CHAPTER -1

CONCEPTUAL FRAME WORK

1.1. Introduction

A Teacher Education Researcher who are interested in Expanding and Improving

Knowledge on Teaching and Teacher Preparation. Lee Shulman (1986)

The teacher education mainly considered as a process of human development.

Teaching is a successful causing to learn. Pedagogy is commonly understood to mean the
science and art of teaching Teacher is one of the important components of education
system. The quality and extent of learner achievement are determined primarily by
teacher competence, sensitivity and teacher motivation. The content of Pedagogy refresh
to the pedagogical knowledge, skills of teachers use to import the specialized content of
their subject area. . Teacher educators improve their teaching by increasing their content
knowledge and their pedagogical knowledge through the process of teaching with
materials that reflect best practices in all aspects of PCK. Teacher educators improve their
teaching by increasing their content knowledge and their pedagogical knowledge through
the process of teaching. pedagogy content knowledge concerns the manner in which
teachers relate their pedagogical knowledge to their subject matter knowledge.

Pedagogical content knowledge has been growing to be a special area in teacher

education. Science teachers’ beliefs about goals of science teaching refer their orientation
towards science. Science teachers’ beliefs about goals of science teaching were
categorized as central goals and peripheral goals. Science teachers’ knowledge of
dimensions of science learning to assess refers what science teachers assess in science
teaching science educators should consider content knowledge and PCK together.
Teaching is more than science he observes employs his artistic decision about the best
ways to teach. A teacher employs is aesthetic cleverness in is teaching. Science educators
should consider content knowledge and PCK together The expressions of art depart from
the rules and principals of science. Content Knowledge also includes theories, conceptual
frameworks, understanding of concepts as well as information about established ways of
developing knowledge.

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1.2. MEANING OF PEDAGOGY

Pedagogy is that the pedagogy is the art as well as science of teaching methods.
The challenge of pedagogy is the crafting - braining art, science, intuition and skills to
bear in the creating of something that can become management or reach into the limitless
range of possibilities and relationships. It requires the ability to plan and construct with
ingenuity and dexterity. It involves a constant working at adjusting , imagining and
adjusting again until the thing sets right.

True knowledge of teaching achieved by practice and experience in the classroom.

It deals with beliefs, values and attitudes – with people and not statistics. The knowledge
that teachers come to have the most faith in and use most faith in and use most faith in
and use most frequently to guide their teaching is what works for them not necessarily
what theory or research states.

N.L.Gage(1978) has said that teaching as a science and as an art to describe the
elements of predictability in teaching and what constitutes good teaching. The good
teaching implies its attainments or out comes in terms of child development. It yields high
predictability and control. Teaching is more than science he observes employs his
aesthetic judgment about the best ways to teach. Teachers employs is aesthetic sense in is
teaching. The expressions of art depart from the rules and principals of science.

1.3. DEFINITIONS OF PADAGOGY:

 The term pedagogy has been defined very widely be different pedagogues of
education.
 Pedagogy is an art , practice, or profession of teaching ;systematized learning or
instruction concerning principles and method of teaching.- Webster
 Pedagogy is understand to mean an art and science of teaching
 Pedagogy concerns with methods of teaching subject of its curriculum. pedagogy
includes more then methods of teaching and school management . The concept of
pedagogy develops the academic study of education.”
 Pedagogy is an art and science of being a teacher. The term generally refers to
strategies of instruction or a style instruction .

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According to Paulo-freire

“Pedagogy refers to the methods of teaching adults as critical pedagogy . In

concern with those teaching, teaching methods and the instructions of own philosophical
faith and beliefs of teaching are used and governed by the pupils background knowledge
and experienced personal situations, and environment as well as learning goals set by the
students and teachers

The content of pedagogy refers to the pedagogical knowledge , skills of teachers

use to import the specialized content of their subject area. Effective teachers display a
wiled range of skills and abilities that lead to creating a learning environment where all
students feel comfortable and make sure that they can succeed both academically and
personality. The pedagogy refers to the principles and methods of instruction. The
pedagogies and methods of teaching are the symptoms.”

“The pedagogy refers to the profession of a teacher. He has been prepared for
teaching it is recognized as an important profession of teaching.”

The pedagogy refers to the activities of educating or instructing or teaching

activities that import knowledge and skill. The instructions are carefully prepared.”

The pedagogy refers teaching in two aspects – scaffolding learning activities and
meditation of learning experiences.”

Pedagogy intends to provide knowledge experience and insights that results in

learning.”

Pedagogical Content Knowledge (PCK) makes a subject to be comprehensible for

learners with the use of representations of ideas, powerful analogies, illustrations,
examples, explanations and demonstrations. Awareness of students’ preconceptions,
knowing the strategies to reorganize students’ knowledge and curricular knowledge are
essential for teachers’ pedagogical content knowledge.

Pedagogical content knowledge can be complex, since it is only one aspect of an

educator’s professional knowledge, and may be tied to the specific educator ,pedagogy
content knowledge may represent a repertoire of pedagogical approaches that the
experienced educator develops after teaching. Teacher educators improve their teaching
by increasing their content knowledge and their pedagogical knowledge through the

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process of teaching with materials that reflect best practices in all aspects of PCK.
Teacher educators improve their teaching by increasing their content knowledge and their
pedagogical knowledge through the process of teaching with materials that reflect best
practices in all aspects of pedagogy content knowledge.

1.4. CHARACTERISTICS OF SCIENCE PEDAGOGY

 The above definitions of pedagogy have referred the referred the several
characteristics.
 pedagogy is art as well as science.
 pedagogy is a content deals artistic and scientific aspect of teaching.
 It is process which is related to methods of teaching.
 pedagogy explains teaching with the helps of two components.
 Scaffolding learning activities and meditation of learning experience and insight.
It refers to presentation and demonstration.
 pedagogy is system which deals the school management system , system of
curriculum development and system of instructional procedure.
 Pedagogy refers the correct use of teaching method and in instruction In
classroom teaching
 pedagogy is the academic study of education . 8.pedagogy is the formative theory
of man
 pedagogy provides the knowledge experience in and inside of specific content of
teaching
 Philosophy is the theory of pedagogy. The logic of philosophy provides the
methods of teaching the teachers profession knowledge which is included in
pedagogy.
 Pedagogy explains teaching tasks in terms of presentation and demonstration in
class room.
 Pedagogy concerns with teaching method and strategies of instruction of his own
philosophical faith and beliefs in teaching
 The content of pedagogy refers to the pedagogical knowledge , practice {skills
}and beliefs
 All the true philosophy is the theory of pedagogy
 The above model may be helpful to elaborate more and consider the scaffolding
and meditation tasks of teaching.
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1.5. TEACHING ACCORDING SCIENCE PEDAGOGY

 Pedagogy indicates that it relates to teaching knowledge, practice and beliefs.

Teaching is a social process.
 Science Pedagogy is commonly understood to mean the science and art of
teaching. The content of pedagogy refers to the pedagogical skills of teachers
which are used in imparting. Specific knowledge or content of their teaching
subject.
 Science Pedagogy is a teaching approach which attempts to help students’
questions and challenges domination, practices and the beliefs domination.
 Science Pedagogy is a teaching approach which attempts to help students’
questions and challenges domination, practices and the beliefs domination.

Content knowledge

A teacher himself is an important tool for teaching. Teachers should be well

equipped with the content knowledge to be able to pass the knowledge effectively to their
students. This is because students need their teachers’ guidance to bring them to a higher
learning development (Vygotsky, 1930). Teachers should be prepared with content
knowledge to be able to facilitate their students into understanding the concepts and apply
what they have learnt into real life situations and solve problems.

Pedagogical content knowledge (PCK)

Undeniably there are teachers who have been successful in teaching physics for
students with different abilities. It would not be too presumptuous to assume that these
teachers must have adopted teaching learning approaches that best meet the various
cognitive and psycho-emotional needs of their students. Teachers’ awareness of students’
difficulties in the topic and students’ different background could help teachers prepare
lessons that can bring about optimum learning.

Aspects of pedagogical analysis

 Pedagogical knowledge
 Pedagogical practice
 Pedagogical belifes

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 pedagogical Practice

 Presentation of content in logical sequence.

 An effective use of teaching methods.
 Use of teaching techniques and maxims.
 Use of teaching aids and techniques of motivation.
 An effective communication in classroom,

Science Pedagogical Beliefs

It is a feeling aspect of pedagogical analysis. It is related to affective aspect. The

beliefs and thoughts are used unconsciously in classroom teaching which are helpful in
creating social and emotional climate in classroom.

 Devotion in teaching
 Involvement in teaching
 Commitment of teaching profession
 To have the self confident in teaching
 to have faraouble attitude towards teachers

1.6. PROCESS OF PEDAGOGY

Teaching intervention

Scaffolding

performanc
Previous Insight
eee knowledge wisdom
knowledge

New Knowledge

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 The above model may be helpful to elaborate more and consider tht scaffolding
and mediation tasks of teaching. The process of pedagogy involves the following
function of teaching:

1. Explicit teaching,
2. Teaching as facilitation,
3. Negotiate study and
4. Behaviour management.

Explicit teaching

Explicit teaching provides specific scaffolding for the learning of particular

knowledge. Mediation is provided in this context as required.

Teaching as facilitation

At the other end of the teaching spectrum is facilitation of open-ended learning

task. The balance between scaffolding and mediation in this content depends on the
respective value placed on the product, experience and knowledge (learning) involved.

Negotiated study

A negotiated study may be placed at various points along the teaching spectrum
depending on what is being 'negotiated' product, experience and/or knowledge.

Behavior Management

Behavior includes rules, agreements, contracts, coaching, prompts, visual

measures such as signals, consequences as implemented by the teacher, suspension.
Mediation of behavior includes conferencing, feedback, improved awareness of the
implications including formal and natural consequences.

1.7. PEDAGOGICAL COMPONENTS

Knowledge of classroom management: maximising the quantity of instructional

time, handling classroom events, teaching at a steady pace, maintaining clear direction in
lessons.

Knowledge of teaching methods. having a command of various teaching methods,

knowing when and how to apply each method; Knowledge of classroom assessment:

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 knowledge of different forms and purposes of formative and summative
assessments, knowledge of how different frames of reference mpact students’ motivation;
Structure: structuring of learning objectives.

Lesson process, lesson planning and evaluation Adaptivity: dealing with

heterogeneous learning groups in the classroom.

Knowledge Organization

Organize knowledge in ways that facilitate retrieval and application. Students will
benefit from thinking about their thinking and their learning. They must be taught ways
of evaluating their knowledge and what they don't know, evaluating their methods of
thinking, The pedagogy adopted by teachers shape their actions, judgments, and other
teaching strategies by taking into consideration theories of learning.

Teachers’ Knowledge Base

Teacher knowledge is a complex issue that involves understanding key

underlying phenomena such as the process of teaching and learning, the concept of
knowledge, as well as the way teachers’ knowledge is put introduction in the classroom.
Pedagogical decisions, teachers must be able to analyse and evaluate specific learning
episodes, in combination with contextual and situational factors, and to be able to connect
all this information to their specialist knowledge of the teaching-learning process in order
to guide subsequent teaching actions. Good pedagogical decisions hinges on the quality
of the pedagogical knowledge held by the teacher.

1.8. IMPACT OF PEDAGOGICAL CONTENT KNOWLEDGE

 Science teaching subject matter, teachers’ actions will be determined to a large

extent by the depth of their pedagogical content knowledge, making this an
essential component of their ongoing learning.
 Science Pedagogical content knowledge research links knowledge on teaching
with knowledge about learning, a powerful knowledge base on which to build
teaching expertise.
 Professional Development that Supports Development of PCK such as subject
matter knowledge that have designed professional development plans around
only pedagogical concerns, such as effective instructional techniques.

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  science teacher learning opportunities that are centred on the specific ways of
knowing and doing within a given subject or, on pedagogical content
knowledge.
 teacher learning in ways that support PCK. We have best practices research
that delineates the best overall approach, context, strategies, and content of
professional development of teachers.

1.9. EFFECTIVE TEACHERS CAREFULLY PLAN AND IMPLEMENT

APPROPRIATE PEDAGOGY.

Learning is dependent on the pedagogical approaches teachers use in the

classroom. A range of pedagogical approaches are common in pedagogy education. some
strategies are more effective and appropriate than others. The effectiveness of pedagogy
often depends on the particular subject matter to be taught, on understanding the diverse
needs of different learners, and on adapting to the on-the-ground conditions in the
classroom and the surrounding context. Best teachers believe in the capacity of their
students to learn, and carefully utilize a range of pedagogical approaches to ensure this
learning occurs.

Teacher-Centred Pedagogy: Teacher-centred pedagogy positions the teacher at

the centre of the learning process and typically relies on methods such as whole-class
lecture, rote memorization, and chorus answers. This approach is often criticized,
especially when students complete only lower-order tasks and are afraid of the teacher.
science class teaching can be effective when teachers frequently ask students to explain
and elaborate key ideas, rather than merely lecture.

Learner-Centred Pedagogy: This pedagogical approach has many associated

terms learning theories suggesting learners should play an active role in the learning
process. Students therefore use prior knowledge and new experiences to create
knowledge. The teacher facilitates this process, but also creates and structures the
conditions for learning. Considerable research and advocacy has promoted learner-
centred pedagogy in recent years for economic, cognitive, and political reasons.

Learning-Centred Pedagogy: “Learning-centred pedagogy” is a relatively new

term that acknowledges both learner-centred and teacher-centred pedagogy can be
effective, but teachers must consider the local context, including the number of students

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in the class, the physical environment, the availability of teaching and learning materials,
teachers should be flexible and carefully adapt their pedagogical approaches to school
environment.

1.10. EFFECTIVE TEACHING PEDAGOGY

Effective teaching through pedagogy display skills at creating curricula designed

to build on teachers. Present knowledge and understanding and move them to more
sophisticate and in-depth abilities, knowledge, concepts, and performances. Pedagogy
helps to make a range of instructional strategies and resources to match the variety of
student skills and to provide each student several ways of exploring important ideas,
skills, and concepts. Pedagogy makes a teacher. How to work as facilitators, coaches,
models, evaluators, managers, and advocates. Science teachers know how to utilize
various forms of play, different strategies for grouping learners, and different types of
media and materials. pedagogy teachers observe and assess students in the context of
ongoing classroom situation like collecting and interpreting a variety of types of evidence
to evaluate where each student is in a sequence or continuum of learning and
development and know how to move from assessment to decisions about curriculum,
social support, and teaching strategies, to increase the prospects for successful learning.

1.11. SCIENCE PEDAGOGY, TEACHER ATTITUDES, AND STUDENT

SUCCESS

 Science Teaching Attitudes and Student Learning The lack of skill and knowledge
in science teaching is related to teachers’ attitudes about science
teaching(Shrigley, 1983)
 Science attitude describes outward and observable actions relating to beliefs.
 Factors affecting teaching attitudes are found to include confidence about subject
content, willingness to utilize curricular and pedagogical innovations, and a
commitment to student learning
 Numerous studies agree on the positive correlation between science teaching
attitudes and the ability to be an effective science teacher.
 Teaching science are more likely to devote more time to science teaching and will
teach with more creativity.

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  Science teaching attitudes and science teaching pedagogy of fifth grade teachers
and the science learning outcomes of their students.

1.12. IMPLICATIONS FOR TEACHING SCIENCE THROUGH INTEGRATING

PCK

Science teachers to be attractive in integrate pedagogical content knowledge in

their teaching of science. Science teacher needs to hold the goals and purposes that focus
on student learning with respect to science knowledge, science process skills and
scientific attitude. Science subject matter knowledge would make it easier for the science
teacher to teach science through inquiry-based teaching and learning and the students
should be taught science by inquiry approach. Science teachers have to construct a good
relationship with students. Science teaching.

Science Pedagogical content knowledge is viewed on a continuum, with educators

acquiring more of it through appropriate training and experience. Educators acquire it
before they begin teaching, during their pre-service training, and during the teaching
careers. A teacher with better content knowledge who know to teach the subject to a
specific audience should create student gains over a less prepared or less experienced
teacher. Pedagogical content knowledge can be complex, since it is only one aspect of an
educator’s professional knowledge, and may be tied to the specific educator , Pedagogical
content knowledge may represent a repertoire of pedagogical approaches that the
experienced educator develops after teaching

1.13. TEACHING AND BEHAVIOUR

Teaching Behaviour will give you the innovative, day-to-day tools to conquer the
toughest behaviour challenges and make your classroom more effective and fun - for you
and your students. Teaching Behaviour is a great springboard for focused dialogue
between experienced and beginning teachers on this topic. The quality of our teaching
inevitably has an impact on the behaviour of our student Using a range of strategies,
positive approaches and rewards will have a positive impact on behaviour on a day-to-day
basis. One of the key factors in getting sustained good behaviour is ensuring that your
students are fully engaged with the work that they are doing. Behavior is the observable
action, reaction, response or a movement made by a person, object or an organism under

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specific circumstance of mental process. Behaviour can be conscious or unconscious. All
our behavior is unconscious carried out. Behavior is set by our beliefs and values.

Teaching Behaviour goes well beyond setting classroom rules, communicating

consequences, and providing the usual tips on engaging students and building
relationships. It draws on the most current evidence-based practices and rich, real-world
examples to get to the heart of effective teaching.

 New insights on why instruction is the foundation for all student behaviour
 Practical tools for managing all types of students
 Self-assessment checklists and discussion questions for teacher book-study groups

Teaching Behaviour will give you the innovative, day-to-day tools to conquer the
toughest behaviour challenges and make your classroom more effective and fun — for
you and your students.

1.14. ASSESSMENTS OF TEACHING BEHAVIOUR

The classroom observations and teacher reports point to student report as a

possible mode of assessing teaching behaviour that maximizes observations of teaching
behaviour with minimal time and expense. Teaching behaviour is preferable because
student perceptions and experiences are more critical for understanding and predicting
student outcomes compared to other measures of teaching behaviour. Teaching behaviour
may be most meaningful when it is recorded as students perceive it. Indeed, students’
perceptions of school and classroom processes are widely used in studies with
adolescents, and frequently associated with academic and socio emotional outcomes.

Students’ perceptions may provide insight into typical patterns of teaching

behaviour, as opposed to snapshot data gathered during discrete observations. Student
perceptions may allow the measurement of idiosyncratic teaching behaviour..
Teaching behaviour is to actively involve students. Some techniques for involving
students include promoting unison responding, using dry erase boards, and teaming
students with a partner with whom to share a response before responding to the class.
While one teacher presents the lesson, the co-teacher can circulate and monitor student
written responses, allowing for immediate feedback. With this feedback, you can

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decide to re teach, provide more practice opportunities, or advance to the next skill or
concept.

1.15. SCIENCE TEAHING AND LEARNING

Developing pedagogical content knowledge of science requires that teachers of

science have the opportunity to bring together the knowledge described above and
develop an integrated view of what it means to teach and learn science. The development
of pedagogical content knowledge by teachers mirrors what we know about learning it
can be fully developed only through continuous experience.

1.16. SCIENCE KNOWLEDGE FOR LIFELONG LEARNING

Teaching as a profession through their entire careers, teachers of science develop

the skills to analyze their learning needs and styles through self-reflection and active
solicitation of feedback from others. Teachers of science should be able to use
the Standards and district expectations to set personal goals and take responsibility for
their own professional development. Learning is a developmental process that takes time
and often is hard work. Teachers of science need to develop the skills to conduct research
in their classrooms on science teaching and learning and be able to share their results with
others.

1.17. SCIENCE LEARNING SKILLS FOR LIFELONG LEARNING

The integrated knowledge needed to teach science well is developed over time.
Thus, the acquisition of the skills for continuous learning should be an explicit component
of all learning experiences. Professional science-teaching associations, state and local
organizations, and telecommunications networks Many techniques for reflection on
practice are available, and their use is becoming more widespread.

1.18. SCIENCE TEACHING PROCESS

Every teacher develops a particular way of going about the complex task of
teaching. The way one introduces a topic, raises question, makes assignments- all these
and hundreds of other behaviors together make up a teacher’s classification by
researchers, colleagues, and students.

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 The understanding and abilities required to be a masterful teacher of science are
not static. Science content increases and changes, and a teacher's understanding in science
must keep pace. Knowledge about the process of learning is also continually developing,
requiring that teachers remain informed. we live in an ever-changing society, which
deeply influences events in schools; social changes affect students as they come to school
and affect what they need to carry away with them. In addition, teachers must be involved
in the development and refinement of new approaches to teaching, assessment, and
curriculum.

1.19. TECHNIQUES FOR SCIENCE TEACHING

Science teachers have an exciting opportunity to teach kids about how science
makes the world work. Science teachers are now using techniques such as peer learning,
role-playing, and incorporating current events in science lesson plans. These techniques
help engage students and help them understand the importance of science. They also
make it fun to teach scientific concepts and help students understand common topics in
the scientific world.

Peer-to-Peer Teaching

Teachers used the lecture format to teach student about science. One of the
drawbacks to the lecture format is that it does not engage students in their learning.
Teaching technique encourages rote memorization and note-taking instead of excitement
about the world of science. Peer-to-peer teaching is when the students actually get
involved in teaching each other about science. This is an active learning method that
encourages students to discuss scientific topics, develop questions about the material, and
work in teams to learn new information.

