishes the norms, attitudes, and values that are passed along from one generation to the next and create consistencies over time. An ideology that is intensely fostered in one culture may have only moderate influence in another.