EFFECTIVENESS OF E-LEARNING MODULES IN TEACHING OF ENVIRONMENTAL EDUCATION. Karaikal

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1 EFFECTIVENESS OF E-LEARNING MODULES IN TEACHING OF ENVIRONMENTAL EDUCATION Ms.S. BELLA WISELET Ph.D. Education (Part Time category-b) Bharathiyar University Coimbatore , Dr. S.ROBINSON Assistant Professor of Psychology Pernuthalaivar Kamarajar College of Education Government of Puducherry Karaikal ABSTRACT The main aim of the present study is to know the effectiveness of E-learning modules in teaching of Environmental Education among student teachers of B.Ed. program. The investigator applied the Experimental research method. This method studies, describes and interprets what will exist in the future. The investigator used the following tools for data collection. Achievement test in Environmental Education constructed and validated by the investigator (2015) and a Video package on learning of Environmental Education at secondary level. In this investigation the descriptive and differential statistical techniques, such as mean, standard deviation and the t test were used. The study is delimited only to the B.Ed. student teachers. The findings of the present study reveals that there is no significant difference between the achievement in Environmental Education post-test for the control group and experimental group of the male and female among student teachers of B.Ed. program. There is no significant difference between the achievement in Environmental Education pre-test for the control group and experimental group between the male and female among student teachers of B.Ed. program. Key words: Effectiveness, E-Learning Modules, Environmental Education, Student Teachers, Gender. INTRODUCTION E-learning is based on concepts such as independent learning, active learning, self -directed learning, problem based education, simulations, and work based learning (Martens, 2004). Most of these models are based on constructivism in which, according to Reiser (2001), learners become responsible for regulating their own learning process. Self-regulated learners are motivated, independent, and Meta -cognitively active learners in their own learning (e.g., Duffy et al. 1993; Wolters 1998; Dalgarno 1998; Pierce & Jones 1998; Bastiaens &Martens 2000; Herrington & Oliver 2000). Environmental Education today serves as a common thread uniting long standing interests and emphasizing nature study, conservation education, and outdoor education. Environmental Education has also been characterized by the development of explicit and implicit inter connection with human health, science & technology, environmental economic, social issues and problems of society. It is 15

2 generally accepted that increased concern for environmental quality and fear of severe deterioration of human health and quality of human life caused by dramatic decline in environmental quality gave impetus for synthesis leading to Environmental Education. Every individual has the right to seek a healthy environment to live in. It makes the Environmental awareness and Environmental Education internationally imperative (Chandola 1995). OBJECTIVES OF THE STUDY The investigators have framed the following objectives: 1. To find out whether there is any significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the pre test level. 2. To find out whether there is any significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the pre test level. 3. To find out whether there is any significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the post test level. 4. To find out whether there is any significant difference in the achievement in environmental science between male and female teacher trainees for the experimental group at the post test level. HYPOTHESES OF THE STUDY The investigators of the present study framed the following hypotheses based on the objectives framed. 1. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the pre test level. 2. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the pre test level. 3. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the post test level. 4. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the post test level. 16

3 METHOD OF THE STUDY In the present study, the investigator applied experimental research method. This method studies, describes and interprets what will exist in the future. SAMPLE OF THE STUDY The present study consists of 46 B.Ed. student teachers studying in Don Bosco College of Education. The sample was selected by using simple random sampling technique. PERCENTILE NORMS Norms have been worked out for the achievement test for the student teachers of B.Ed. program in Environmental Education subject. The percentile norms were computed for the achievement test. They are given in the table 1. Table-1 Percentile norm for Achievement in Environmental Education Percentile Score Range Norms Below P25 below 22 Low level P25 to P Average level Above P75 above 37 High level STATISTICAL TECHNIQUES USED ( t test) In the present investigation the following Statistical techniques were used. Differential Analysis ANALYSIS AND INTERPRETATION OF DATA Table-2 Comparison of achievement in Environmental education of the control group and experimental group Pre-test scores among student teachers of B.Ed. program based on Gender Group Gender N Mean SD Control Group Experimental Group Male Female Male Female t value Level of Significance at 0.05 level 0.74 Not Significant 0.54 Not Significant Hypothesis 1: There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the pre test level. Table 2, shows the computed t values for the achievement in Environmental Education scores for the control group between the male and female among teacher trainees [0.74 < 1.96] which is not significant. Hence, the framed null hypothesis 1 is accepted and it is concluded that there is no 17

4 International Journal of Teacher Educational Research (IJTER) Vol.5 No.1 & 2 January & February.2016 significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the pretest level. Hypothesis 2: There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the pre test level. Table 2, shows the computed t values for the achievement in Environmental Education scores for the experimental group between the male and female among teacher trainees [0.54 < 1.96] which is not significant. Hence, the framed null hypothesis 2 is accepted and it is concluded that there is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the pre test level Male 10 Female 5 0 Mean SD Experimental Group Mean Experimental SD Figure-1 Bar Diagram Showing the Mean and Standard Deviation for Achievement in Environmental Education Pre-test scores of the and Experimental Group among student teachers of B.Ed. program Based on the Male and Female Students Table-3 Comparison of achievement in Environmental Education of the control group and experimental group Post-test scores among student teachers of B.Ed. program based on Gender Group Gender N Mean SD Male Female Experimental Group Male Female t value Level of Significance at 0.05 level 0.89 Not Significant 0.58 Not Significant Hypothesis 3: There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the post test level. 18

5 International Journal of Teacher Educational Research (IJTER) Vol.5 No.1 & 2 January & February.2016 Table 3, shows the computed t values for the achievement in Environmental Education scores for the control group between the male and female among teacher trainees [0.89 < 1.96] which is not significant. Hence, the framed null hypothesis 3 is accepted and it is concluded that there is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the post test level. Hypothesis 4: There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the post test level. Table 3, shows the computed t values for the achievement in Environmental Education scores for the experimental group between the male and female among teacher trainees [0.58 < 1.96] which is not significant. Hence, the framed null hypothesis 4 is accepted and it is concluded that there is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the post test level Mean SD Experimental Group Mean Experimental SD Male Female Figure-2 Bar Diagram Showing the Mean and Standard Deviation for Achievement in Environmental Education Post-test scores of the and Experimental Group among student teachers of B.Ed. program Based on the Male and Female Students IMPORTANT FINDINGS OF THE STUDY 1. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the pre test level. 2. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the pre test level. 19

6 3. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the control group at the post test level. 4. There is no significant difference in the achievement in Environmental Education between male and female teacher trainees for the experimental group at the post test level. CONCLUSION There is no significant difference between the achievement in Environmental Education posttest for the control group and experimental group of the male and female among student teachers and there is no significant difference between the achievement in environmental education pre-test for the control group and experimental group between the male and female among student teachers of B.Ed. program. Hence it is concluded that the e-learning modules is play significant role in the achievement of Environmental Education among the student teachers of B.Ed. Program with regard to gender and so it is said to be effective. REFERENCES Agarwal, Y.P. (1986). Statistical Methods Concepts, Application and Computation, Delhi:Sterling Publishers. Edwards L.Allen, (1957). Techniques of Attitude Scale Construction. New York: Irvington Publishers, Inc. p Henry E. Garrett. (2008): Statistics in Psychology and Education, Surjeet Publication, New Delhi. 20