Real-Life Scenarios
The use of real-life case studies reinforces classroom learning. These scenarios are
ideal for classes of any size, but they work best when each student has access to needed
specialized equipment.

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Current Events

Science classes because they cannot imagine how they will ever use the
information presented. current events into science lectures and experiments is a great way
to spark interest in the discussion at hand.

1.20. SOCIAL-EMOTIONAL TEACHING STRATEGIES

Social-emotional development in your classroom by embedding your teaching

practices throughout the day. Remaining sensitive to students needs helps them feel
secure and confident, and act as a model for effective social behavior.

Students Needs

Social-emotional skills and needs of each unique student so you can respond with
lessons and interventions tailored to help every student develop their skills. Your
attention and presence as a teacher can be a pillar of confidence for students who are
dealing with stressful life circumstances.

Emotional Experiences

Emotional domain is foundational to all other developmental domains. If student

start school in an emotionally supportive environment, they will acquire the love of
learning necessary for success in all areas of school.

Promoting Consistent Structure with Play

Providing your transitional student with consistent structures and expectations

about appropriate behavior through play activities helps them remember and follow
classroom norms, and behave in ways that are conducive to learning.

1.21. EFFECTIVE TEACHING BEHAVIORS

Teach for Understanding

Science teachers teach for exposure rather than in-depth understanding. To

teach for understanding, teachers reduce textbook information to a few areas of critical
understanding and design and present instruction around big ideas. determining big

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ideas helps you communicate your lesson's objectives with your co-teacher. In addition
to providing a clear objective for co-teaching, determining big ideas is essential in
planning lessons to accommodate the wide diversity within today's classroom.

Explicit Instruction

Effective teaching behaviour is to use explicit instruction. Determining big

ideas, share them with students and repeat them often. Start each lesson by telling
students what they are going to learn, the rationale, and how new material is connected
to what they have learned before. Always tell students exactly what you expect of them
in terms they can understand. gradually reduce the level of help you provide as students
demonstrate competence in working independently.

Errorless Learning

Teachers can also incorporate errorless learning into their presentations.

Errorless learning means that instruction is presented at the level at which students can
achieve success, Content area teachers may find the expertise of co-teachers
particularly valuable when designing presentations that promote errorless learning.

Active Involvement of Students

Another effective teaching behavior is to actively involve students. Some

techniques for involving students include promoting unison responding, using dry erase
boards, and teaming students with a partner with whom to share a response before
responding to the class.

Providing Practice Opportunities

Effective teachers also provide numerous practice opportunities for students.

Most of us forget how to complete tasks we seldom practice. This is especially true for
many learners in diverse classrooms who need frequent opportunities to learn new skills
and concepts.

Monitoring of Teacher Presentation

Teachers can also monitor their teacher-talk and their pace. Students in diverse
classrooms may feel confused when teachers present too much verbal information in a

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short period. Often the content area specialist is so familiar with the concepts and has
presented the lessons so many times that she uses vocabulary and sentence structure
beyond students' comprehension level. teachers need to use proper pacing, which means
that lessons are long enough to provide necessary scaffolding and repeated practice but
quick enough to maintain student attention.

Giving Feedback to Students

Effective teachers frequently assess and provide timely and corrective feedback
to students. We realize this is a challenge, especially in single-teacher middle and high
school classroom, feedback to students can be more manageable in co-taught
classrooms when teachers share assessment tasks, use various instructional models, and
share student observations. teaching behaviors in light of these research-based
principles, you will be well on your way to ensuring success for each student in your
classroom.

1.22. TEACHING LERNING BEHAVIOUR ON TEACHERS

 Supporting classroom/subject teachers to manage the diversity of

students' learning needs in an inclusive environment.
 Supporting teachers and/or schools to implement class or school-wide
programmes.
 Working directly with a student or small groups of students.

1.23. SOCIAL EMOTIONAL TEACHING STRATEGIES

Acquisition – When children learn how to do something new, they acquire new
skills or concepts. To support children’s acquisition of new skills, we need to explain and
demonstrate the skill/concept and encourage children as they attempt to learn the skill.

Fluency – Once children acquire a new skill, they need to be able to use the skill
proficiently or fluently. We need to provide multiple opportunities for them to practice
and master this skill/concept, as well as prompt children to use their new skills in new
situations.

Maintenance – Once student are fluent with their new skills, they need to be able
to use the skills (or “maintain” the skills) without support or prompting from an adult.

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 Generalization – When children apply their new skills to new situations, people,
activities, and settings they demonstrate generalized use of these skills.

Summarize by explaining to participants that each learning stage requires

intentional, purposeful planning on our part. we will teach new skills in order for children
to have opportunities to acquire new skills and to become fluent with their new skills.

1.24. ORGANIZATIONAL BEHAVIOUR

Organizational behavior curriculum helps prepare students for their managerial
careers, providing them with frameworks for diagnosing and dealing with the problems
and opportunities that typically arise in organizational settings.

 Importance of organizational behavior lies in understanding human behavior.

 If the management can interpret properly the human needs within
an organization,
 Personality plays a large role in the way a person interacts with groups and
project works.
 Understanding a candidate's personality, either through tests or through
conversation, helps.
 Determine whether they are a good fit for an organization.

1.25. CHARACTERISTICS OF EFFECTIVE TEACHERS

Organization and Clarity

 Explains clearly in the content

 uses examples, details, analogies and metaphors
 Makes the objectives of the subject each class clear
 Establishes a context for material

Analytic/Synthetic Approach

 has a thorough command of the field

 contrasts the implications of various theories
 gives the student a sense of the field, its past, present, and future directions.
 presents facts and concepts from related fields

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  discusses viewpoints other than his/her own

Dynamism and Enthusiasm

 is an energetic, dynamic person

 seems to enjoy teaching
 conveys a love of the field

Instructor-Group Interaction

 can stimulate, direct, and pace interaction with the class

 encourages independent thought and accepts criticism
 uses wit and humour effectively
 is a good public speaker
 is concerned about the quality of his/her teaching

1.26. CHARACTERISTICS OF A GOOD/ GREAT TEACHER

COMMUNICATES KNOWLEDGE
Teacher should have knowledge of what they are teaching and the ability to share
that knowledge. T. Knowing is not the same as communicating knowledge effectively.
Ability to gain student interest often hinges on the attitude of the teacher and their ability
to communicate at a student’s level.
RELATIONSHIP
A good teacher will build relationships with his students; relationships that consist
of mutual trust and respect. This can be seen as an essential element of the learning
process. If a student respects and trusts his or her teacher, they will trust and respect the
message and knowledge that teacher imparts to them. Similarly, a good teacher has to
respect those being tutored to enable them to deliver the subject matter in a positive
manner.
ORGANISATION
Organisational skills are extremely important to good teaching. This has to be
obvious in the way that the teacher has prepared for the lesson they are giving and, in
addition, the structure of the lesson, providing a natural flow for developing the subject
being taught.

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COMMUNICATION
Understanding the art of good communications is essential for anyone in a
position of delivering knowledge to others. This skill involves speaking, listening and
watching. With regard to speaking, the teacher has to be able to deliver the subject in a
voice manner that will generate interest and response from the student.
DISCIPLINE
Good teacher will also know how to maintain discipline within the classroom,
without which the opportunity of delivering a positive and heeded message will be
seriously undermined. the discipline exerted will be built on the back of the relationship
that they have developed, with the student
HUMOUR
Just as humour is a part of life, so it plays a role in teaching when used
appropriately It can add texture, realism and life to even those subjects that many students
might consider mundane. Humour can also enhance the connection between the teacher,
student and the subject, creating a sort of bond between these elements. Furthermore, it
can provide much needed relief in subjects that have an intense nature.
COMMITMENT
A good teacher has a commitment to their work..Good teachers disavow all the
trappings of wealth and success that might attract to other careers in which they could
probably be equally successful. To him or her wealth and satisfaction comes solely from
the knowledge that they are helping to train and build solid foundations of knowledge and
understanding for the generations of tomorrow.
A teacher needs to set a good example for their students. This takes a certain
amount of good moral character. Realizing that their position requires them to display
acceptable behaviour in the community. Teachers need to maintain respectability in their
lifestyle
1.27. COGNITION AND EMOTION ASPECTES

COGNITION

Cognition is the mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses. Cognitive processes use
existing knowledge and generate new knowledge. Cognition is the process by which the
sensory input is transformed, reduced, elaborated, stored, recovered and unused. In
science cognition is a group of mental processes that includes the attention of working

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memory producing and comprehending language, learning, reasoning, problem solving
and decision making.

COGNITIVE SCIENCE

Cognitive science is the interdisciplinary scientific study of the mind and its
processes. It examines what cognition is, what it does and how it works. It includes
research on intelligence and behaviour, especially focusing on how information is
represented, processed and transformed within nervous systems and machines
Cognitive science consists of multiple research discipline, including psychology, artificial
intelligence, philosophy, neuroscience, linguistics and anthropology. The fundamental
concept of cognitive science is that thinking can best be understood in terms of
representational structures in the mind and computational procedures that operate on
those structures.

A cognitive strategy is a mental process or procedure for accomplishing a

particular cognitive goal. if students’ goals are to write good essays, their cognitive
strategies might include brainstorming and completing an outline.

COGNITION IN TEACHING

Challenging tasks for teaching should be selected that require explanations,

reasoning and problem solving. Students are often fascinated, confused or sometimes
even disturbed with facts that clash with their knowledge or beliefs, Cognitive
disequilibrium is experienced and students try to restore clarity They want to know how
and why and to receive explanations. teachers should present challenges to the student
that involve obstacles to goals, contradictions, system breakdowns, trade –offs anomalies,
and other types of desirable difficulties. The resulting cognitive disequilibrium will
stimulate deep questions, explanations, reasoning and problem solving. Even though one
teacher is expert in his subject concept apart from that who will give guidance and
maintain better relationship with students is essentials for today’s situation. So teacher
must act as a mentor and coach with the help of the cognitive science.

Education is in the preparation for life. The teacher is the pivot of the educational
process. Teachers play a very important role in students’ life. The colleges of education
are given well planned and formalized training for developing the personality and
improving the teaching skills of prospective teacher, that is future teachers.

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COGNITIVE LEARNING

Cognitive learning is a powerful mechanism that provides it means of knowledge, and goes
well beyond simple imitation of others. Cognitive learning is defined as the acquisition of
knowledge and skill by mental or cognitive processes; the procedures one has for
manipulating information in his head. Cognitive processes include creating mental representations
of physical objects and events, and other forms of information processing. In the primary stage
itself the children imitate their teacher and solve their problems. Cognitive learning is about
enabling people to learn by using their reason, intuition and perception.

Cognitive science consists of multiple research disciplines, including psychology,

artificial intelligence, philosophy, neuroscience, linguistics, and anthropology. The
fundamental concept of cognitive science is "that thinking can best be understood in terms
of representational structures in the mind and computational procedures that operate on
those structures."

1.28. ROLF OF TEACHERS TO DEVELOPING COGNITIVE THINKING

The teacher has to make a different teaching strategy in the class room. In primary
and kids education, teacher has to make a different learning strategy, such as fun learning
activities for kids, active learning games, active learning lesson plans etc. He has to plan
active learning lesson plans, materials and active learning examples and also activity
based educational games.

The role of the teacher is to serve as a facilitator to the students, engaging them
and making sure, they become active in the learning process. This is often accomplished
through the creation of different activities and projects that students work on as they
learn. Teachers need to have cognitive thinking and provide students with opportunities to
create cognitive thinking through their education.

Prospective teachers are the candidates who have been admitted to a Teacher education
course and who are undergoing the same. They are prepared as good teachers by providing
them with a sound foundation of the theoretical knowledge, understanding, skills, attitude
and interests through the teacher education course. It develops certain attitudes, values and
interests in conformity with ideals of democracy, socialism and secularism and their decision
making ability of the students.

22
 Cognition mainly refers to things like memory, the ability to learn new information,
speech, and understanding of written material. The brain is usually capable of learning new
skills in areas typically in early childhood, and of developing personal thoughts and beliefs
about the world. Cognitive abilities are brain-based skills we need to carry out any task from
the simplest to the most complex.

Cognitive abilities allow us to process the sensory information we collect. These

include our ability to analyze, evaluate, retain information, recall experiences, make
comparisons, and determine action.

1.29. PEDAGOGICAL SKILLS NECESSARY FOR PROSPECTIVE TEACHERS

Effective Classroom Management

Organize and motivate students to act ways that meet the needs of both the individual
and the class as a whole, Maximize efficiency, discipline and morale, promote teamwork,
plan, communicate, focus on results, evaluate progress, and make constant adjustments. Use
a range of strategies to promote positive relationship, cooperation, and purposeful learning in
the classroom. Engage students in individual cooperative learning activities that help them
develop the motivation to achieve.

Teaching Practices

Effectively use multiple representations and explanations of disciplinary concepts that

capture key ideas and link to students' prior understandings. Represent and use differing
viewpoints, theories, "ways of working" and methods of inquiry in the teaching of subject
matter concepts. Integrate inter disciplinary learning experiences that allow students to
integrate knowledge, skills, and methods of inquiry from several subject areas. Use
multiple teaching and learning strategies to engage students in active learning opportunities that
promote the development of critical thinking, problem solving, and perforce capabilities and
that help assume responsibility for identifying and using learning resources for the teachers.

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Effective Assessment

Teacher educator should use a variety of assess what students have learned. Use
formal tests, to quizzes, evaluation of class assignments, student performances and projects,
standardized achievement tests to understand what students know.

Curriculum Alignment

Teacher educator should be able to align their instruction with the required
curriculum. Develop and apply strategies to make the North Carolina Standard Course of
study, local curriculum framework, and content standards developed by professional
organizations in their specialty area significant to the students they teach.

Diversified Instruction

Teacher educator should plain instruction that is appropriate for a diverse student
population, including students with special needs. Develop short-and long-range plans for
instruction, which reflect understanding of how students learn and allow for students who learn
at a faster or slower pace than others to be successful and engaged in learning.

Understand that plans are general guidelines and must be constantly monitored and
modified to enhance the learning that is occurring in the class room. Make inclusion of
special needs students in the regular classroom a positive experience for each student in the
class and collaborate with the range of support specialists to help them meet the needs of all
students. Identify and design instruction appropriate to students stages of development,
learning styles, strengths, and needs.

Technology Skills:

Teacher educator should have strong and current technology skills. Know when and how
to use current educational technology. Understand the most appropriate type and level of
technology to use to maximize student learning.

1.30. EMOTION

The word emotion is derived from the Latin word “emovere” which means ‘to stir up’ or
‘to excite’ Emotion can thus be understood as an agitated or excited state of our mind and body.

24
 Emotions affect just test/assessment performance, or extend to affect student
knowledge and skill development. Emotions play quite a significant role in guiding and
directing our behaviour. Emotions play a key role in providing a particular direction to our
behaviour and thus shaping our personality according to their development. Emotional states are
a result of classroom factors such as content difficulty, adapting learning contexts may be
helpful to improve both learning and negative Emotions and learning very well, but there
is little in the way of research, education for teachers.

Emotion-cognition patterns, psychology can help to characterize their cognitive

abilities and disabilities, and educational research can inform the best practice for
educators, given learners emotions and cognitive functioning.

1.31. CHARACTERISTICS OF EMOTIONS

Emotional experiences are associated with some instincts or biological drives.

 Emotions are the produce of perception

 The core of an emotion is feeling
 Emotions bring physiological changes
 Emotions are prevalent in every living organisms.
 They are present at all stages of development and can be aroused in young as well
as in old.
 Emotions are individualistic and they differ from person to person.

1.32. EMOTIONAL STRATEGIES AND MEMORY

Emotion can have a powerful impact on memory. merous studies have shown that the
most /id autobiographical memories tend to be of emotional ents, which are likely to be recalled
more often and with are clarity and detail than neutral events.

The activity of emotionally enhanced memory retentiorhcan be linked to human

evolution; during early development, responsive behavior to environmental events would have
progressed as a process of trial and error. Survival depended on behavioral patterns that were
repeated or reinforced through life and death situations. Through evolution, this process of
learning became genetically embedded in humans and all animal species in what is known as
flight or fight instinct.

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1.33. INFLUENCE OF EMOTIONS ON COGNITIVE LEARNING

Emotions can influence cognitive processes such as perception, memory, thinking

and decision making. They can introduce bias and lead us in certain directions. Positive
affect seems to related to top-down processing of information, an to rely on existing
knowledge structure. Negative affect seems to be related to bottom, up data driven
processing and to focus on information in the environment (Bless 2000). Affect can
further influence the process of learning.

1.34. CLASSROOM EMOTIONAL PEDAGOGY

Teacher training based on classroom emotional pedagogy is available by some

educational consultancies. Prospective teachers focuses on topics such as rediscovering
creativity; constructive verbal and non-verbal communication. Classroom emotional
pedagogy in lesson and unit planning.

 Classroom emotional pedagogy in different learning contexts; and building of

creative and positive learning communities.
 Teachers are concept assimilation and creativity facilitators
 Learners are knowledge creators
 Pedagogy should support knowledge creation by fostering conceptual
manipulation skills, providing relevant emotional experiences and promoting
sharing of created knowledge
 Curriculum should be based on assimilation of concepts and logical operations
typical of various ‘areas of knowledge’ and provide learner-specific educational
plans
 Assessment should be based on expressed guidelines and should credit concept
creation, creativity, emotional expression and conceptual manipulation skills
 Learning culture should be defined by positivity, openness and tolerance for
ambiguity
 Self-evaluation should be used to create meta-cognition regarding aspects of the
learning process
1.35. STATEMENT OF THE PROBLEM

Pedagogy content knowledge is most powerful construct in science education.

Pedagogy content knowledge is knowing what, when, why, and how to teach using
reservoir of knowledge of good teaching. Good teaching practice and experience.

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Prospective teachers face significant challenges in teaching learning process. This kind of
practice and experience is needed for prospective teachers especially in science. In
present scenario lets attention has been given to promote science pedagogy content
knowledge. This present study argues that how science teachers pedagogical practice ,
develop, how it is being thought , what is being thought how it is relevant to the content.
So Pedagogy content knowledge plays an important role in class room instruction. it
improves teachers competence and teaching behaviour delivering the conceptual
approach. Teaching behaviour Pedagogy content knowledge may help prospective
teachers to practice, develop and improving teaching behaviour. Teaching behaviour is
most important for effective teaching. So the researcher given more importance to study
as” RELATIONSHIP BETWEEN SCIENCE PEDAGOGICAL CONTENT
KNOWLEDGE IN TEACHING BEHAVIOR AND COGNITI VE AND
EMOTIONAL ASPECTS OF PROSPECTIVE TEACHERS.”

1.36. NEED AND SIGNIFICANCE OF THE STUDY

For teachers pedagogical knowledge and subject matter knowledge are crucial to
good science teaching and student understanding. Science pedagogical content knowledge
helps to understanding the concepts. It develops new knowledge in science filed. Science
pedagogical content knowledge it helps to continue to grow with teaching experience and
teaching behaviour. Teaching behaviour creates supporting learning environment
Encouraging reflective thought and action, facilitating shared learning, and providing
sufficient opportunities to learn to science pedagogy content knowledge. In science field
pedagogy content knowledge strengthening of prospective teachers effectiveness in
teaching and learning. Emotion is central in every day human life. Especially positive
emotion positive emotion helps to convert information from our environment in to
accurate information. It helps ti improve teaching behaviour and cognitive level of
prospective teachers. PCK of teachers at different levels realized depends largely on the
knowledge base that these teachers use in designing those plans and, perhaps more
important, on the instructional techniques they select during the science pedagogy content
knowledge. So the researcher focuses to study science pedagogy content knowledge,
teaching behaviour and cognitive emotional aspects of prospective teachers.

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1.37. OPERATIONAL DEFINITION OF THE STUDY

SCIENCE PEDAGOGY CONTENT KNOWLEDGE

Pedagogy is the discipline that deals with the learning and teaching. Pedagogy is
understand to art and science teaching. The content of pedagogy refers to the pedagogical
knowledge, skills of teachers use to important the specialized content knowledge of
their subject area. In this present study it deals with eight dimensions of prospective
teachers science pedagogy content knowledge viz, General pedagogical knowledge ,
content knowledge, knowledge of students , Pedagogical content knowledge, knowledge
of teaching, Knowledge curriculum, Knowledge and behaviour Knowledge of
assessment.

TEACHING BEHAVIOUR

Teaching Behaviour is a great spring board for focused dialogue between

experienced and beginning are the symptoms. The quality of our teaching inevitably has
an impact on the behaviour.. In this present study five dimensions viz. organization
behaviour, teaching learning behaviour, classroom behaviour, instructional behaviour,
socio- emotional behaviour.

COGNITION AND EMOTIONAL ASPECTS

Cognition is the ability to process information though perception. Cognitive

psychology that started to look into how processing information influences behaviour
and what relation different mental processes had in the acquisition of knowledge.
Emotion is central to the quality and range of everyday human experience. Emotions are
the product of changes in the affective system brought about by sensory information
stimulation. In this current study two dimensions viz., cognition on emotion and emotion
on cognition.

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1.38. SCOPE OF THE STUDY

This study will help the prospective teachers to understand their science
pedagogy content knowledge in teaching behaviour .and cognitive emotional aspects help
them to maintain balance between work and manage to the teaching effectively .teacher
may know their level of science pedagogy content knowledge based on the sub
components viz, ,General pedagogical knowledge , content knowledge, knowledge of
students , Pedagogical content knowledge, knowledge of teaching, Knowledge
curriculum, Knowledge and behaviour Knowledge of assessment. Which would improve
the quality of science pedagogy content knowledge and teaching behaviour of the
prospective teachers through cognitive and emotional using difference aspects of
knowledge and experience .

1.39. OBJECTIVES OF THE STUDY

The objectives of the study were

 To study the science pedagogy content knowledge of prospective teachers with

reference to gender, locality, age, type of institution, education qualification,
marital status, teaching subject, monthly income, family type, and birth order.
 To identify the teaching behavior of prospective teacher with reference to gender,
locality, age, type of institution, education qualification, marital status, teaching
subject, monthly income. Family type and Birth order
 To investigate the cognitive and emotional aspects of prospective teachers with
reference to gender, locality, age, type of institution, educational qualification,
marital status, teaching subject, monthly income, Family type and birth order.
 To find out the relationship between Science pedagogy content knowledge and
teaching behaviour in cognitive emotional aspects of prospective teachers.

1.40. RESEARCH QUESTIONS

1. Whether the level of teaching behaviour of prospective teachers was classified?

2. What are the prospective teachers science pedagogy content knowledge are
identify ?.
3. Do teachers with different teaching behaviour abilities have different expectations
of their prospective teachers?

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1.41. HYPHOTHESES OF THE STUDY

The following hypotheses have been set for the purpose of the study

 The level of science pedagogy content knowledge of prospective teachers is high

 The level of teaching behaviour of prospective teachers is high
 The level of cognitive and emotional aspects of prospective teachers is high
 There is no significant difference between science pedagogy content knowledge
and their sub samples such as educational qualification, gender, locality, marital
status, age, major subjects, parental income, family type, birth order and type of
institution
 There is no significant difference between teaching behaviour of prospective
teachers and their sub samples such as educational qualification, gender, locality,
marital status, age, major subjects, parental income, family type, birth order, type
of institution
 There is no significant difference between cognitive and emotional aspects of
prospective teachers and their sub samples such as educational qualification,
gender, locality, marital status, age, major subjects, parental income, family type,
birth order, type of institution
 There is no significant relationship between science pedagogy content knowledge
of prospective teachers and its dimensions.
 There is no significant relationship between teaching behaviour of prospective
teachers and its dimensions
 There is no significant relationship between cognitive and emotional aspects of
prospective teachers and its dimensions
 There is no significant relationship between the variable science pedagogy content
knowledge, teaching behaviour and cognitive emotional aspects of prospective
teachers.

1.42. DELIMITATIONS OF THE STUDY

This study is confident only to prospective teachers from government ,
government aided and private colleges in Salem, Dharmapuri, Erode Coimbatore.
Districts of Tamil nadu state . The sample size was 1578 prospective teachers. Only three
variables were taken viz, science pedagogy content knowledge, teaching behaviour,
cognitive and emotional aspects of prospective teachers.
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1.43. COCLUSION
In this chapter, the investigator described the statement of the problem taken for
the research study, objective s of the study. The investigator also said how see limited her
filed of research and organization of her thesis.

31
 CHAPTER-II

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

Review of related literature is one of the pre requisites of the investigator to have
identified her research problem more reliable and purposeful more than that in a
systematic way. An investigator should have a good knowledge about the select the
problem. So the related literature provides methods of research, background for selection
of procedure and also comparative data for interpretation.

A survey of background literature pertinent to the subject of investigation is an

essential stage in the research study. The research worker, needs for any worthwhile study
in any field of knowledge, an adequate familiarity with library and it is many resources.
The research for reference material may be time consuming but a very fruitful phase of a
research program. He needs to acquire up-to-date information about what has been
thought and done in a particular area from which he intends to take up problem for
research.

2.2 PURPOSE OF THE REVIEW LITERATURE

 Nature review situates your topic in relation to previous research to previous

research. And illuminates a spot for mans research. It accomplishes several goals.
 Provides background for your topic using previous research you are familiar with
previous, relevant research.
 Evaluates the depth and breadth of the research in regards to your topic.
 Determines remaining questions or aspects of your topic in need of research.

2.3 IMPORTANT OF REVIEW OF RELATED LITERATURE

A review of related literature

 Gives the scholar an understanding of the previous work that has been done.
 Provides the data used in research. it enables to know the means of getting to the
frontier in the field of problem.
 Develop the insight of the investigator

32
  Helps in delimiting the research problem and in defining the problem in better
 Provides ideas , examination and of research , valuable in studying the problem
 Avoids mechanical repetition

Review of related literature involves systematic identification, location and

analysis of documents containing information related to the chosen research problem.
These documents include articles, abstracts reviews, monographs, dissertations, tools,
other research reports and electronic media. The review has several important functions
which make it worth the time and the effort. Related literature assists to provide rational
or the research hypothesis, and indications of needs to be done often from the basis of
justifying the significance of the study.

This chapter deals with review of literature related to the present study the
research scholar has gone through much of the available literature and the literature found
relevant to the present study has been presented after proper sorting and classification.

2.4 STUDIES ON PEDAGOGICAL CONTENT KNOWLEDGE

Studies on pedagogical content knowledge of Science Teachers

Knut Neumann, Vanessa Kind & Ute Harms (2018) compared the relationship
between science teachers’ content, pedagogical and pedagogical content knowledge. Data
showed that to achieve the desired outcomes, high-quality science teachers, professional
education and development systems are required that teach teachers necessary knowledge
bases. Specifically, teachers require content and pedagogical knowledge, and (topic-
specific professional) knowledge about the amalgam of content and pedagogy.

Yang Yang , Xiufeng Liu and Joseph A. Gardella Jr.,( 2018) studied the Effects of
Professional Development on Teacher Pedagogical Content Knowledge, Inquiry
Teaching Practices, and Student Understanding of Interdisciplinary Science. It was
reported that teacher attendance in professional learning communities and
interdisciplinary science research related positively to teachers’ scores on a pedagogical
content knowledge test. Students of teachers who had more than 150 PD hours in the past
academic year performed significantly better on an interdisciplinary science test.

33
IlknurTirasCerenOztekin and Mehmet Sen.,(2017) determined Preservice Elementary
Science Teachers’ Pedagogical Content Knowledge for Sustainable Development. Results
revealed that PSTs had lack of knowledge about sustainable development, objectives of
SD and itsplace in the science curriculum. Moreover PSTs did not had enough
information about students’ understanding of SD.

JeeKyungSuhand SoonhyePark.,(2017) explored the relationship between pedagogical

content knowledge (PCK) and sustainability of an innovative science teaching approach.
Results indicated that teachers’ orientations aligned with argument-based inquiry,
especially as to how students learn, are essential for their sustained implementation. With
two other components of PCK (i.e., Knowledge of Student Understanding and
Knowledge of Instructional Strategies and Representations), . their orientations were
strongly connected ,which mutually interacted with the sustainability of the
implementation.

Martin Vogt Juhler.,(2017) studied the Use of Lesson Study Combined with Content
Representation in the Planning of Physics Lessons During Field Practice to Develop
Pedagogical Content Knowledge. It was found that the intervention affected the
prospective teachers’ potential to start developing PCK. They focused much more on
categories concerning the learners and also far more uniformly in all of the four main
categories comprising PCK. Consequently, these differences could affect their potential to
start developing PCK.

Melanie M. Keller,Knut Neumann and Hans E. Fischer.,(2017) studied the Impact of

Physics Teachers’ Pedagogical Content Knowledge and Motivation on Students’
Achievement and Interest. The findings showed that teacher pedagogical content
knowledge positively predicted students’ achievement; the effect was mediated by
cognitive activation. Students’ interest was predicted by teachers’ motivation, which was
mediated by enthusiastic teaching as perceived by students. Neither did teacher
pedagogical contentknowledge predict students’ interest, nor teacher motivation students’
achievement..

Alexander, Alexandra D.,(2016) analysed Preschool Teachers' Pedagogical Content

Knowledge for Science. Results showed that the Positive relationships were found

34
between total PCK scores and language proficiency, total science education, and years of
experience.

DeepikaMenon and Troy D. Sadler.,(2016) investigated the Pre service Elementary

Teachers’ Science Self-Efficacy Beliefs and Science Content Knowledge. Results found
statistically significant gains in participants’ science self-efficacy beliefs and science
conceptual understandings. Positive moderate relationship between gains in science
conceptual understandings and gains in personal science teaching efficacy beliefs was
also found. Qualitative analysis of the participants’ responses indicated positive shifts in
their science teacher self-image and they credited their experiences in the course as
sources of new levels of confidence to teach science.

John Lou S. Lucenario, Rosanelia T. Yangco, Amelia E. Punzalan and Allen A.

Espinosa.,(2016) investigated Pedagogical Content Knowledge-Guided Lesson Study:
Effects on Teacher Competence and Students’ Achievement in Chemistry. Analyses of
data showed that there was a significant difference in the science teacher competencies of
the PCKLS group teacher respondents compared to those of the conventional group. Also,
student respondents showed a significant increase on mean scores in terms of conceptual
understanding and problem-solving skills. Therefore, it was concluded that PCKLS was
an effective method to develop the teachers’ PCK competencies and student achievement
in terms of conceptual understanding and problem solving.

IngeTimostsuk.,(2015) investigated science pedagogical content knowledge in primary

student teachers´ practice experiences. Results indicated that the ratio of students with
prevalent positive and negative achievement emotions was quite similar. Result also
indicated as a prevailing emotion (by four students) but other emotions (pride, anger and
shame) were not indicated. The quite equal ratio of positive and negative achievement
emotions revealed complexity of teaching practice.

OktayBektas.,(2015) studied Pre-service Science Teachers’ Pedagogical Content

Knowledge in the Physics, Chemistry, and Biology Topics. The results indicated that pre-
service science teachers’ knowledge about students’ misconceptions of the selected
science topics might develop with the teaching experience.

35
Aydemir, Murat.,(2014) probed the pedagogical content knowledge of teachers: the case
of teaching genetics. Findings of the study revealed that participants did not fully
comprehend basic concepts in genetics. In a similar vein, they did not express sound
curriculum knowledge and they employed applications exceeding the curriculum border
such as solving problem about hereditary diseases crossing. Moreover, participants
represented generally sound knowledge of students with respect to both knowledge of
requirements and difficulties of students while learning genetics.

EmrahHigde, Murat BeratUcar, CihatDemir.,(2014) investigated the self-efficacy of

pre-service science teachers and pre-service physics teachers towards web pedagogical
content knowledge regarding internet use habits. The results of the study revealed that
web pedagogical content knowledge of pre-service science and physics teachers differed
according to their internet use habits.

FundaOrnek.,(2014) analysed pre-service science teachers have Understanding of

pedagogical content Knowledge. This study indicated the importance of engaging science
pre-service science teachers in projects with the main focus on reflection on their own
teaching of science. It was help them develop their understanding of science teaching and
learning as expressed in the PCK.

IngeTimostsuk.,(2014) studied the Relations between Pedagogical Content Knowledge

and Levels of Learning Reflected in the Experiences of Student Primary School Science
Teachers. The results revealed that the deep impact of teaching practice on the students’
understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills.

Lilia Halim, SharifahIntanSharina Syed Abdullah and SubhanMeeran.,(2014)

investigated Students’ Perceptions of Their Science Teachers’ Pedagogical Content
Knowledge. The study revealed that the differences in science teachers’ PCK identified
by students of different achieving abilities were statistically significant. All the
components of PCKwere considered as important by students of various academic
achieving abilities. Low-achieving students viewed all the components of PCK as less
important compared to the high and moderate achievers. In particular, low-achieving
students do not view ‘knowledge of concept representation’ as important for effective
teaching. This study also revealed that PCK of science teachers should be different for

36
high and low-achieving students and knowledge of students’ understanding plays a
critical role in shaping teachers PCK.

Martina Strübe,HolgerTröger,OliverTepner, and ElkeSumfleth.,(2014) studied

development of a Pedagogical Content Knowledge test of chemistry language and
models. The results showed that the systematic approach for measuring chemistry
teachers’ PCK in terms of dealing with models and chemistry language seems to be
helpful and lead to a reliable test instrument that was adequate for large samples.

Mehmet Sen.,(2014) took up a study on science teachers’ pedagogical content

knowledge and content knowledge regarding cell division. Participants’ findings about
PCK revealed that science teachers’ orientation towards science was based on the
transmission of curricular objectives referring subject matter goals. Regarding knowledge
of curriculum; although science teachers was aware the curricular objectives and could
link vertical and horizontal relations, they presented advance level knowledge violating
curriculum. Furthermore, science teachers could recognize students’ misconceptions;
however, they had insufficient knowledge to eliminate misconceptions.

SuriyaChapoo, KongsakThathong, Lilia Halim.,(2014) investigated Biology Teachers’

Pedagogical Content Knowledge for Teaching “The Nature of Organism”. The results
indicated that had good understanding and practices of PCK that supported to teachers
more confident in integrating the various aspects of PCK ie. orientation to teaching
science, knowledge of science curricular, knowledge of students’ understanding of
science, knowledge of instructional strategies, knowledge of assessment of scientific
literacy in her classroom practices. All three teachers lacked adequate content knowledge
in Biology and had some difficulties in their classroom teaching of the subject. Their
inability to design appropriate instructional and assessment activities is also a matter of
great concern.

Vicent N. Anney and Anne C. Hume.,(2014) enhanced untrained science teachers’

pedagogical content knowledge (PCK) in developing countries through teachers’
professional learning communities. The findings indicated that the intervention
strengthened generic aspects of the licensed science teachers’ PCK for inquiry learning,

37
notably their increased use of learner-centred pedagogical practices, with the potential for
roll out to the wider educational community.

Bodzin, Alec; Peffer, Tamara; Kulo, Violet 2012 studied about The Efficacy of
Educative Curriculum Materials to Support Geospatial Science Pedagogical Content
Knowledge
exposed the result that the educative curriculum materials supported science teachers'
professional growth related to their geospatial science pedagogical content knowledge
during the curriculum enactment.

Studies on pedagogical content knowledge of Mathematics Teachers

Katarina Gvozdic and Emmanuel Sander.,(2018) studied the intuitive conceptions

overshadow pedagogical content knowledge: Teachers’ conceptions of students’
arithmetic word problem solving strategies.It was found that teachers were dependent on
their PCK and identified student strategies; however, in the presence of the intuitive
conception, their PCK was overshadowed and they ceased to differ significantly from
non-teachers.

Kelley Durkin, Eileen Murray, Theodore Chao and Jon R. Star.,(2018) explored
Connections between Content Knowledge, Pedagogical Content Knowledge, and the
Opportunities to Learn Mathematics. Content and pedagogical content knowledge scores
had moderate correlation with each other. Additionally, both measures of teacher
knowledge had low correlations with OTL, but the correlations were higher for CK than
PCK. A subset of countries often had correlations above the international average:
Germany, Poland, the Russian Federation, and the U.S. had the highest correlations
between CK and PCK for both future teacher populations. Within this group, only
Germany attained correlations above the international average for all categories of teacher
knowledge and OTL.

Marufi, KetutBudayasa, &DwiJuniati.,(2018) studied Pedagogical Content

Knowledge: Teacher’s Knowledge of Students in Learning Mathematics on Limit of
Function Subject. The result of this research showed that novice teacher’s ability in
analyzing the cause of students’ difficulty, mistake, and misconception was limited.

38
Novice teachers tended to overcome the students’ difficulty, mistake, and misconception
by re-explaining the procedure of question completion which is not understood by the
students.

Odumosu, M.O , Olisama, O.V and Areelu.,(2018) conducted a study on Teachers’

Content and Pedagogical Knowledge on Students’ Achievement in Algebra. The results
indicated that gender had no significant effect on students’ achievement in algebra after
exposure to teachers’ content and pedagogic knowledge. Furthermore, showed that school
type had no significant effect on students’ achievement in algebra after exposure to
teacher’ content and pedagogic knowledge. Also, indicated that significant interaction
effect of content and pedagogical knowledge, gender and school type on students’
achievement in algebra.

Yujin Lee, Robert M. Capraro and Mary Margaret Capraro.,(2018) analysed

Mathematics Teachers’ Subject Matter Knowledge and Pedagogical Content Knowledge
in Problem Posing. Results indicated that participants had SMK of problem posing, but
their actual problem-posing results did not reflect their SMK well. Teachers were aware
of the importance of problem posing for students’ mathematical development, in terms of
KCS and KCT. They also felt that there were several significant factors impeding the
effective incorporation of problem posing within their classes.

BurçinGokkurtOzdemir.,(2017) examined the pedagogical content knowledge of

mathematics teachers. Teachers’ explanations showed that most are not knowledgeable
about the conceptual knowledge underlying subtraction operation in fractions, and they
only used relational knowledge. It also showed that the majority of the teachers stated that
they teach division operation in fractions as a rule, and that showed that they had code A
pedagogical content knowledge.

Ma’rufi Ketut Budayasa and DwiJuniati.,(2017) analysed the Pedagogical content

knowledge: Knowledge of pedagogy novice teachers in mathematics learning on limit
algebraic function. It concluded that novice teacher’s knowledge of pedagogy in
mathematics on limit algebraic function showed: 1) in teaching the definitions tend to
identify prior knowledge of the student experience with the content to be studied and not
in the form of a problem, 2) in posing the questions tend to be monotonous non lead and

39
dig, 3) in response to student questions pre -service teachers do not take advantage of the
characteristics or the potential of other students, 4) in addressing the problem of students,
tend to use the drill approach and did not give illustrations easily to understand by
students, 5) in teaching application concepts, tend to explain procedurally, without
explaining the reasons why these steps are carried out, 6) less varied in the use of learning
strategies.

Omer Sahin, YasinSoylu.,(2017) studied the development of Content knowledge of

prospective Middle school mathematics teachers on algebra. Results of the study, it was
observed that knowledge levels of the prospective teachers had developed as directly
proportional depending on the class level. This development continued during the passing
from second year to third year while it decelerates. In spite of this, it was observed that
the development of CK accelerated again in the fourth year. In addition, it was also
observed that the knowledge of prospective teachers in terms of CK was not at the desired
level.

JaniHannula.,(2016) focused on Subject matter knowledge and pedagogical content

knowledge in prospective mathematics teachers’ learning diaries. The results of this study
indicated that even though learning diary seems to be a potential learning tool prospective
mathematics teachers had a tendency to emphasize pedagogical content knowledge and
lay less stress on the subject matter knowledge. Consequently, more structured learning
diary tasks could to support all the components of mathematical knowledge for teaching.

Wood, Christopher Neal.,(2016) studied the Origin and Use of Pedagogical Content
Knowledge: A Case Study of Three Math Teachers and Their Students. Analysis of the
pre-post assessments showed that students were not able to make statistically significant
gains over the one week of instruction. However, students did note many aspects of
instruction that they thought helped them.

Cosmas Toga Tambara.,(2015) investigated teachers’ pedagogical content knowledge

and skills to develop learners’ problem solving skills in mathematics. Study findings
indicated that the majority of teachers’ daily mathematical teaching culture was deep-
rooted in the traditional approach (direct transmission).This approach was characterized
by the teachers concerned focusing on the following of rules and procedures, and on

40
doing demonstrations on the chalkboard, where after the learners were encouraged to
practice what they had learned by asking them to do pen-and-paper calculations.

Hine, Gregory (2015) studied pre-service teachers' mathematical content knowledge.

Results indicated that the extent to which pre-service teachers believed taking a
mathematical content unit would valuable for their future professional roles. High value
was ascribed to the acquisition of MCK, MKT, PCK, or any combination of these
knowledge categories. In particular, all participants expressed a view that this unit will be
valuable for them as they strengthen and consolidate their MCK, especially with key
topics in the Australian Curriculum strand Number & Algebra.

Tom Lowrie and Lobyn Jorgensen.,(2015) took a study on Pre-service teachers’

mathematics content knowledge: implications for how mathematics is taught in higher
education. Results showed that there was no difference between those students who had
studied advanced and standard mathematics at school on the three belief and attitude
measures, despite distinct differences in their MCK.

Anderson.J, Cavanagh.M& Prescott .A.,(2014) investigated Curriculum in focus:

Research guided practice. Studies had revealed that some pre-service teachers had also
displayed algebra misconceptions, so it was not surprising that in-service teachers
appeared had been unaware of some misconceptions about the concept of variable and
equations. It also revealed that the important role that teacher knowledge of both content
and students plays in ensuring that algebra concepts are properly understood by students
and that the intentions of the early curriculum for mathematics are realized.

Studies on pedagogical content knowledge of Science and Mathematics Teachers

Daudi Mika Mungure.,(2016) explored the Relevance of the Pedagogy and Academic
Content Knowledge that are offered to Prospective Science and Mathematics Teachers in
Tanzania Teachers’ colleges. The study found that the academic content knowledge that
was offered in minimal relevance as most of the topics are too advanced and they do not
reflect what was taught in secondary schools.

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RubaMiqdadi and Wesal Al-Omari.,(2014) examined the Mathematics and Science
Teachers’ Perceptions of their Pedagogical Content knowledge. The results showed that
mathematics and science teachers’ perceptions of their pedagogical knowledge were
weak. Furthermore, the study revealed significant differences in teachers’ perception due
to scientific qualifications and workshop attendance. On the other hand, no significant
results were found due to gender nor teaching experience.

Studies on pedagogical content knowledge of Computer Science Teachers

Elizabeth Hidson.,(2018) investigated Challenges to Pedagogical Content Knowledge in

lesson planning during curriculum transition: a multiple case study of teachers of ICT and
Computing in England. The study showed teachers’ concerns about the lack of clarity
surrounding the curriculum change, and the lack of access to suitable professional
development (CPD)and t highlighted the importance of programming and Computer
Science in Information Technology and Digital Literacy, the other two strands of the new
curriculum.

AmanYadav, Marc Berges, Phil Sands and Jon Good.,(2016) measured computer
science pedagogical content knowledge: An exploratory analysis of teaching vignettes to
measure teacher knowledge. Results showed that the coding of first and second problems
exhibited that teachers were able to respond in several ways, the qualitative analysis of
the third and fourth problems, on the other hand, had only a small variety in the answers.
Additionally, the number of occurrences of a certain response varied across the four
overarching problems as can be seen in the ratio of responses with more than two
occurrences and those with less.

Studies on pedagogical content knowledge of Social Science Teachers

Melanie Nind and Sarah Lewthwaite.,(2017) investigated Pedagogical Content

Knowledge of Social Science Research Methods Teachers. The research showed that the
strategies and associated PCK of methods teachers developed from their experiences of
learning/being taught, methodological experiences, formal training, early experiences
with teaching, pedagogical beliefs and values (their pedagogical roots). It also showed

42
that pedagogical challenges stimulate the development of strategies and shape the
ongoing development of PCK.

Patra, A., &Guha, A. (2017) conducted a study on Pedagogical Content Knowledge

(PCK) of Geography Teachers’ and its Effect on Self-efficacy and Teacher Effectiveness
in West Bengal, India. Results showed that teachers with high level of PCK in Geography
were significantly different from the teachers had moderate and low levels of PCK in
geography in their self-efficacy. On the other hand, teachers with high level of PCK were
significantly different from the teachers had low levels of PCK in geography in teacher
effectiveness. Study also showed that, teachers self-efficacy was positively related with
teacher effectiveness in geography teaching.

Kuhn et al.,(2016) evaluated the pedagogical content knowledge of pre- and in-service
teachers of business and economics to ensure quality of classroom practice in vocational
education and training. Results showed that video- and performance-based assessment
tool for assessed the strategic component of PCK was developed and currently being
validated. Together, these tools could serve to assess the professional knowledge and
skills of business and economics teachers.

SørenWitzel Clausen.,(2016) studied the pedagogical content knowledge of Danish

geography teachers in a changing schooling context.The results of this survey of the self-
reported TSPK of Danish geography teachers showed that they attach great importance to
knowledge and human interaction with nature, both as learning goals and content areas.
On the other hand, action competence and practical work are given relatively little
emphasis compared with the above-mentioned categories, although teachers emphasise
the importance of action competence far more as a learning goal than as a content area.

Studies on pedagogical content knowledge of Language Teachers

Marie Evens, Kelly Tielemans, Jan Elen.,( 2018) studied Pedagogical content
knowledge of French as a foreign language: differences between pre-service and in-
service teachers. The qualitative analysis showed that in-service teachers had more
difficulties with conceptual knowledge, while showing more practical knowledge of
students’ understanding than pre-service teachers.

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Kylie Zee Bradfield.,(2017) analysed teaching of children’s literature: a case study of
primary teachers’ pedagogical content knowledge. Findings indicated that thoughtful
pedagogical use of children’s literature requires the development of a situated form of
knowledge that was cognisant of the complex interplay of the main components in these
primary school classrooms: content, pedagogy, and children’s literature.

Esmail Safaie Asl , Nader Safaie Asl and Akbar SafaieAsl.,(2014) analysed the
Erosion of EFL Teachers' Content and Pedagogical- Content Knowledge Throughout the
Years of Teaching Experience. In terms of the gender of the subjects, T-test results
indicated that there was no significant difference observed between two gender groups in
relation to their possessing content and pedagogical-content knowledge. The subjects
indicated no gender-based significant difference in relation to their keeping abreast of
ELT resources such as taking part in national and international symposiums and
benefitting from other English teachers, books, journals, internet resources, either.

Huseyin Oz.,(2014) conducted a study on Pre-service English teachers’ perceptions of

web-based assessment in a pedagogical content knowledge course. The results indicated
that although the participants did not seem to fully appreciate the use of web-based
assessment and showed some lack of interest to use this form of assessment in their future
classes, they displayed a positive computer attitude and positive perception towards ease
of use of web-based testing for their course.

Studies on pedagogical content knowledge of elementary and primary Teachers

Jamie N. Mikeska, Christopher Kurzum, Jonathan H. Steinberg, Jun Xu.,(2018)

assessed pilot results of Elementary Teachers’ Content Knowledge for Teaching Science
for the ETS Educator Series. The findings indicated that the majority of items showed at
least a moderate relationship to the criterion measure (total raw score), suggesting that a
large proportion of the items differentiate quite well. In fact, across both pilot forms,
more than 80% of the CKT science items had biserials above .30.

Bahcivan, Eralp; Cobern, William W. (2016) investigated Coherence among Turkish

Elementary Science Teachers' Teaching Belief Systems, Pedagogical Content Knowledge
and Practice Content analyses showed that when science teachers presented

44
characteristics of autonomous self-construal more than related self-construal, they had a
more advanced personal epistemology.

Morrison, A. D., &Luttenegger, K. C. (2015) measured pedagogical content knowledge

using multiple points of data. Findings revealed that the Elementary teachers were
responsible for ensuring learning of a wide variety of content and skills. The disciplinary
organizations establish content knowledge standards for elementary teachers as well, but
elementary teachers are not specialists, they had broad knowledge base of many skills and
content.

Pavinee Sothaya petch, Jari Lavonen and Kalle Juuti.,(2015) investigated Primary
school teachers’ interviews regarding Pedagogical Content Knowledge (PCK) and
General Pedagogical Knowledge (GPK). It was found that the Finnish teachers had
flexibility in their teaching: they did not have specific techniques with which to handle
students; the techniques used depend on the situations occurring at the moment.

2.4.4 Studies on pedagogical content knowledge of pre-primary Teachers

Rebecca L.P.Jordan, MaryBratsch-Hines and LynneVernon-Feagans.,(2018)

investigated Kindergarten and first grade teachers' content and pedagogical content
knowledge of reading and associations with teacher characteristics at rural low-wealth
schools. The results showed that teaching experience was the only teacher characteristic
to be significantly associated with both domains of teacher knowledge, implicating the
necessity of increasing experiential learning components in teacher education.

PushpitaRajawat.,(2016) studied the effects of pedagogical approaches & practices for

sustainable development in early childhood education: a research review. It was
concluded that specific pedagogical practices are found to enhance child development,
including high-quality interactions involving sustained-shared thinking methods, play-
based learning, scaffolding, as well as a combination of staff- and child initiated
activities.

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Studies on pedagogical content knowledge of Experts and Novice Teachers

Matthias Krepf, WilfriedPloger, Daniel Scholl and Andreas Seifert.,(2018) analyzed

Science Lessons Pedagogical Content Knowledge of Experts and Novices. Qualitative
and quantitative analysis of the interviews revealed that experts activated both CK and
PK intensively and in this respect they differed significantly from novices.

Justine chidziva.,(2017) investigated Peer observation on the pedagogical content

knowledge of grade 11 novice teachers to enhance the teaching of Statistics in a
circuit.Results showed that the two mathematics novice teachers’ classroom management
skills improved. Results also showed that the two novice teachers improved in the use of
instructional strategies as they moved from using teacher-centred strategies like the
lecture method to using learner-centred instructional strategies such as oral probing and
group work, among others, in which they interacted more with learners. The novice
teachers were able to identify learners’ misconceptions and learning difficulties.

Nancy Lee Ming See.,(2014) studied Mentoring and Developing Pedagogical Content
Knowledge in Beginning Teachers. The findings revealed that there was significant
relationship between mentoring and SMK, mentoring and GPK, and mentoring and KOC.
Mentoring exerts the most influence on KOC, then GPK and SMK respectively. Overall,
there was a significant relationship between mentoring and PCK of beginning teachers.

Studies on pedagogical content knowledge of prospective Teachers

Fien Depaepe et al.,(2018) analysed pre-service teachers’ content and pedagogical

content knowledge on rational numbers. The results showed that the Intervention group
pre-service teachers’ (PSTs) significantly outperformed control group pre-service
teachers’ (PSTs) on content knowledge (CK) and pedagogical content knowledge (PCK),
indicating that in stimulating PSTs’ knowledge on rational numbers the intervention was
effective.

George Kankam and Winston Kwame Abroampa.,( 2016) analysed Early Childhood
Education Pre-Service Teachers’ Pedagogical Content Knowledge in Teaching
Psychosocial Skills Across the Kindergarten Curriculum in Ghana.The study showed that

46
Pre-service teachers had enough knowledge in achieving two goals of the KG curriculum
and were also more familiar with the use of fieldtrips and demonstration. They also had
enough knowledge in the use of observation and conversation among others.

Sabah Akhtar, FaizaShaheen and SaimaBibi.,(2016) conducted a study on

Uncovering the development of content knowledge, pedagogical knowledge and
pedagogical content knowledge: prospective teachers’ perceptions. Data showed that no
significant difference was found in CK of prospective teachers in all subject areas.
Significant differences were found in PK and PCK in the subject areas of English,
Science and Mathematics whereas, for the subject of Social Studies, this difference was
not observed in the prospective teachers of both institutes.

Desai. S.B.,(2014) studied the effectiveness of programme for enriching teacher’s

pedagogical content knowledge on practice teaching of teacher trainees. The results stated
as the pedagogical content knowledge Programme in teaching practice of Marathi Hindi
& English was fruitful. The results also stated as the achievement scores of each every
B.Ed. student teacher in teaching practice of Hindi & English were increased after the
implementation pedagogical content knowledge Programme.

Studies on pedagogical content knowledge in Teacher preparation

PalanisamyKathirveloo and MarzitaPuteh.,(2014) analysed effective Teaching:

Pedagogical Content Knowledge. The results showed that the Mathematics teacher
educators assume a significant responsibility for enhancing the content and pedagogical
knowledge of prospective teachers as well as influencing their belief regarding
mathematics teaching and learning and their awareness of their students’ mathematical
dispositions

Sudhindra Roy and Ritendra Roy.,(2014) investigated Pedagogical content

knowledge: an emerging issue in preparing Teachers. On analysis of B.Ed. Curriculum , it
was found that new regulation did not use the term PCK directly but there were certain
things which indicated PCK. B.Ed. Curriculum suggested to integrate the study of subject
knowledge, human development, pedagogical knowledge and communication skills .
PCK is all about a successful integration of subject and pedagogical knowledge.

47
Studies on pedagogical content knowledge

AlannahOleson.,(2018) analysed Pedagogical Content Knowledge for teaching Inclusive

Design. Results showed that Inclusive software was an important component, not only for
those who use it today but also for those who will use it in the future. In a world of non-
inclusive software, a person might grow up believing they are at fault if they cannot
understand how to use technology, when in reality the software is not built to support
their unique perspective.

Guanglun Michael Mu, WeiLiang,LitaoLuand Dongfang Huang.,(2018) conducted a

study on Pedagogical Content Knowledge within Professional Learning Communities: An
approach to counteracting regional education inequality. It was concluded that
participation in teaching and research activities within PLCs benefits teachers’ PCK. The
paper also concluded that building PCK through the Teaching and Research System had
potential to counteract regional education inequality.

Laken M. Top, Sarah A. Schoonraad and Valerie K. Otero.,( 2018) studied the
Development of pedagogical knowledge among Learning Assistants (LAs). Results found
that LAs developed an understanding of the language that valued students’ prior ideas in
learning, but the depth of this understanding varied. In addition, LAs did not demonstrate
as much growth in their language with respect to the formative assessment or to the idea
that students play a role in constructing knowledge.

Tröbst, S., Kleickmann, T., Heinze, A., Bernholt, A., Rink, R., &Kunter, M. (2018)
analysed Teacher knowledge experiment: Testing mechanisms underlying the formation
of pre service elementary school teachers’ pedagogical content knowledge concerning
fractions and fractional arithmetic. The results showed that a combination of instruction
on content knowledge and pedagogical knowledge produced small but statistically
significant growth in pedagogical content knowledge. Similarly, instruction on content
knowledge exclusively was sufficient to cause small but statistically significant growth in
pedagogical content knowledge.

AzmilHashim, JahidihSaili and MohdAderiChe Noh.,(2015) studied the Relationship

between Pedagogical Content Knowledge and al- Quran Tajweed Performance among

48
Students KKQ in Malaysia. The results of the study showed that there was a lower
significant relationship between the teachers PCK and the student achievement of tajweed
al-Quran in KKQ.

BarısSezer.,(2015) examined techno pedagogical knowledge competencies of teachers in

terms of some variables. The findings of the study reveal that the teachers in the sample
group of the study had a high level of awareness regarding their techno pedagogical
knowledge competencies. The findings of the study also revealed that there are
statistically significant differences among teachers’ awareness levels on their TPCK
competencies.

Lin Ding, Jia He and Frederick Koon Shing Leung.,(2014) compared the Relationship
between Subject Matter Knowledge and Pedagogical Content Knowledge: A Study of
Chinese Pre-Service Teachers on the Topic of Three-Term Ratio. The results showed that
the PSTs had an unstable and inconsistent understanding of the concept of ratio, which
influenced their presentation of the concept of three-term ratio. Those who possessed
multiple understandings of this concept tended to be more flexible when choosing
different representations.

Roxana Criu and Andrei Marian.,(2014) studied the Influence of Students’ Perception
of Pedagogical Content Knowledge on Self-Efficacy in Self-Regulating Learning in
Training of Future Teachers. Results showed that female students who perceive their
teachers had a high level of PCK and also had high level of self-efficacy in self-regulating
learning, compared to female students. Female students who perceive their teachers more
cooperative had a high level of self-efficacy in self-regulating learning as opposed to
those who perceive their teachers as non-cooperative and that had a low level of self-
efficacy in self-regulating learning activities.

Raimundoolfos and Tatiana goldrine.,(2014) analysed teachers’ pedagogical content

knowledge and its relation with students’ understanding. The constructivist-oriented
subcomponent of the teachers’ CK showed a significant association with student learning,
although it was less significant than the association with the teacher’s experience.
Socioeconomic factors were strongly associated with student achievement, confirming the
strong divisions that characterize the chilean education system.

49
STUDIES ON CONTENT KNOWLEDGE

Eugenia Etkina et.al.,(2018) probed teachers’ content knowledge for teaching: An

example from energy in high school physics. Analyses of the data indicated a positive
correlation among CKT-E assessment performance, richness of instruction, and student
learning.

Van Garderen, Delinda; Hanuscin, Deborah; Thomas, Cathy Newman; Stormont,

Melissa; Lee, Eun J 2017 Self-Directed Learning to Improve Science Content
Knowledge for Teachers.
They reported that many special educators have had little preparation to develop science
content knowledge or skills in methods for teaching science. Special educators are often
solely responsible for teaching science to students with disabilities in resource settings
and self-contained classrooms despite their lack of content knowledge; while in inclusive
settings, special educators are called on to co- teach or consult.

Martin, Andrew J.; Durksen, Tracy L.; Williamson, Derek; Kiss, Julia; Ginns, Paul
2016 evaluvated the Role of a Museum-Based Science Education Program in Promoting
Content Knowledge and Science Motivation. They found significant gains in content
knowledge recall (achievement) and science motivation (self-efficacy, valuing,
aspirations) following participation in the science program.
Menon, Deepika; Sadler, Troy( 2016) published an article on Preservice Elementary
Teachers' Science Self-Efficacy Beliefs and Science Content Knowledge. Results
designates statistically significant gains in participants' science self-efficacy beliefs and
science conceptual understandings. Positive moderate relationship was found between
gains in science conceptual understandings and gains in personal science teaching
efficacy beliefs.

Sabel, Jaime L. Forbes, Cory T. Flynn, Leslie (2016) investigated Elementary

Teachers' Use of Content Knowledge to Evaluate Students' Thinking in the Life Sciences.
It was found that eachers with higher levels of life science content knowledge more
effectively evaluated students' ideas than teachers with lower levels of content
knowledge.

50
Guo, Ying; Piasta, Shayne B.; Bowles, Ryan P. 2015 investigated on Exploring
Preschool Children's Science Content Knowledge. The Result highlighted that children
exhibited significant gains in science content knowledge over the course of the preschool
year. Hierarchical linear modeling results indicated that the level of maternal education
(i.e., holding at least a bachelor's degree) significantly predicted children's Time 1 science
content knowledge. Children's cognitive, math, and language skills at Time 1 were all
significant concurrent predictors of Time 1 science content knowledge. However, only
Time 1 math skills significantly predicted residualized gains in science content
knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy:
Factors related to individual differences in young children's science content knowledge
may be important for early childhood educators to consider in their efforts to provide
more support to children who may need help with science learning.
Newell, Alana D. Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno,
Nancy P. (2015) explained Students' Attitudes toward Science as Predictors of Gains on
Student Content Knowledge: Benefits of an After-School Program. The result showed
that Content knowledge increased 24.6% from pretest to posttest.

Houseal, Ana K.; Abd-El-Khalick, Fouad; Destefano, Lizanne 2014 submitted a thesis
on Impact of a Student-Teacher-Scientist Partnership on Students' and Teachers' Content
Knowledge, Attitudes toward Science, and Pedagogical Practices .The findings specify
that STSPs might serve as a promising context for providing teachers and students with
the sort of experiences that enhance their understandings of and about scientific inquiry,
and improve their attitudes toward science and scientists.

Pecore, John L.; Kirchgessner, Mandy L.; Carruth, Laura L.( 2013) evaluvated
Changes in Science Content Knowledge and Attitudes toward Science Teaching of
Educators Attending a Zoo-Based Neuroscience Professional Development. According to
the result of the study PD improved science content, but made no impact on already high
attitudes toward science.

Peters, Erin E. 2012 published an article on Developing Content Knowledge in Students

through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-
Monitoring. Results indicated that the explicit group significantly outperformed the
implicit group on both nature of science and content knowledge assessments. Students in
51
the explicit group also demonstrated a greater use of detail in their inquiry work and
reported a higher respect for evidence in making conclusions than the implicit group.

STUDIES ON TECHNO PEDAGOGICAL CONTENT KNOWLEDGE

Erduran, A. &Ince, B. (2018) identified mathematics teachers’ difficulties in technology

integration in terms of Technological Pedagogical Content Knowledge (TPCK). The
findings showed that teachers had difficulties with components of TPCK (PB-PAB-
TPAB) and that the difficulties they face in integrating technology into the teaching
process could be sorted under five main headings viz. (1)Teaching without planning (2)
Struggles to integrate different types of knowledge, (3) Lack of basic knowledge, (4)
Errors in technological knowledge, (5) Lack of field-specific support.

RonnySchererJoTondeurFazilatSiddiq and EvrimBaran.,(2018) studied the

importance of attitudes toward technology for pre-service teachers' technological,
pedagogical, and content knowledge: Comparing structural equation modeling
approaches. The analyses revealed that the attitudes toward technology and TPACK self-
beliefs were positively related; yet, differences across the attitudes and TPACK
dimensions existed, pointing to the delineation of general and educational perspectives on
the use of ICT.

Smita Mishra.,(2018) studied the importance of integration of pedagogy and technology

in teaching science.At the conclusion it stated that though integration of technology and
pedagogy was essential for better science teaching but a balance between pedagogy and
technology was required to avail the greatest benefit.

Angela Urbina and Drew Polly.,(2017) examined the elementary school teachers’
integration of technology and enactment of TPACK in mathematics.Findings indicated
that teachers used Chromebooks in one-to-one classrooms to provide students with extra
practice on computational skills.

Bilge Can, SecilErokten and AsiyeBahtiyar.,(2017) investigated the Pre-Service

Science Teachers’ Technological Pedagogical Content Knowledge. Results showed that
as the class level of pre-service teacher increases, their level of technological pedagogical

52
content knowledge also increases. Moreover, there was a significant difference on behalf
of pre-service teachers at the 1st grade in all dimensions of technological pedagogical
content knowledge scale.

GoncaKececi and FikriyeKırbagZengin.,(2017) observed the technological pedagogical

and content knowledge levels of science teacher candidates.The results showed that the
teacher candidates had a moderate level oftechnological pedagogical content knowledge.
The fact that the pre- and post-study scores weresignificantly different in favor of the
posttests suggests that it is important for teacher candidates tohave the opportunity to
make self-evaluations.

Jorgen Holmberg.,(2017) studied Teachers’ pedagogical reasoning and reframing of

practice in digital contexts.The findings showed that teachers’ pedagogical reasoning was
a complex and multidimensional process and was closely integrated with teachers’
reframing of practice. Common characteristics in the teachers’ reframing of practice are
identified. The results highlighted that the reciprocal relationship between developments
in teachers’ pedagogical reasoning and TPACK development and the need for a
distinction between general and specific, theoretical and practical TPACK.

Panagiotis K. StasinakisMichail Kalogiannnakis.,(2017) analysed Moodle-Based

Training Program about the Pedagogical Content Knowledge of Evolution Theory and
Natural Selection. The study found that all trainees improved their individual PCK and
felt adequate to teach more effectively the ET and the NS to their students. All the
participants, moved to a more constructive and learner-centered teaching style through the
activities they performed compared to what they used to do before the training program.

SahinGokc¸earslan, TugraKarademir, and AgahTugrulKorucu.,(2017) analysed

Preservice Teachers’ Level of Web Pedagogical Content Knowledge: Assessment by
Individual Innovativeness. Results found that teachers in the Early Majority category had
high scores in terms of pedagogical web content and general web knowledge, and that
“individual innovativeness” was effective in predicting the general web and
communicative web categories to which they belonged.

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Mustafa, Mohamed Elfatih (2016) The Impact of Experiencing 5E Learning Cycle on
Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)
The investigation of the Pathfinder networks showed that there were significant
developments in the participants' knowledge components embodied in TPACK.
Nevertheless, the TIAR analysis suggested that the participants' designs lacked
connecting curriculum goals with technology, and compatibility with curriculum goals
and instruction.

Lin, Cheng-Yao; Kuo, Yu-Chun; Ko, Yi-Yin(2015) Evaluvated Pre-Service Teachers'

Perceptions and Beliefs of Technological Pedagogical Content Knowledge on Algebra.
Results revealed that there were no significant differences in content knowledge for
algebra between the pre-service teachers from two programs. Pre-service teachers in the
teacher education program had better pedagogical knowledge than those in the university
core program. The five sub-scales of the algebra content were significantly correlated
with each other. Content knowledge and pedagogical knowledge significantly predicted
TPACK. Levels of technology skills among the pre-service teachers had a significant
impact on their technology knowledge, technological content knowledge and TPACK.

Pringle, Rose M.; Dawson, Kara; Ritzhaupt, Albert D.(2015) focused on Integrating
Science and Technology: Using Technological Pedagogical Content Knowledge as a
Framework to Study the Practices of Science Teachers.
Their findings showed increase in technology-related practices, including the use of
sophisticated hardware, very little improvements occurred with fostering inquiry-based
science and effective science-specific pedagogy.

Blnowicki, Bullivan-Watts, Mkshim (2013) Factors Influencing Science Content

Accuracy in Elementary Inquiry Science Lessons (2013) studied about Identifying
Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge
(TPACK. The findings designate that female science teachers perceive higher self-
confidence in pedagogical knowledge but lower self-confidence in technological
knowledge than males. Perceptions of female in-service science teachers' on TK, TPK,
TCK, and TPC significantly and negatively correlated with their age.

54
Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien 2013
Identifying Science Teachers' Perceptions of Technological Pedagogical and Content
Knowledge (TPACK) According to the result of the study relationships between the
science teachers' perceptions of TPACK and their demographic characteristics such as
teaching experience, gender, and age. The findings indicated that female science teachers
perceive higher self-confidence in pedagogical knowledge but lower self-confidence in
technological knowledge than males. Further, female in-service science teachers'
perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their
age.

STUDIES ON TEACHING BEHAVIOUR

Feng-Jui Hsieh, Ting-Ying Wang&Qian Chen.,(2018) explored the perspectives of

Taiwanese in-service and pre-service high school mathematics teachers regarding ideal
teaching behaviours. Results showed that the perspectives of in-service teachers were
dominated by a painless meaning-emphasized profile; these teachers emphasized
meaningful learning for students and avoided the fast pace and demanding requirements
that can cause distress in students, whereas pre-service teachers were dominated by an all-
round profile, revealing their openness to all factors. Compared with pre-service teachers,
in-service teachers’ perspectives were more similar to those of students.

Harry G. Murray.,(2018) studied Low-Inference Classroom Teaching Behaviors and

Student Ratings of College Teaching Effectiveness. Results showed that the pivotal role
of attention-getting behavior in classroom teaching, the validity of student instructional
ratings, and the design of teaching improvement programs in higher education.

Harmsen, Ruth,Helms-Lorenz, Michelle; Maulana, Ridwan& van Veen,

Klaas.,(2018) studied the Relationship between Beginning Teachers' Stress Causes,
Stress Responses, Teaching Behaviour and Attrition. Results showed that BTs' perceived
negative pupil aspects relate positively to the stress responses perceived tension,
discontent and negative emotions. Negative emotions were negatively associated with
observed teaching behaviour. Results also showed that discontent positively related to
attrition.

Rikkert M. van der Lans, Wim J. C. M. van de Grift & K. van Veen (2018)
investigated the Instrument for Teacher Feedback: Using the Rasch Model to Explore

55
Teachers' Development of Effective Teaching Strategies and Behaviors. Results indicated
that the instrument was a potentially useful tool to describe teachers’ development of
effective teaching.

TijmenSchipper and Sui Lin Goei.,(2018) analysed teachers’ self-efficacy and adaptive
teaching behaviour through lesson study. Between the two groups in efficacy in pupil
engagement as well as classroom management and instructional behaviour significantly
different results were found.

Barnard, Allison D., Adelson, Jill L.&Possel, Patrick.,(2017) compared the Perceived
Teaching Behaviours and Affect in Upper Elementary School Students. Research results
found that (a) perceived instructional teaching behaviour was negatively associated with
NA and positively associated with PA; (b) perceived organizational behaviour was not
associated with either; (c) perceived socio-emotional teaching behaviour was positively
associated with both; (d) perceived negative teaching behaviour was positively associated
with NA but not associated with PA.

David Blazar&Matthew A. Kraft.,(2017) took a study on Teacher and Teaching

Effects on Students’ Attitudes and Behaviors. Results found that upper-elementary
teachers had large effects on self-reported measures of students’ self-efficacy in math,
and happiness and behavior in class. Students’ attitudes and behaviors are predicted by
teaching practices most proximal to these measures, including teachers’ emotional
support and classroom organization.

Maulana, Ridwan,Helms-Lorenz, Michelle and Van de Grift, Wim.,(2017) studied

the Effective Teaching Behaviour of Pre-Service Teachers. Results showed that the
quality of teaching behaviour of pre-service teachers was below that of experienced
teachers. Class size and (partly) teacher gender explain differences in the quality of
teaching behaviour. All domains of teaching behaviour are related to pupil engagement,
with classroom management and clarity of instruction showed the strongest relationships
with academic engagement compared to the other domains.

Whitney Alicia Zimmerman, Stephanie L. Knight, David E. Favre&Atman

Ikhlef.,(2017) studied the effect of professional development on teaching behaviors and
efficacy in Qatari educational reforms. Results indicated a significant interaction effect;
for teachers who received the training, the relationship between behaviors and teacher

56
efficacy was negative, while for teachers in the control group this relationship was
positive.

Allison D. Barnard , Jill L. Adelson&Patrick Possel.,(2016)conducted a study on

perceived teaching behaviours and affect in upper elementary school students. Research
found that (a) perceived instructional teachingbehaviour was negatively associated with
NA and positively associated with PA; (b) perceived organizational behaviour was not
associated with either; (c) perceived socio-emotional teachingbehaviour was positively
associated with both; (d) perceived negative teachingbehaviour was positively associated
with NA but not associated with PA.

Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias.,(2016)

studied the Effects of Autonomy-Supportive and Controlling Teaching Behaviour in
Biology Lessons with Primary and Secondary Experiences on Students' Intrinsic
Motivation and Flow-Experience. It was found that autonomy-supportive teaching
behaviour led to significant differences in students' intrinsic motivation and flow-
experience when compared to controlling teaching behaviour. It was also found that the
positive effects of autonomy-supportive and the non-beneficial effects of the controlling
teaching behaviour seem to be dependent on the interestingness of the teaching material.

Jung, Hyunwoo&Choi, Euichang.,(2016) analysed the Importance of Indirect Teaching

Behaviour and Its Educational Effects in Physical Education. ITB had a powerful
influence on students' social and moral development in terms of reflecting on themselves
by the teacher's positive modelling, cooperating with other friends and learning the
intrinsic value of physical activities and sports. ITB was also found to impact the student's
perceptions of physical education and their physical education teachers, which seems to
encourage them to learn more about the lesson.

Maulana, Ridwan; Helms-Lorenz, Michelle.,(2016) conducted a study on observations

and Student Perceptions of the Quality of Pre-service Teachers' Teaching Behaviour:
Construct Representation and Predictive Quality. Results showed that observations and
student perceptions of teaching behaviour are significant predictors of student academic
engagement, student perceptions appeared to be more predictive of their perceived
academic engagement than observations.

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Natalia Hofferber, Melanie Basten, Nadine Großmann&Matthias Wilde.,( 2016)
studied the effects of autonomy-supportive and controlling teaching behaviour in biology
lessons with primary and secondary experiences on students’ intrinsic motivation and
flow-experience. Results showed autonomy-supportive teachingbehaviour led to
significant differences in students’ intrinsic motivation and flow-experience when
compared to controlling teachingbehaviour. Results also showed that motivation and
flow-experience were not always in line with theory. The positive effects of autonomy-
supportive and the non-beneficial effects of the controlling teachingbehaviour seem to be
dependent on the interestingness of the teaching material.

Udo, Magnus P.; Samson, Agatha; Baraya, Abdulmutallib Umar.,(2016)analysed the

Teaching Behaviours as Perceived by Business Education Students in Tertiary Institutions
in the North Eastern Nigeria. The findings of the study revealed, among others, that
business education students perceived that their lecturers had control over a knowledge
base that guides what they do as Lecturers; that they also perceived that their lecturers
had a repertoire of best teaching practices which they had used to instruct them in the
classrooms and to work with fellow workers in the university setting. Lastly they
perceived that their lecturers had disposition and skills to approach all aspects of their
work in a reflective, collegial and problem-solving manner.

De Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle & van de Grift,
Wim J. C. M. (2015) studied Student Teachers' Participation in Learning Activities and
Effective Teaching Behaviours. The results indicated that student teachers vary in their
self-reported learning and that this learning relates positively to observations of their
effective teaching behaviour.

Lai Ping Florence Ma.,(2015) analysed the Teaching behaviour of LETs and NETs in
Hong Kong: differences perceived by secondary students. Results showed remarkable
perceived differences in classroom atmosphere, classroom language use, teacher attitudes
towards discipline, teaching approaches, and teaching objectives. Results also showed
what elements constitute an interesting lesson to students.

Maulana, Ridwan; Helms-Lorenz, Michelle; van de Grift, Wim.,(2015) examined the

development of a measure tapping students' perceptions of (pre-service) teachers'
teaching behavior. Results revealed that a shortened and representative measure of
teachers' behaviour met the requirements of the Rasch model sufficiently.

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WelkoTomic.,(2015) investigated the TeachingBehavior and Student Learning Outcomes
in Dutch Mathematics Classrooms. The results showed that effective teachingbehaviors
are: (a) high-level questions put to a large group of students; (b) probing, followed by a
correct student response; (c) teacher waiting after asking a question; (d) successful
redirecting; and (e) all forms of positive acknowledgement. Effective teachingbehaviors
in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing,
followed by correct student response; and (c) all forms of positive acknowledgement.
More teachingbehaviors had a positive effect on mathematical knowledge than had a
positive effect on students’ attitude toward mathematics.

Abdul Gafoor and HaskarBabu.,(2014) preferred teaching behaviours of students

teachers – a post-B.Ed. study from Kerala. Results showed that student teachers least
preferences towards curriculum orientation and content orientation in teaching had
explored in relation to their pedagogic and content knowledge.

Bettina Greimel-Fuhrmann.,(2014) investigated Students’ Perception of Teaching

Behaviour and Its Effect on Evaluation. The model showed that global ratings are
affected by the students’ interest in the subject matter, their attitudes towards evaluating
their teachers as well as their teachers’ perceived likeability, it also revealed that students’
ratings depend mainly on their teachers’ behaviour in class, particularly their ability to
give clear explanations.

Hyunwoo Jung&Euichang Choi.,(2014) studied the importance of indirect teaching

behaviour and its educational effects in physical education. Results showed that Indirect
Teaching Behaviour (ITB) had a powerful influence on students' social and moral
development in terms of reflecting on themselves by the teacher's positive modelling,
cooperating with other friends and learning the intrinsic value of physical activities and
sports. Indirect Teaching Behaviour (ITB) was also found to impact the student's
perceptions of physical education and their physical education teachers, which seems to
encourage them to learn more about the lesson.

Jotie De Meyer, Lynn Van den Berghe and LeenHaerens.,(2014) studied Controlling
Teaching Behavior Relate to Students’ Motivation in Physical Education. The results
indicated that the average level of perceived controlling teaching was low. Both class-
level variance and student-level variance were significantly different from zero, with
18.34% of the variance in perceived controlling teaching situated at the class level.

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William Moore&Judith A. Schaut Central Susqueha.,(2014) described Teaching
Behavior, Responsiveness to Training and Teaching Effectiveness. The results indicated
that teachers with stable and unstable teachingbehavior were equally responsive to
training. Stability of teacherbehavior was related to the amount of learner inattention in
the classroom; teachers with the more stable behavior had less active learner inattention.

Wu Chen ,Meilin Long, and QionghuaDuan.,(2014)analysed the Classroom Teaching

Behavior Based on Knowledge Building.The research results were teacher's professional
development had been improved in the circumstance of knowledge building theory.

Beth Rubin and Ronald Fernandes.,(2013) studied the Effect of Teaching Behaviors on
Class Community and Agreement. Results revealed that the aggregate class level and
strength of agreement about the teaching presence had significant effects on the level and
agreement about cognitive presence and social presence.

Oluwatayo, James Ayodele.,(2013) analysed Teaching Behaviour of Chemistry

Teachers in Public Secondary Schools in Ekiti State. Results showed that the teaching
behaviour of Chemistry teachers was good; the rating was statistically reliable and devoid
of gender bias.

Possel, Patrick, Kathleen Moritz Rudasill, Jill L. Adelson, Annie C. Bjerg, Don T.
Wooldridge and Stephanie Winkeljohn Black. (2013). Teaching Behaviour and Well-
Being in Students: Development and Concurrent Validity of an Instrument to Measure
Student- Reported Teaching Behaviour. Results indicated student-ratings of teaching
behavior were associated with positive and negative affect in students.

Sandra Graham McClowry et al.,(2013) investigated Teacher/Student Interactions and

Classroom Behavior: The Role of Student Temperament and Gender. The results
revealed that, as compared to students with other temperaments, children who were high
maintenance exhibited significantly higher levels of overt aggression toward others,
emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior.
Teachers reported more difficulty managing the behavior of high maintenance students
and were observed to provide more negative feedback to them compared to those who
were industrious. The results also revealed that temperament mediated the relationship
between student gender and disruptive classroom behaviors.

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Stes, Ann, Coertjens, Liesje&Petegem, Peter.,( 2013) conducted a study on
Instructional Development in Higher Education: Impact on Teachers' Teaching Behaviour
as Perceived by Students. Results showed no statistically significant impact of
instructional development on teaching behaviour.

Wang, Carrie Lijuan; Ha, Amy S.(2013) examined factors determining the teaching
behaviour of pre-service physical education (PE) teachers towards a constructivist
approach, likewise referred to as Teaching Games for Understanding (TGU).Findings
indicated that TGU implementation by pre-service teachers was problematic. Three
groups of TPB factors, including attitude (i.e. attitude towards TGU), social norm (i.e.
cooperating teachers, university supervisors, schoolteachers and pupils), and perceived
behaviour control (i.e. space, class duration, equipment, TGU conceptual understanding,
technical level of pupils and classroom discipline) were identified to determine intention
of pre-service teachers to adopt TGU and subsequent TGU teaching behaviour. Among
these factors, perceived behaviour control was the most significant predictor.

Johanna Schonrock-Adema and Peter M. Boendermaker .,(2012) analysed the

opportunities for the CTEI: disentangling frequency and quality in evaluating teaching
behaviours. Results showed that mean scores differed significantly in favour of quality.
As the effect size was large, the difference in mean scores was substantial. Since quality
was generally rated higher than frequency.

Ma, L. P. F. (2012) perceived teaching behaviour of native and non-native English

speaking teachers in Hong Kong. Findings showed that LETs and NETs were perceived
had distinctive teaching behaviours and to exhibit differences in their teaching
approaches, teaching objectives, classroom atmosphere and examination preparation.

Tracy PackiamAlloway and Gwyneth Doherty-Sneddon and Lynsey Forbes.,( 2012)

analysedTeachers’ perceptions of classroom behaviour and working memory. The data
indicated that teacher awareness of working memory was quite low, with the majority of
them only able to correctly identify one or two signs of working memory failure and
effective strategies to support it in the classroom. The study also found that students the
teachers consider as troublesome showed signs of working memory failure.

61
Yu, T. (2012) studied the roles of teachers' teaching behavior in students' learning styles
and academic achievement. The results showed that students’ thinking styles changed in
all of the five experimental classes, with teachers’ teaching behavior in teaching being the
main factor contributing to the changes. Moreover, teacher-centered and student-centered
teaching behaviors led to student thinking style changes along different directions.
Teacher-centered teaching behavior tended to cause student thinking style changes that
diverged from the teachers’ own preferred thinking styles, while student-centered
teaching behavior tended to shift students’ thinking styles in a direction towards their
teachers’ preferred thinking styles.

Andrea Juhasz.,(2011) investigated theNative EFL teachers’ self-perception of their

Teaching behavior. The results showed that although the Native(NS) teacher’s inability to
use the students’ mother tongue was very favourable in fluency-developing tasks, it can
be a disadvantage in certain vocabulary building tasks. The term “seasonal native
teacher” was introduced by a participant, referring to someone who decides to teach
English temporarily, as a way of finding easy income in a foreign country; these seasonal
native teachers are, in almost every aspect, different from qualified NS teachers. It was
also found that a closer cooperation between NS and NNS teachers would facilitate
teaching for both groups.

LiaquatHussain,AsifJamil,AllahNoor,MuhammadSibtain Syed and Muhammad Ali

Shah.,(2011) compared the relationship between the professional attitudes of secondary
school teachers with their teaching behavior. The results showed that there was a high co-
relation between the professional attitude and teaching behavior of the teachers.

Howard Z. Zeng, Raymond W. Leung and Michael Hipscher.,(2010) examined

Teaching Behaviors and Learning Activities in Physical Education Class Settings Taught
by Three Different Levels of Teachers. Findings of the one-way independent group
ANOVA revealed that eight out of 13 variables were significantly different (p<0.05)
among the three levels of teachers with respect to the TB and LA exhibited by the
participants were as discussed. In Informing, F = 3.541 indicating Pre-service Teachers
(PTs) were better than In-service Teachers (ITs) who were better than Specialist Teachers
(STs); In Praise/Encouragement, F = 14.422, PTs were better than STs, who were better
than ITs; In Feedback, F =15.036, STs over performed Its; who out performed PTs; In
Controlling, F = 8.997, PTs scored more than ITs .; who scored better than STs; In None

62
of the Above, F = 17.313, Its were better than STs while they scored more than PTs; In
Motor-Engaged, F = 5.043, ITs out performed PTs who in turn out performed STs; In
Cognitive-Engaged, F = 6.049, the order of scoring was STs > PTs> ITs; and in Waiting
for a Turn, F = 4.890, ITs performed better than PTs who were better than STs. No
significant (p>0.05) differences were found on the following five variables among the
three levels of teachers: Observing, structuring, questioning, preparing and get
equipment/relocation.

Mollie S. Aschenbrener, Robert Terry Jr and Robert M. Torres.,(2010) studied

Creative and Effective Teaching Behaviors of University Instructors as Perceived by
Students. Results indicated that students believe their instructors demonstrated creative
teaching behaviors. In addition, the study found a very high, positive, and significant
correlation between instructors’ creative teaching behaviors and effectiveness of teaching
behaviors, as perceived by students. There was also a significant relationship between
creative teaching behaviors of experienced and inexperienced instructors when evaluated
by students.

STUDIES ON CLASSROOM BEHAVIOUR

Tara C. Moore, Daniel M. Magginand Kelly M. Thompson.,(2018) conducted to

examine evidence review for Teacher Praise to Improve Students’ Classroom Behavior.
Results indicated insufficient evidence to identify teacher praise as an evidence-based
practice for this population of students.

Tara C. Moore, Daniel M. Magginand Kelly M. Thompson.,(2018) took a study on

Brief Prompting to Improve Classroom Behaviour. Results showed improvements in
classroom behavior for students and teachers. Students indicated positive perceptions
about the intervention and its effects.

Wentzel, K. R., Muenks, K., McNeish, D., & Russell, S. (2018) examined the
mediating role of students’ interpersonal and academically related social goals in linking
students’ perceptions of teacher and peer personal and academic emotional supports to
their classroom behavior (prosocial, social responsibility).Results indicated that relations
between student’s perceptions of teacher and peer emotional supports for academic and
personal well-being and classroom behavior are mediated, in part, by social goal pursuit
at Level 1 but not Level 2; relations between social goals and classroom behavior were

63
moderated by Level 2 emotional supports for academics from teachers and peers such that
consensus concerning levels of academic support strengthened relations between social
goals and behavior.

Hamsho, Narmene.,(2017) studied the Impact of Classroom Behaviors and Student

Attention on Written Expression. Results indicated that the APRS and SWAN were
significant predictors of writing fluency in the combined sample of participants. When
examining gender differences between these predictors, the APRS and SWAN were
identified to be significant predictors for writing fluency among female students. No
behavioral predictors were found to be significantly associated with any of the writing
measures for male students, and no behavioral predictors were found to be significantly
associated with writing productivity for any of the participants.

OkigboEbeleChinelo and Okoli Josephine Nwanneka.,(2016) investigated

theTechniques use by Science, Technology and Mathematics (STM) teachers for
controlling undesirable classroom behaviours in Anambra State secondary schools.
Findings revealed that: Teachers always use traditional techniques science classroom;
there was a significant difference in the mean rating of experienced and beginning
teachers on their use of various techniques for controlling students’ behaviours in favour
of experienced teachers and male and female teachers do not differ significantly in their
use of various techniques.

Bugler, Myfanwy, McGeow and Helen.,(2015)analysed Gender Differences in

Adolescents' Academic Motivation and Classroom Behaviour. Results showed that Girls
generally reported higher levels of academic motivation, whilst teacher reports of
behaviour were poorer for boys. Interestingly, boys' reported levels of academic
motivation were significantly more closely associated with teacher reports of their
classroom behaviour. Furthermore, cognitive aspects of boys' motivation were better
predictors of their classroom behaviour than behavioural aspects. On the other hand,
behavioural aspects of girls' motivation were better predictors of their behaviour.

Borg, Elin.,(2015) conducted a study on Classroom Behaviour and Academic

Achievement Analyses showed that gender was a better predictor of school achievement
than classroom behaviour categories, though the behaviour categories contributed to the
explanation of variance in students' academic marks above and beyond gender.

64
Lisa Wagner and Willibald Ruch.,(2015) studied positive classroom behavior mediates
the link between character strengths and school achievement. Results found that several
character strengths were associated with both positive classroom behavior and school
achievement. School achievement was correlated with love of learning, perseverance,
zest, gratitude, hope, and perspective. The strongest correlations with positive classroom
behavior were found for perseverance, self-regulation, prudence, social intelligence, and
hope. For both samples, there were indirect effects of some of the character strengths on
school achievement through teacher-rated positive classroom behavior.

Ronald C. Martella.,(2015) illustrated Classroom Behavior Through Effective

Instruction. Research had demonstrated a strong positive correlation between behavior
problems and low academic achievement.

GyanendraTiwari .,(2014) took a Study on the classroom behaviour Problems at

secondary level. Results showed that staring at children (16%) and asking questions to
inattentive students (16%) were the most commonly used strategies by the secondary
school teachers. Both these strategies are effective in making students alert and attentive
in the classroom. Teachers stare disruptive students in order to make them aware that
he/she is keeping an eye on their behaviour. Shouting (12%) was another very commonly
used strategy by the teachers. They portray their authority by being louder than them so
that they fear to attempt any disruptive practice in the classroom.

Nurith Bar‐Eli, Michael Bar‐Eli, GershonTenenbaum and Chris Forlin.,(2013)

studied the Tutoring Process and its Manifestation in the Classroom Behaviour of Tutors
and Tutees. The results showed that when tutors are appropriately prepared to teach their
younger counterparts, substantial academic task‐related activities are later enhanced in
their regular class.

Patrick O. Ajaja and UrhievwejireOchukoEravwoke.,(2013) analysedTeachers’

Characteristics and Science Teachers’ Classroom Behaviour: Evidence From Science
Classroom Surveys.. The findings of the study indicated a significant difference in
classroom behaviour scores among teachers with 0–5, 6–10, and 11 and above years of
experience and a perfect correlation between years of experience and classroom
behaviour; a significant higher classroom behaviour scores of male teachers over the
females; a significant higher classroom behaviour scores of B.Sc. (Ed.)certificate holders
over those with NCE (Nigeria Certificate of Education) and B.Sc. certificates; and anon-
65
significant correlation between type of certificates and classroom behaviours. It was
concluded that the five key behaviours studied remain the skeleton for effective science
teaching and learning.

Sandra Graham McClowry , Eileen T. Rodriguez , Catherine S. Tamis-LeMonda ,

Mark E. Spellmann , Allyson Carlson & David L. Snow (2013) described
Teacher/Student Interactions and Classroom Behavior: The Role of Student Temperament
and Gender. Hierarchical and logistic regression analyses demonstrated that temperament
mediated the relationship between student gender and disruptive classroom behaviors.
Temperament also mediated the association between gender and teachers’ difficulty
managing students’ covert disruptive behavior. Irrespective of gender, students whose
temperaments were high maintenance and intermediate were more likely than industrious
students to receive negative teacher feedback. Irrespective of students’ temperament,
teachers were observed to provide more positive feedback to boys than to girls.

Alloway, Tracy Packiam.,(2012) investigatedTeachers' Perceptions of Classroom

Behaviour and Working Memory. The data indicated that teacher awareness of working
memory was quite low, with the majority of them only able to correctly identify one or
two signs of working memory failure and effective strategies to support it in the
classroom. The study also found that students the teachers consider as troublesome
showed signs of working memory failure.

Choy, Jeanette Lyn Fung; O Grady, Glen &Rotgans, Jerome I.(2012) examined the
Mediating Role of Achievement-Related Classroom Behaviours. Results revealed that
student approaches to learning was a weak predictor of academic achievement. However,
achievement-related classroom behaviours turned out to be a significant mediator
between student approaches to learning and academic achievement, effectively doubling
the explained variance in academic achievement.

RozzetJurdi, H. Sam Hage, & Henry P. H. Chow.,(2011) analysed Academic

Dishonesty in the Canadian Classroom: Behaviours of a Sample of University Students.
Results showed that there was a highly significant, positive relationship between leniency
in students’ overall perceptions of what actions constitute dishonesty in the academic
context and the ex-tent of their academic dishonesty, after controlling for other
independent variables

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Whitley, Jessica &Rawana, Edward P.,(2010) explored the Relationships among
Teacher-Rated Strengths, Classroom Behaviour, and Academic Achievement of Young
Students. Results showed that teachers rated female students had more strengths than
male students. For both sexes, academic achievement was most highly related to strengths
in School Functioning and prosocialbehaviour. Strengths in Peer Relationships were
significantly related to achievement only for male students.

INSTRUCTIONAL BEHAVIOUR

SerkanGurkan.,(2018) studied the Effect of Feedback on Instructional Behaviours of

Pre-service Teacher Education. Result showed that the thirteen student teachers, the semi-
structured interviews were conducted with six student teachers for the qualitative phase.
Immediate corrective feedback was found to be a more effective way than delayed
feedback to help student teachers to be effective users of teaching practices such as class
management, body language, voice level, use of intonation and stress.

Tammy Benson & Alicia Cotabish.,(2017) conducted a study on Virtual Bugs: An

Innovative Peer Coaching Intervention to Improve the Instructional Behaviors of Teacher
Candidates.Findings indicated that teachers attribute their increased knowledge and skills
to observing and talking to their coaches as well as classroom support from their coaches.

Rachelle Miller, Donna Wake, Jeff L. Whittingham.,(2016) examined the Baseline

Teacher Perceptions and Instructional Behaviors. The results showed that teachers from
the control school demonstrated significantly higher uses of interdisciplinary curricula
planning, experiential learning, and critical thinking.

Zachary W. Goldman, Gregory A. Cranmer, Michael Sollitto, Sara

Labelle&Alexander L. Lancaster.,(2016)examined college students’ preferences for
effective teaching behaviors and characteristics. Results revealed academic entitlement
significantly influenced students’ prioritization of effective instructional behaviors.

IngeTimostsuk, StevelinJaanila.,(2015) analysedPrimary teachers´ instructional

behavior as related to students’ engagement in science learning. Results indicated that a
considerable number of students (38%) gave no positive statements about engagement in
science lessons. Results also revealed that balanced teaching was related to the lowest
score of negative and neutral self-reports about pupils´ engagement.

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Dennis, Lindsay and Horn, Eva.,(2014) studied The Effects of Professional
Development on Preschool Teachers' Instructional Behaviours during Storybook Reading.
Results of the study indicated that PD produced change in teacher's behaviours,
specifically, their increased implementation of specific evidence-based storybook reading
strategies.

DorisHolzbergera ,AnjaPhilippb&MareikeKunter.,(2014) predicted teachers’

instructional behaviors. It was found that significant interaction effect between intrinsic
need satisfaction and self-efficacy emphasized that when need satisfaction was not
provided by the school environment, a high level of self-efficacy had a negative effect on
the teacher–student relationship.

Sascha Schroeder et al.,(2010) analysed Teachers’ beliefs, instructional behaviors, and

students’ engagement in learning from texts with instructional pictures. Results showed
that the more teachers believed that students should be taught clear strategies on how to
learn from texts with instructional pictures the more engagement was reported by their
students. A multilevel mediation model showed association between teachers’ beliefs and
students’ self - reported engagement was mediated by teachers’ perceived instructional
behavior.

ORGANISATIONAL BEHAVIOUR

Chuan Liu, Shu Wang, XueShen, Mengyao Li and Lie Wang.,(2015) studied the
association between organizational behavior factors and health-related quality of life
among college teachers: a cross-sectional study. Results showed that the Chinese college
teachers experienced relatively low level of HRQOL and their mental quality of life
(QOL) were impaired more seriously than physical QOL. Organizational behavior factors
(PsyCap, group identification, POS and psychological empowerment) were strong
predictors of college teachers’ HRQOL and are positive resources for improving teachers’
HRQOL. The enhancement of college teachers’ PsyCap, group identification, POS and
psychological empowerment at work should be incorporated in the strategy of protecting
and improving college teachers’ physical and mental QOL.

Uchendu, C. C., Anijaobi-Idem, F. N. &Nkama, V. I.,(2013) analysed

OrganisationalBehaviour and Teachers’ Work Performance in Cross River State, Nigeria.
The result revealed that, there was a significant relationship between organizational

68
behaviour in terms of motivation, communication, decision-making and teachers’ work
performance.

2.5.4 SOCIAL – EMOTIONAL BEHAVIIOUR

Bridget Cauley., and Lisa M. Hooper.,(2017) analysed theTeaching Behavior and

Positive and Negative Affect in High School Students. The results showed that there was
a positive association between socio-emotional teaching behavior and positive affect (p <
.05) for African American (AA) and European American (EA) students; race did not
moderate this finding (p > .05). Finally, there was a negative association between
negative teaching behavior and positive affect in European American (EA) but not
African American (AA) students; race did not mo////erate this finding (p > .05).
Regarding negative affect, socio-emotional and negative teaching behavior were
positively associated with negative affect (p < .05) in European American (EA) and
African American (AA) students, respectively

Zee, M., de Jong, P. F., &Koomen, H. M. Y. (2016) investigated Teachers’ self-

efficacy in relation to individual students with a variety of social–emotional behaviors: A
multilevel investigation. Results showed that most of the variance in TSE occurred within
teachers. Students’ externalizing behavior was negatively associated with TSE for
instructional strategies, behavior management, student engagement, and emotional
support. In contrast, teachers reported higher levels of self-efficacy toward students with
high levels of pro-social behavior, irrespective of teaching domain. Students’
internalizing behavior predicted lower levels of TSE for instructional strategies and
emotional support, and higher levels of TSE for behavior management. Teachers’
perceived levels of classroom misbehavior exacerbated negative association between
externalizing student behavior and TSE for behavior management.

Tiwari.G.N., and HeenaPanwar.,(2014) conducted a study on the classroom behaviour

Problems at secondary level The results revealed that truancy (17%) was the most
common behaviour problem in the secondary school classes apart from inattentiveness,
abusive language and talking which scored 14%.

STUDIES ON INFORMATION PROCESSING BEHAVIOUR

Acharya and Kamal Prasad (2017) investigated on science Teachers' Information
Processing Behaviours in Nepal: A Reflective Comparative Study. The research results

69
indicate that the secondary level science teachers possess three types of information
processing behaviours, namely, split cognitive style, undifferentiated cognitive style and
integrated cognitive style. It found that there existed a difference in cognitive behaviours
of science teachers based on the variation in their type of schools while there is no
significant difference in information processing behaviours based on type the of activities,
qualification, instructional method used and their castes.

2.6 .STUDIES ON COGNITIVE AND EMOTIONAL ASPECTS

Cognitive and Emotional Interference on Psychological factors

Devine, Amy., Hill, Francesca., Carey, Emma., Szucs, Denes.(2018) investigated
Cognitive and Emotional Math Problems Largely Dissociate: Prevalence of
Developmental Dyscalculia and Mathematics Anxiety. Results found that children with
developmental dyscalculia were twice as likely had a high mathematics anxiety as were
children with typical mathematics performance. More girls had comorbid mathematics
anxiety and developmental dyscalculia than did boys. However, 77% of children with
high mathematics anxiety had typical or high mathematics performance.
Dominique Dupuis, Regina, Saskatchewan.(2018) studied the effects of acute stress
on cognitive and emotional interference. Correlational analyses also showed that
greater increases in subjective stress were associated with less emotion word interference
for accuracy overall and less colour word interference for accuracy in the high stress
group, and greater increases in cortisol were associated with less colour word interference
for reaction time in the low stress group only.
Parvaneh Yaghoubi Jami.( 2018) probed on Age, gender, and educational level predict
emotional but not cognitive empathy in Farsi-speaking Iranians.The analysis of data
obtained from 510 participants showed that age, educational level, and gender influenced
the changes in affective empathy, and there was no significant impact on cognitive
empathy.
Buchanan, Joshua; Summerville, Amy; Lehmann, Jennifer; and JochenReb.(2016)
distinguished the emotional and cognitive components of regret. Results revealed that
the affective subscale was predictive of general distress whereas the cognitive subscale
was unrelated.
Ilies, Remus; Huth, Megan; Ryan, Ann Marie; Dimotakis, Nikolaos.(2015) explained
the Links between Workload, Distress, and Work-Family Conflict among School

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Employees: Physical, Cognitive, and Emotional Fatigue. Results showed that the effects
of work demands and affective distress on work-family conflict were mediated mostly by
participant reports of emotional fatigue when the three types of fatigue were considered
together. Importantly, emotional fatigue was associated with both self-reported and
spouse-reported work-family conflict.

FabianoKoich Miguel and Fernando Pessotto.(2016) studied Projective aspects on

cognitive performance: distortions in emotional perception correlate with personality.
Results showed that the distortions were not related to intellectual abilities. Distortions of
joy were associated with greater interest in interpersonal contact; love with positive view
of the interactions and need for attention; fear with concerns about aggressiveness and
autonomy; sadness with lower perception of damaged objects; disgust with feelings of
loneliness; and anger with criticism avoidance, distrust, feelings of loneliness, and
aggressive behaviour.
Katherine A. Remy.(2012) studied emotion regulation, cognitive control, rumination
and history of depression. The results showed that there was no group difference on any
of the main measures, indicating that history of depression did not influence emotion
regulation success, cognitive control or tendency to ruminate. Across all participants,
emotion regulation was dependent upon the cognitive control measure of
Switching/Cognitive flexibility.
ZdenaRuiselova, Alexandra Prokopcakova, JarroslavKresanek.(2009) focused on
the occurrence and characteristics of counter factual thinking (CT) in relation to sense of
coherence SOC that express coping effectiveness and to anxiety and self - esteem. Results
showed that the combination of high coping effectiveness (SOC) with CT (rarer, helpful
in solving future problems, not saddening, not inhibiting future problem solving) was
confirmed-as type 1 in which cognitive aspects of CT prevails. Type 2 represent lower
SOC in combination with CT (frequent, saddening, not helpful, rather inhibiting the
solving of future problems) – emotional aspects of CT prevail in this type. The
combination of CT characteristics with anxiety introduced a single type viz. high anxiety,
frequent CT, saddening CT . CT does not help future solutions, CT inhibits future
solutions . No distinct type regarding the relation between CT characteristics and self-
esteem was reported.
Slee, Nadja; Garnefski, Nadia; Spinhoven, Philip; Arensman, Ella(2008) studied the
Influence of Cognitive Emotion Regulation Strategies and Depression Severity on

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Deliberate Self-Harm. Research results found that association between suicidal cognitions
and DSH seems to indicate the important role of these cognitions in recurrent and chronic
DSH. The strong association between nonacceptance of emotional responses and DSH
underscores the notion that DSH can be a way to avoid emotional problems.

2.6.1 CYBER BULLYING

Elisa Larranaga.(2018) analysed Socio-cognitive and emotional factors on
perpetration of cyber bullying. The findings showed that socio-cognitiveand emotional
variables are important to understand individual differences in engagement in
cyberbullying. Result of regressionsindicated that perpetration of cyberbullying was
positively associated with cyberbullying victimization, bullying aggression,
moraldisengagement towards cyberbullying, social support and satisfaction expression. In
contrast, perpetration of cyberbullying wasnot associated with negative emotions. Gender
and age did not play a significant role in the prediction on perpetration of cyberbullying.

Jenkins, Lyndsay N.; Demaray, Michelle K.; Tennant, Jaclyn(2017) did a study on
Social, Emotional, and Cognitive Factors Associated with Bullying. These results
highlighted the importance of examining the social, emotional, and cognitive factors
associated with bullying. Social skills and emotional and executive functioning appear to
vary systematically across bullying roles are to be considered when developing targeted
social-- emotional interventions to stop bullying, increase defending, and support victims
or those at risk for victimization.

Behavioral engagement , Emotional Engagement and Regulation Park, Sanghoon;

Yun, Heoncheol.(2018) Examined the Influence of Motivational Regulation Strategies
on Online Students' Behavioral, Emotional, and Cognitive Engagement. Hierarchical
regression analyses of undergraduate and graduate online students (N = 95) showed that
behavioral engagement, emotional engagement, and cognitive engagement are predicted
by different motivational regulation strategies after controlling for the academic level.
Students' academic level was found to be a predictor of cognitive engagement. Students'
academic level was not a predictor of behavioral engagement or emotional engagement.

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Alexandra Pentaraki, Gary J. Burkholder.(2017) studied the Roles of Emotional,
Behavioural, and Cognitive Aspects of Student Engagement in the Online
Classroom. The findings revealed that emotions are significant factors in students’
engagement in online learning while cognitive and behavioural factors function as
antecedents of emotions in online contexts. The inclusion of emotional, cognitive and
behavioural strategies in online teaching could enhance students’ engagement and
learning experience in the online classroom.

Manwaring, Kristine C.,(2017) focused on emotional and Cognitive Engagement in Higher

Education Classrooms. It was concluded that Students’ perceptions of the importance of the
activity had a strong positive influence on bothcognitive and emotional engagement. An
important outcome of engagement is the students’perceptions that they were learning and
improving. While emotional and cognitive engagementare highly correlated, the results do not
indicated that emotional engagement leads to higher levelsof cognitive engagement.

Pentaraki, Alexandra; Burkholder, Gary J.(2017) throw lighr on emerging Evidence

Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student
Engagement in the Online Classroom. The findings showed that emotions are significant
factors in students' engagement in online learning while cognitive and behavioural factors
function as antecedents of emotions in online contexts. The inclusion of emotional,
cognitive and behavioural strategies in online teaching could enhance students'
engagement and learning experience in the online classroom.

Pilotti, Maura; Anderson, Stephanie; Hardy, Pamela; Murphy, Pamela; Vincent,

Pamela(2017 ) analysed the Factors Related to Cognitive, Emotional, and Behavioural
Engagement in the Online Asynchronous Classroom .The result showed a positive
association of students' cognitive engagement and instructors' behavioural engagement
with the depth of the discussion prompts. Both cognitive and behavioural measures of
students' engagement decreased with increased class size. As class size increased,
behavioural engagement decreased, and cognitive engagement increased. Grades
improved with students' emotional engagement. Grades declined with instructors'
cognitive engagement.

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Pilottiet. al.(2013) examined the interrelationships of behavioral, emotional, and
cognitive aspects of school engagement over three years in adolescence (Grades 9-11).
They used autoregressive lagged effects models to assess the relationships among the
three engagement constructs. Results indicated that behavioral and emotional engagement
were related bi-directionally (each variable was a basis and an outcome of the other). In
addition, behavioral engagement influenced cognitive engagement.

Cognitive and Emotional Self-Regulation

Efklides, Anastasia(2017) conducted a study on Affect, Epistemic Emotions,
Metacognition, and Self-Regulated Learning. Results found that Critical cognitive
states that have implications for affect and metacognition are processing
fluency/disfluency, interruptions, discrepancies, or gaps in knowledge. Epistemic
emotions focus on such cognitive states and are related to metacognitive experiences such
as feeling of difficulty (in the case of surprise) and feeling of confidence (in the case of
curiosity).

Kopcso, Krisztina, Lang, Andras.( 2017) undertook a study on Regulated Divergence:

Textual Patterns, Creativity and Cognitive Emotion Regulation.The results showed
that there was a higher originality scores (on Circle Task of the Torrance Tests of
Creative Thinking) and lower maladaptive cognitive emotion regulation strategies,
compared to the authors of ordinary texts. Results extend the knowledge of cognitive- and
personality psychological aspects of creativity.

Slot, Pauline Louise., Mulder, Hanna.,Verhagen, Josje.,Leseman, Paul P. M.( 2017)

assessed pre - schoolers' Cognitive and Emotional Self-Regulation in Pretend Play:
Relations with Executive Functions and Quality of Play. The results indicated that 3-year-
olds showed aspects of cognitive and emotional self-regulation. Cool executive functions
appeared significantly related to emotional self-regulation, whereas hot executive
functions were not significantly related to cognitive or emotional self-regulation. The
quality of pretend play was strongly associated with cognitive self-regulation and to a
lesser extent with emotional self-regulation.

Brenda Dobrovicsová.,(2016) investigated Type of Exercise and Physical Activity and Its
Relation to Cognitive Emotion Regulation. The findings showed a strong, positive correlation

74
was found between the amount of physical activity and cognitive emotion regulation and was
statistically significant, how-ever, no correlation was found between two variables when
comparing types of activity.

Alexander Desiatnikov.(2014) studied Emotion Regulation in Adolescents: Influences of

Social Cognition and Object Relations. The results showed that emotion regulation
changes the Late Positive Potential in adolescents and that this change was partially
associated with age. The results also indicated that quality of mental representations of
relationships was significantly associated with the neural-correlates of emotion
regulation.

Chantel Monique Ulfig.(2014) analysed the role of cognitive emotion regulation

strategies, emotional expressivity, and ambivalence over emotional expression on
cognitive stress appraisals and cardiovascular reactivity during an acute interpersonal
stress recall task .Results revealed that maladaptive cognitive emotion regulation
strategies and ambivalence over emotional expression predicted cognitive appraisals of
threat and stressfulness and normalized units of spectral components.

Paul Hollingworth.(2014) studied Social Cognition, Attachment and Emotional

Regulation in Young Adults Leaving Care. Results showed that social cognition did not
mediate the relationship between attachment anxiety and emotional regulation scores,
indicated that impaired social cognition and higher attachment anxiety are independent
risk factors for emotional deregulations in this population.

BakracevicVukman, Karin; Licardo, Marta.,(2010) studied Cognitive, Metacognitive,

Motivational and Emotional Self-Regulation Influence School Performance in
Adolescence and Early Adulthood. Metacognitive self-regulation persists as an important
predictor of school achievement at all developmental levels, and the motivational self-
regulation had significant impact on performance in the first and second age group.

Sumida, Emi.( 2010) investigated the relation between emotion regulation problems and
clinical depression. The results clearly showed that irrespective of a person’s gender,
particular emotion regulation indicators, both singly, and in combination, are, indeed,
more strongly related to the severity of depression symptoms.

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Liebermann, Dana; Giesbrecht, Gerald F.; Muller, Ulrich(2007) studied Cognitive
and Emotional Aspects of Self-Regulation in Preschoolers. Findings revealed that
Performance on the theory of mind tasks as well as parental ratings of executive function
was not related to performance on the ER task. The findings showed a component of EF
(i.e., inhibition) approached significance with children's displays of positive behaviors
during the ER task. Verbal ability was found to be related to the regulation of positive but
not negative emotions. Even after controlling for verbal ability, parental ratings of
shifting accounted for a significant amount of variance in parental ratings of ER.

Emotions on Cognitive Processing

JosefineSofie Dahl, ViktoriaLøseth.(2017) took up a study on Influence of Emotions

on Cognitive Processing, and the Importance of Retrospective Evaluations. The self-
reported arousal data showed that emotionally induced arousal was predicted by a
summarized average, whereas self-reports of cognitive processing are subject to primacy
effects. The results also showed a significant influence of arousal on analytical
processing.

Smith, Heather J.( 2014) conducted a study on Emotional Responses to Documentary

Viewing and the Potential for Transformative Teaching. Results showed that certain
documentaries have the pedagogic "potential" to transform student thinking via the
evocation of particular emotions which act to disturb white hegemonic practices, attitudes
and cognitions. However, given that emotion is understood as integral to the
operationalisation of whiteness, students' emotional responses are analyzed from a critical
whiteness perspective to reveal emotion as also potentially obstructive to student
transformation.

2.6.4 COGNITIVE ASPECTS OF EMOTIONS

Laura Kiken (2017) analysed cognitive Aspects of Positive Emotions: A Broader View
for Well-Being. The results indicated that the mindsets of positive emotions, though
fleeting, offer valuable contributions toward lasting well-being.

Polo, Claire; Lund, Kristine; Plantin, Christian; Niccolai, Gerald P. (2016)

investigated Group Emotions: The Social and Cognitive Functions of Emotions in
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Argumentation.The results of these case studies are as under. A first case gave arguments
for associating low-intensity emotional framing, on the cognitive side, with cumulative
talk, on the social side. A second case showed a correlation between high-intensity
emotional framing, and disputation talk.

Keith Oatley and Johnson-Laird. P.N. (2013) investigated Cognitive approaches to

emotions. Department of Applied Psychology and Human Development. Results showed
that emotions are both the glue and the gunpowder of human social relations. They
established happy cooperation and they can threaten to blow relationships apart in angry
conflict.

Cognition-Emotion Interaction

Rudolph, Karen D.; Davis, Megan M.; Monti, Jennifer D( 2017) studied Cognition-
Emotion Interaction as a Predictor of Adolescent Depressive Symptoms. The result
indicated that individual differences in cognition-emotion interaction, as reflected in
cognitive control (CC) deficits and trait negative emotionality (NE), predict depression
levels across a 1-year period (sixth-seventh grades); and (b) these temperamental traits
create a particularly strong risk in girls. Youth (338 girls, 298 boys; M age in 6th grade =
11.96, SD = 0.37) reported on their trait NE and depressive symptoms; teachers reported
on CC deficits. Compromised cognitive control (CC) predicted subsequent depressive
symptoms in girls with high negative emotionality (NE), but it was not so with average
or low NE.

Malone, Johanna C.; Liu, Sabrina R.; Vaillant, George E.; Rentz, Dorene M.;
Waldinger, Robert J. ( 2016) analysed Midlife Eriksonian Psychosocial Development:
Setting the Stage for Late-Life Cognitive and Emotional Health. Results indicated higher
midlife Eriksonian psychosocial development was associated with stronger global
cognitive functioning and executive functioning, and lower levels of depression 3 to 4
decades later. Results also indicated that there was no significant association between
Eriksonian development and late-life memory. Late-life depression mediated the
relationship between Eriksonian development and both global cognition and executive
functioning.

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Baginski, Andrew.(2015) analysed Attention Regulation, Emotion Regulation, and
Cognitive Flexibility as Mediators of the Relationship Between Mindfulness and
Academic Achievement in High School Students. Mindfulness demonstrated a
significant correlation with attention control, however did not show correlations with
emotion regulation or cognitive flexibility. Attention control, emotion regulation, and
cognitive flexibility showed no relationship with either measure of achievement.

Junko Yamamoto & Simeon Ananou.(2015) studied: Cognitive, Social, Emotional,

and Ethical Implications of humanity in the Digital Age and showed that people’s choice
and level of interaction with technology could allow them to live in harmony with
technology.

Seiz, Johanna; Voss, Thamar; Kunter, Mareike.( 2015) investigated the relevance of
teachers' combined cognitive resources and emotional resources for effective classroom
management. Results indicated an interaction between teachers' cognitive resources and
emotional resources, which together predict their classroom management behaviour.

Golombek, Paula R (2015) studied the Redrawing the Boundaries of Language Teacher
Cognition: Language Teacher Educators' Emotion, Cognition, and Activity. The result
showed the language teachers’ cognition integrates the interaction of both language
teacher learner and teacher educator emotion and cognition activated in.

Bell, Martha Ann; Wolfe, Christy D.(2014) analysed the Emotion and Cognition: An
Intricately Bound Developmental Process. Results indicated that emotion and cognition
are an intricately bound developmental process.

Robinson, Kathy(2013) studied rhe Interrelationship of Emotion and Cognition when

Students Undertake Collaborative Group Work Online: An Interdisciplinary Approach.
The result indicated that considered from two perspectives of the role of emotion in
learning: the socio-cognitive model of self-regulated learning and the community of
inquiry framework (COI) the deployment of technologies for group work online and for
empowering students' understanding of the value of collaborative learning showed the
value of verbal immediacy practices as a way of counteracting the disembodied nature of
the relational experience of others on online.
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Keith Oatley ,W.Gerrod Parrott , Craig Smith & Fraser Watts (2011) did a study on
Cognition and Emotion over twenty-five years. The study concluded that most emotions
thatcould be remembered had been verbally sharedwith others; the percentages of
emotions that wereshared ranged from 88% to 96%. There were no significant
differences. Nor did ageor sex of participants affect rates of social sharing.

Ulrike M.Krämer, BahramMohammadi, NuriaDoñamayor, Amir Samii, Thomas

F.Münte.(2009) studied emotional and cognitive aspects of empathy and their relation to
social cognition—an fMRI-study. The result showed that the medial PFC activation was
negatively correlated with participants' predisposition to feel distressed in emotional
social situations

Emotions in Teachers
Borrachero, Ana Belén; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado,
Vicente (2014) investigated Emotions in Prospective Secondary Teachers When
Teaching Science Content, Distinguishing by Gender. The results showed that the male
teachers more frequently report positive emotions than the female. The latter manifested
an increase in negative emotions in teaching Geology, Physics and Chemistry content.
And the study of the sub-sample showed positive emotions are more frequently reported
than negative ones in all four subjects, with this being particularly so in Biology.
Conclusions: The study of emotions is vital in the educational formation of prospective
secondary teachers. These students will soon face day-to-day life in the classroom, and
many of them, especially the women, declare themselves to be emotionally vulnerable,
since they describe themselves as experiencing stronger negative emotions. It is essential
to provide prospective secondary teachers with a program of support and monitoring
during their teaching practice so as to foster awareness of their emotions towards science
and its learning. The aim must be to enhance their capacity for self-regulation and control
to change those emotions, and to consolidate healthy habits.

Saunders, Rebecca(2013) analysed the Role of Teacher Emotions in Change:

Experiences, Patterns and Implications for Professional Development. The results
revealed that the teachers experienced a range of emotions when participating in
professional development and their emotional responses directly impacted their use of

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new instructional processes. A cyclical pattern of emotions emerged due to the influence
of time, place and interpersonal relationships.

Cognition, Emotion, and Learning.

Matteson, Miriam L., 2014 investigated the Whole Student: Cognition, Emotion, and
Information Literacy. The research result revealed that Correlation and regression
analyses revealed that emotional intelligence and motivation significantly predicted
students' information literacy scores.

Swain, Merrill(2013) examined Inseparability of Cognition and Emotion in Second

Language Learning. The result brought together cognition and emotion is that of
Vygotsky's sociocultural theory (SCT) of mind. Vygotsky saw the two as being
inextricably interconnected.

Wang, Qi(2008) investigated Emotion Knowledge and Autobiographical Memory across

the Preschool Years: A Cross-Cultural Longitudinal Investigation. The result showed
early autobiographical memory development, and extend current theoretical
understandings of the emotion-memory interplay.

VIOLENCE
Jouriles, Ernest N.; McDonald, Renee; Mueller, Victoria; Grych, John H.( 2012)
described a conceptual model of cognitive and emotional processes proposed to mediate
the relation between youth exposure to family violence and teen dating violence
perpetration. Results revealed that cognitive mediators are predicted teen dating violence.

Chereji, S.V., Pintea, S. &Szamoskozi, S. (2011) analysed the emotions among violent
offenders` population and the general population. The results showed that only irrational
cognitions of self-downing and entitlement hadbeen found to be significant discriminators
between violent offenders and non-offenders, eventhe discrimination seems to be reduced
as indicated by the AUC value. Entitlementcognition had a higher level for general
population, meaning that inmates could becometolerant to frustration because of the need
to find copying mechanisms for the frustratingdetention environment.

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2.7. SUMMARY OF FINDINGS OF REVIEWS

Pedagogical Content Knowledge

Summary of findings of Studies done on science pedagogic content knowledge

have been compiled here.

Studies on Pedagogic Content Knowledge of Science Teachers reported that

teachers require content and pedagogical knowledge, and (topic-specific professional)
knowledge about the amalgam of content and pedagogy. Positive relationships were
found between total PCK scores and language proficiency, total science education, and
years of experience.Knowledge levels of the prospective teachers in terms of PCK sub-
components has not developed as directly proportional depending on the class level and
teaching profession.Academic content knowledge that is offered is of minimal relevance
as most of the topics are too advanced and they do not reflect what is taught in secondary
schools. Teachers' individual PCK profiles consisted predominantly of declarative and
procedural content knowledge in teaching basic genetics concepts. Inquiry-based
instruction enhancde pedagogical content knowledge.

Studies on Science Content Knowledge indicated statistically significant gains in

participants’ science self-efficacy beliefs and science conceptual understandings.

Studies on Content Knowledge of Mathematics revealed that Knowledge of

prospective teachers in terms of CK was not at the desired level. PCK of secondary
school mathematics teachers about probability is insufficient.The extent to which pre-
service teachers believed taking a mathematical content unit would valuable for their
future professional roles. High value was ascribed to the acquisition of MCK, MKT,
PCK, or any combination of these knowledge categories. There was no difference
between those students who had studied advanced and standard mathematics at school on
the three belief and attitude measures, despite distinct differences in their MCK.Some
pre-service teachers had also displayed algebra misconceptions, so it was not surprising
that in-service teachers appeared had been unaware of some misconceptions about the
concept of variable and equations.

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 Studies on Content Knowledge of Science and Mathematics found that the
academic content knowledge that was offered in minimal relevance as most of the topics
are too advanced and they do not reflect what was taught in secondary schools and
mathematics and science teachers’ perceptions of their pedagogical knowledge were weak
respectively.

Studies on Science Teachers’ Technological Pedagogical Content Knowledge revealed

that the attitudes toward technology and TPACK self-beliefs were positively related; yet,
differences across the attitudes and TPACK dimensions existed, pointing to the
delineation of general and educational perspectives on the use of ICT. Significant
difference was observed among pre-service teachers at the 1st grade in all dimensions of
technological pedagogical content knowledge scale Knowledge. T eachers’ pedagogical
reasoning was a complex and multidimensional process and was closely integrated with
teachers’ reframing of practice. All trainees improved their individual PCK and felt
adequate to teach more effectively the ET and the NS to their students. Teachers in the
Early Majority category had high scores in terms of pedagogical web content and general
web knowledge. web pedagogical content knowledge of pre-service science and physics
teachers differed according to their internet use habits.

Studies on Pedagogical content knowledge of language teachers showed that in-

service teachers had more difficulties with conceptual knowledge, while showing more
practical knowledge of students’ understanding than pre-service teachers. Teaching
experience was the only teacher characteristic to be significantly associated with both
domains of teacher knowledge, implicating the necessity of increasing experiential
learning components in teacher education. T houghtful pedagogical use of children’s
literature requires the development of a situated form of knowledge that was cognisant of
the complex interplay of the main components in these primary school classrooms:
content, pedagogy, and children’s literature. No gender-based significant difference in
relation to their keeping abreast of ELT resources such as taking part in national and
international symposiums and benefitting from other English teachers, books, journals,
internet resources, either. Although the English teachers did not seem to fully appreciate
the use of web-based assessment and showed some lack of interest to use this form of
assessment in their future classes, they displayed a positive computer attitude and positive
perception towards ease of use of web-based testing for their course.

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 Studies on Pedagogical Content Knowledge of Social Science teachers showed
that the strategies and associated PCK of methods Social Science teachers developed
from their experiences of learning/being taught, methodological experiences, formal
training, early experiences with teaching, pedagogical beliefs and values (their
pedagogical roots). Teachers with high level of PCK in Geography were significantly
different from the teachers had moderate and low levels of PCK in geography in their
self-efficacy. Video- and performance-based assessment tool assessed the strategic
component of economics PCK was developed and currently being validated. Danish
geography teachers attach great importance to knowledge and human interaction with
nature, both as learning goals and content areas.

Classroom Behavior

Studies on Classroom behavior and achievement indicated that teacher awareness

of working memory was quite low, with the majority of them only able to correctly
identify one or two signs of working memory failure and effective strategies to support it
in the classroom. Achievement-related classroom behaviors turned out to be a significant
mediator between student approaches to learning and academic achievement, effectively
doubling the explained variance in academic achievement. Staring at children (16%) and
asking questions to inattentive students (16%) were the most commonly used strategies by the
secondary school teachers. No behavioral predictors to be significantly associated with any
of the writing measures for male students, and no behavioral predictors were found to be
significantly associated with writing productivity for any of the participants. Several
character strengths were associated with both positive classroom behavior and school
achievement. when tutors are appropriately prepared to teach their younger counterparts,
substantial academic task‐related activities are later enhanced in their regular class. A
strong positive correlation between behavior problems and low academic achievement.

Studies on Gender and Classroom behavior showed that Girls generally reported
higher levels of academic motivation, whilst teacher reports of behavior were poorer for
boys. Gender was a better predictor of school achievement than classroom behavior categories,
even though the behavior categories did contribute to the explanation of variance in students'
academic marks above and beyond gender. Temperament mediated the relationship between

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student gender and disruptive classroom behaviors. Teachers rated female students had
more strengths than male students.

Studies on Teachers and classroom behavior revealed that: teachers always use
traditional techniques in science classroom significant difference in classroom behavior
scores among teachers with 0–5, 6–10, and 11 and above years of experience and a
perfect correlation between years of experience and classroom behavior; a significant
higher classroom behavior scores of male teachers over the females. There was currently
insufficient evidence to identify teacher praise as an evidence-based practice for this
population of students.

Studies on Perceptions on classroom behavior showed that there was a highly

significant positive relationship between leniency in students’ overall perceptions of what
actions constitute dishonesty in the academic . Improvements in classroom behavior for
all four students, and teachers and students indicated positive perceptions about the
intervention and its effects. Relations between student’s perceptions of teacher and peer
emotional supports for academic and personal well-being and classroom behavior are
mediated.

Studies on Instructional Behavior showed immediate corrective feedback was

found to be a more effective way than delayed feedback to help student teachers to be
effective users of teaching practices such as class management, body language, voice
level, use of intonation and stress. Teachers attribute their increased knowledge and skills
to observing and talking to their coaches as well as classroom support from their coaches.
Teachers from the control school demonstrated significantly higher uses of
interdisciplinary curricula planning, experiential learning, and critical thinking. Academic
entitlement significantly influenced students’ prioritization of effective instructional
behaviors.

Balanced teaching was related to the lowest score of negative and neutral self-
reports about pupils´ engagement.PD produced change in teacher's behaviors,
specifically, their increased implementation of specific evidence-based storybook reading
strategies. Significant interaction effect was found between intrinsic need satisfaction and

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self-efficacy. There was association between teachers’ beliefs and students’ self - reported
engagement was mediated by teachers’ perceived instructional behavior.

Studies on Organizational Behavior showed that the Chinese college teachers

experienced relatively low level of HRQOL and their mental quality of life (QOL) were
impaired more seriously than physical QOL. There was a significant relationship between
organizational behavior in terms of motivation, communication, decision-making and
teachers’ work performance.

Studies on Social – Emotional Behavior showed that there was a positive

association between socio-emotional teaching behavior and positive affect (p < .05) for
African American (AA) and European American (EA) students; race did not moderate
this finding (p > .05). Most of the variance in TSE occurred within teachers. Students’
externalizing behavior was negatively associated with TSE for instructional strategies,
behavior management, student engagement, and emotional support. In contrast, teachers
reported higher levels of self-efficacy toward students with high levels of pro-social
behavior, irrespective of teaching domain. Truancy (17%) was the most common
behaviour problem in the secondary school classes apart from inattentiveness, abusive
language and talking which scored 14%.

Studies on Teaching Behavior showed that compared to pre-service teachers, in-

service teachers’ perspectives were more similar to those of students. There was pivotal
role of attention-getting behavior in classroom teaching. BTs' perceived negative pupil
aspects relate positively to the stress responses perceived tension, discontent and negative
emotions.

Significantly different results were seen between the two groups arise in terms of
efficacy in pupil engagement as well as classroom management and instructional
behavior. It was found that (a) perceived instructional teaching behavior was negatively
associated with NA and positively associated with PA. Upper-elementary teachers had
large effects on self-reported measures of students’ self-efficacy in math, and happiness
and behavior in class. Remarkable perceived differences in classroom atmosphere,
classroom language use, teacher attitudes towards discipline, teaching approaches, and
teaching objectives were found.Teaching behaviors had a positive effect on mathematical

85
knowledge than had a positive effect on students’ attitude toward mathematics.
Autonomy-supportive teaching behavior led to significant differences in students'
intrinsic motivation and flow-experience when compared to controlling teaching
behavior.

The quality of teaching behavior of pre-service teachers was below that of

experienced teachers. Student teachers vary in their self-reported learning and that this
learning relates positively to observations of their effective teaching behavior. Student
teachers least preferences towards curriculum orientation and content orientation in
teaching had explored in relation to their pedagogic and content knowledge.

Student's perceptions of physical education and their physical education teachers,

which seems to encourage them to learn more about the lesson. Teaching behavior of
Chemistry teachers was good; the rating was statistically reliable and devoid of gender
bias. Observations and student perceptions of teaching behavior are significant predictors
of student academic engagement, student perceptions appeared to be more predictive of
their perceived academic engagement than observations. Business education students
perceived that their lecturers had control over a knowledge base that guides and their
lecturers had a repertoire of best teaching practices which they had used to.

Indirect Teaching Behaviour (ITB) was also found to impact the student's
perceptions of physical education and their physical education teachers, which seems to
encourage them to learn more about the lesson. Average level of perceived controlling
teaching was low. Teachers with stable and unstable teaching behavior were equally
responsive to training. Teacher's professional development had been improved in the
circumstance of knowledge building theory.Aggregate class level and strength of
agreement about the teaching presence had significant effects on the level and agreement
about cognitive presence and social presence.

Students’ ratings depend mainly on their teachers’ behaviour in class, particularly

their ability to give clear explanations. Student-ratings of teaching behavior were
associated with positive and negative affect in students. Students believe their instructors
demonstrated creative teaching behaviors.

86
 Temperament mediated the relationship was between student gender and
disruptive classroom behaviors.No statistically significant impact of instructional
development on teaching behaviour. Perceived behaviour control was the most significant
predictor.Mean scores differed significantly in favour of quality. There was a high co-
relation between the professional attitude and teaching behavior of the teachers.No
significant differences on the following five variables among the three levels of teachers:
Observing, structuring, questioning, preparing and get equipment/relocation.

Students’ thinking styles changed in all of the five experimental classes, with
teachers’ teaching behavior in teaching being the main factor contributing to the changes.

2.9 STUDIES ON COGNITIVE ASPECTS OF EMOTIONS

The results indicated that the mindsets of positive emotions, though fleeting, offer
valuable contributions toward lasting well-being. A first case gave arguments for
associating low-intensity emotional framing, on the cognitive side, with cumulative talk,
on the social side. A second case showed a correlation between high-intensity emotional
framing, and disputation talk. Emotions are both the glue and the gunpowder of human
social relations. They established happy cooperation and they can threaten to blow
relationships apart in angry conflict

Cognition-Emotion Interaction

Individual differences in cognition-emotion interaction, as reflected in cognitive

control (CC) deficits and trait negative emotionality (NE), predict depression levels and
these temperamental traits create a particularly strong risk in girls.

There was no significant association between Eriksonian development and late-

life memory. Late-life depression mediated the relationship between Eriksonian
development and both global cognition and executive functioning. Mindfulness
demonstrated a significant correlation with attention control, however did not show
correlations with emotion regulation or cognitive flexibility. Attention control, emotion
regulation, and cognitive flexibility showed no relationship with either measure of
achievement.

87
 People’s choice and level of interaction with technology could allow them to live
in harmony with technology. An interaction between teachers' cognitive resources and
emotional resources, which together predict their classroom management behavior.

Most emotions that could be remembered had been verbally shared with others;
the percentages of emotions that were shared ranged from 88% to 96%. There were no
significant differences. Nor did age or sex of participants affect rates of social sharing.
Medial PFC activation was negatively correlated with participants' predisposition to feel
distressed in emotional social situations.

Cognitive And Emotional Interference on Psychological factors

Greater increases in subjective stress were associated with less emotion word
interference for accuracy overall and less colour word interference for accuracy in the
high stress group.

It was found that age, educational level, and gender accounted for the changes in
affective empathy, without any significant impact on cognitive empathy.

Effects of work demands and affective distress on work-family conflict were

mediated mostly by participant reports of emotional fatigue. Distortions of joy were
associated with greater interest in interpersonal contact; love with positive view of the
interactions and need for attention; fear with concerns about aggressiveness and
autonomy; sadness with lower perception of damaged objects; disgust with feelings of
loneliness; and anger with criticism avoidance, distrust, feelings of loneliness, and
aggressive behavior. Emotion regulation was dependent upon the cognitive control
measure of Switching/Cognitive flexibility. Results found that association between
suicidal cognitions and Depression Severity on Deliberate Self-Harm seems to indicate
the important role of these cognitions in recurrent and chronic DSH. The strong
association between no acceptance of emotional responses and DSH underscores the
notion that DSH can be a way to avoid emotional problems.

88
Cognitive and Emotional Self-Regulation

Critical cognitive states that have implications for affect and metacognition are
processing fluency/disfluency, interruptions, discrepancies, or gaps in knowledge.
Epistemic emotions focus on such cognitive states and are related to metacognitive
experiences such as feeling of difficulty (in the case of surprise) and feeling of confidence
(in the case of curiosity).

Cool executive functions appeared significantly related to emotional self-

regulation, whereas hot executive functions were not significantly related to cognitive or
emotional self-regulation.

Strong, positive correlation was found between the amount of physical activity
and cognitive emotion regulation and was statistically significant. Quality of mental
representations of relationships was significantly associated with the neural-correlates of
emotion regulation. Maladaptive cognitive emotion regulation strategies and ambivalence
over emotional expression predicted cognitive appraisals of threat and stressfulness and
normalized units of spectral components.

Impaired social cognition and higher attachment anxiety are independent risk
factors for emotional deregulations. Metacognitive self-regulation persists as an important
predictor of school achievement at all developmental levels, and the motivational self-
regulation had significant impact on performance in the first and second age group.

Irrespective of a person’s gender, particular emotion regulation indicators, both

singly, and in combination, are, indeed, more strongly related to the severity of
depression symptoms.

A component of EF (i.e., inhibition) approached significance with children's

displays of positive behaviors during the ER (Emotional Aspects of Self-
Regulation)task. Verbal ability was related to the regulation of positive but not negative
emotions.

89
Cognition, Emotion, and Learning.

It was found that children with developmental dyscalculia were twice as likely had
a high mathematics anxiety as were children with typical mathematics performance. More
girls had comorbid mathematics anxiety and developmental dyscalculia than did boys.

It was revealed that emotional intelligence and motivation significantly predicted

students' information literacy scores. Inseparability of Cognition and Emotion in Second
Language Learning brought together cognition and emotion as that of Vygotsky's
sociocultural theory (SCT) of mind.

Emotions on Cognitive Processing

Emotionally induced arousal was predicted by a summarized average, whereas

self-reports of cognitive processing are subject to primacy effects. Emotion is understood
as integral to the operationalisation of whiteness, students' emotional responses are
analysed from a critical whiteness perspective to reveal emotion as also potentially
obstructive to student transformation.

Emotions in Teachers

Male teachers more frequently report positive emotions than the female. The latter
manifested an increase in negative emotions in teaching Geology, Physics and Chemistry
content.

Teachers experienced a range of emotions when participating in professional

development and their emotional responses directly impacted their use of new
instructional processes. A cyclical pattern of emotions emerged influenced by time, place
and interpersonal relationships.

Language teachers’ cognition integrates the interaction of both language teacher

learner and teacher educator emotion and cognition activated in. Emotion and cognition
are an intricately bound developmental process.

90
Cyber Bullying

Results indicated that perpetration of cyberbullying was positively associated with

cyberbullying victimization, bullying aggression, moraldisengagement towards
cyberbullying, social support and satisfaction expression. In contrast, perpetration of
cyberbullying wasnot associated with negative emotions. Gender and age did not play a
significant role in the prediction on perpetration of cyberbullying.Social skills and
emotional and executive functioning appear to vary systematically across bullying roles
are to be considered when developing targeted social-- emotional interventions to stop
bullying, increase defending, and support victims or those at risk for victimization.

Behavioral engagement , Emotional Engagement and Regulation

Behavioral engagement, emotional engagement, and cognitive engagement are

predicted by different motivational regulation strategies after controlling for the academic
level.

Findings revealed that emotions are significant factors in students’ engagement in

online learning while cognitive and behavioural factors function as antecedents of
emotions in online contexts.

Students’ perceptions of the importance of the activity had a strong positive

influence on both cognitive and emotional engagement. Emotional and cognitive
engagement are highly correlated.

Emotions are significant factors in students' engagement in online learning while

cognitive and behavioural factors function as antecedents of emotions in online contexts.

Both cognitive and behavioural measures of students' engagement decreased with

increased class size. As class size increased, behavioural engagement decreased, and
cognitive engagement increased. Grades improved with students' emotional engagement
but declined with instructors' cognitive engagement. Behavioral and emotional
engagement were related bi-directionally (each variable was a basis and an outcome of
the other). In addition, behavioral engagement influenced cognitive engagement.

91
VIOLENCE
Cognitive mediators are predicted teen dating violence. Irrational cognitions of
self-downing and entitlement had been found to be significant discriminators between
violent offenders and non-offenders Entitlement cognition had a higher level for general
population, meaning that inmates could become tolerant to frustration because of the need
to find copying mechanisms for the frustrating detention environment.

2.10 RESEARCH GAP

Only few studies were on teacher trainees and they were on pedagogic content
knowledge only. No study on pedagogic content knowledge focused on the select
components of pedagogic content Knowledge of the current study namely General
Pedagogical Knowledge, Content Knowledge, Knowledge of Students, Pedagogical
Content Knowledge, Knowledge of Teaching, Knowledge of Curriculum, Knowledge and
Behavior and Knowledge of Assessment.

Like wise studies on Teaching behavior also did not included all the sub
components that are studied in this study viz. Organizational Behaviour,Classroom
Behaviour,Teaching Learning Behaviour,Instructional Behaviour and Socio- Emotional
Behaviour.

Studies that were done with pedagogic content knowledge as independent or

dependent variable did not include neither Teaching behavior nor the third variable taken
in this study.

No study is on all the three select variables of the present study done on
prospective teachers. Hence the study under discussion is taken up to bridge the gap.

92
2.11. SUMMARY

This chapter presented the studies done by researchers on the select variables
under study and the significant findings of those studies. Research gaps were identified.
Next chapter will describe the research design.

2.12. CONCLUSION

This chapter has given the research reviews related to the present study as science
pedagogy science pedagogy content knowledge , teaching behavior and cognitive
emotional aspects . the next chapter will be on the research methodology.

93
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 CHAPTER III

RESEARCH DESIGN

3.1. INTRODUCTION

Research methodology involves the systematic procedure by which the researcher

starts from the initial identification of the problem to the problem to its final conclusions.
The role of the methodology is to carry on the research work in a scientific and valid
manner. The method of research explains the tools and techniques by which the research
problem is attacked. The methodology consists of procedures and techniques for
conducting study.

The research design is the skeleton that gives the necessary strength and shape to
any research study. To substantiate the need for investigating the problem at hand, the
objective and scope are clearly defined and those decide the nature and source of data
collection. Going through similar studies taken up by early researchers in the present area
helps the investigator to finalize the procedure of investigation.

In this chapter, a detailed account of the methodology and procedure of

conducting the present study have been given. It is essential to focus the attention of the
investigator regarding the objective, hypotheses, the sampling design, the tools to collect
dada and the suitable statistical techniques to analyze the data.

3.2. STATEMENT OF THE PROBLEM

The statement of the problem stated as “RELATIONSHIP BETWEEN

SCIENCE PEDAGOGICAL CONTENT KNOWLEDGE AND TEACHING
BEHAVIOR IN COGNITIVE AND EMOTIONAL ASPECTS OF PROSPECTIVE
TEACHERS”

3.3. OBJECTIVES OF THE STUDY

The objectives of the study were

 To study the science pedagogy content knowledge of prospective teachers with

reference to gender, locality, age, type of institution, education qualification,
marital status, Major subject, parental income, family type, and birth order.

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  To identify the teaching behaviour of prospective teacher with reference to
gender, locality, age, type of institution, education qualification, marital status,
major subject, parental income. Family type and Birth order
 To investigate the cognitive and emotional aspects of prospective teachers with
reference to gender, locality, age, type of institution, educational qualification,
marital status, Major subject, parental income, Family type and birth order.
 To find out the relationship between Science pedagogy content knowledge and
teaching behaviour and cognitive emotional aspects of prospective teachers.

3.4. HYPHOTHESES OF THE STUDY

The following hypotheses have been set for the purpose of the study

 The level of science pedagogy content knowledge of prospective teachers will be

moderate
 The level of teaching behavior of prospective teachers will be moderate
 The level of cognitive and emotional aspects of prospective teachers will be
moderate
 There is no significant difference between science pedagogy content knowledge
and their sub samples such as educational qualification, gender, locality, marital
status, age, major subjects, parental income, family type, birth order and type of
institution.
 There is no significant difference between teaching behavior of prospective
teachers and their sub samples such as educational qualification, gender, locality,
marital status, age, major subjects, parental income, family type, birth order, type
of institution.
 There is no significant difference between cognitive and emotional aspects of
prospective teachers and their sub samples such as educational qualification,
gender, locality, marital status, age, major subjects, parental income, family type,
birth order, type of institution.
 There is no significant relationship between science pedagogy content knowledge
of prospective teachers and its dimensions.
 There is no significant relationship between teaching behavior of prospective
teachers and its dimensions.
 There is no significant relationship between cognitive and emotional aspects of

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 prospective teachers and its dimensions
 There is no relationship between science pedagogy content knowledge, teaching
behavior and cognitive emotional aspects of prospective teachers.

3.5. VARIABLES OF THE STUDY

DEPENDENT VARIABLE

The dependent variables used in the study are cognitive and emotional aspects of
prospective teacher.

INDEPENDENT VARIABLE

The independent variables used in the study are science pedagogy content
knowledge and teaching behaviour .

DEMOGRAPHY VARIABLE

Gender, Locality, Age, Education Qualification, Types Of Institution, Martial

States, Major Subject, Parental Income, Family Type, Birth Order,

3.6. METHODOLOGY

Methodology aims to provide a relation of different methods and techniques used

in performing the research. It covers the research design. Size of universe, sample size,
sampling strategy, tool for data collection and statistical tools used by the researcher for
the present study.

3.7. METHOD ADOPTED

Based on the nature of the problem and the objectives of the study, the researcher
determined to use the normative survey method. In order to collect data from a small
sample select from the population to determine the problem science pedagogy content
knowledge, teaching behaviour, and cognition and emotion aspects of prospective
teachers.

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3.8. SAMPLE USED FOR THE STUDY.

The sample selected for the present study is 1578 prospective teachers from
government, government aided and private colleges from Dharmapuri, Salem, Erode,
Coimbatore districts.

3.9. SAMPLE TECHNIQUE FOR THE STUDY

A stratified random sampling is considered to be the best technique all elements

have the same possibility to be included in the sample and hence it yields superior
validity and reliability. Stratified random sample was selected as it allows the population
to be divided into subset or strata which are then randomly sampled and in this manner
increase representatives of the sample and minimizes sampling error.

Stratified random sampling used in this study. 1578 prospective teachers were
taken the sample. These prospective teachers from different colleges like government,
government aided and private colleges in Salem, Dharmapuri, Erode , Coimbatore
educational districts. The samples are categorized as give in the following table.

TABLE SHOWING THE DETAILS OF SAMPLE DISTRIBUTION

S. No. VARIABLES Sub Samples N

1. Male 682
Gender
Female 896

2. Rural 652
Locality
Urban 926

3. UG 659
Educational Qualification
PG 919

Government 178
4.
Type of Institution Government Aided 140

Private 1260

5. Married 659
Marital Status
Single 919

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 6. Above 35 785
Age
Below 35 793

Physical science 507

7.
Major Subject Biological Science 507

Others 564

Below 10,000 463

8.
Parental Income 10,000 – 25,000 533

Above 25,000 582

9. Nuclear Family 856

Family Type
Joint Family 722

First 469

10. Middle 555

Birth Order
Last 487

Single 67

Total sample 1578

3.9. TOOLS USED FOR THE STUDY

For the present study researcher constructed three tools. The following developed
questionnaires were used in the survey along with personal data sheet, which explores the
demographic and social variables of the subjects. The tools used in the present study are

1. Science pedagogy content knowledge scale

2. Teaching behaviour scale

2. Cognitive emotional aspects scale

3.10. DESCRIPITION OF THE TOOL

The investigator developed all the three scale namely science pedagogy content
knowledge scale, teaching behaviour scale, cognitive emotional aspects. After the tool
was given to the subject experts and there had been obtained before administration. Some

127
statements were reframed and some were modified for clarity. The pilot study was
conducted with 150 prospective teachers from the different colleges. Aim of the pilot
study is to find out whether it operates properly before using it in a research study. The
tool was administrated and distributed among 150 prospective teachers. Science
pedagogy Content Knowledge scale consisted of eighty items in eight dimensions.

S.NO DIMENSIONS ITEM NUMBER TOTAL

1 General pedagogy content 1-10 10
2 Content knowledge 11-20 10
3 Knowledge and content of students 21-30 10

4 Pedagogical content knowledge 31-40 10

5 Knowledge of teaching 41-50 10

6 Knowledge curriculum 51-60 10
7 Knowledge and behaviour 61-70 10
8 Knowledge of assessment 70-80 10

TEACHING BEHAVIOUR SCALE

Teaching behaviour scale was developed by the investigator, which explore the
type of behaviour in teaching. Science teaching Learning, organization, classroom
instruction and socio emotion. The scale consisted fifty items in five dimensions.

S.NO DIMENSION ITEM NUMBER TOTAL

1 Organizational behavior 1-10 10
2 Teaching learning behavior 11-20 10
3 Classroom behavior 21-30 10
4 Instructional behavior 31-40 10
5 Socio- emotional behavior 41-50 10

128
COGNITIVE AND EMOTIONAL ASPECTS SCALE
Cognitive and emotional aspect Scale was developed by the investigator.
Cognitive and emotional aspect scale explores mental state of prospective teachers both
cognition and emotional aspects. The scale consisted of ninety items in two dimensions.

S. No DIMENSIONS Item number Total

1 Cognition on emotion 1-45 45
2 Emotion on cognition 45-90 45
Total 90

3.11. RELIABILITY OF THE TOOL

Reliability of the tool was establishing using cronbach’s alpha technique. To find
out the reliability test conducted within SPSS in order to measure the internal consistency
readability of the tool (questionnaire) it is most commonly used when the questionnaire
was developed using likert scale statement and therefore to establish if the scale is
reliable or not. Alpha analysis was considered for each components of the scale.

S. No. Scale Name No. of Items Formula Reliability value

0.700142
Science pedagogy
1 80
content knowledge
Cronbach’s
2 Teaching behavior 50 Alpha 0.877667
Cognition and
3 90 0.767124
emotional aspects

3.12. VALIDITY OF THE TOOL

The tool was given to the experts in this field. They gave their consent and
suggestions to the items that were included. The questionnaire possesses face validity.
While constructing the scale were, the directions to respond to each item were clearly
given. All the items chosen were appropriate to level of the prospective teachers, and all
the items were specific and explicit. The items were scrutinized by the investigator in
discussion with the subject experts and experienced teacher educators to see that whether
the face validity is ensured.

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3.13. SCORING PROCEDURE

S.NO SCALE NAME NO.OF OPTIONS MINIMUM MAXIMUM

ITEMS SCORE SCORE
1 Science pedagogy 80 S-A strongly 80 400
agree
content knowledge
A-agree
2 Teaching behavior 50 50 250
U-undecided
3 Cognition and 90 D-disagree 90 450
emotion aspects
S-D strongly
disagree
80 items in the science pedagogy content knowledge, 50 items for teaching
behaviour and cognition and emotion aspects 90 items for science teaching content
knowledge of cognition emotion aspects. Science pedagogy content knowledge scale
teaching behaviour scale, cognition and emotion aspects scale consisted the like options
were S-A strongly agree A-agree U-undecided D-disagree S-D strongly disagree
prospective teachers were asked to show their responses by putting tick mark (√) in the
appropriate box.

3.14. DATA COLLECTION

The investigator visited the government, government aided and private colleges
from Dharmapuri, Salem, Erode, Coimbatore districts. The researcher obtained
permission from concerned authorities. The tools ware distributed to the prospective
teachers and they ware instructor to response all the item in the tool. Investigator gave
ample time to answer all the items.

LIST OF COLLEGES SELECTED FOR THE SAMPLE STUDY

S.No COLLEGE NAMES Male Female

1 Padmavani College Of Education Salem NIL 88
2 K.S College Of Education . salem. NIL 63
3 Paramverr College Of Educaton Dharmapuri 54 64
4 Jairam College Of Education. Salem. 43 57
5 Cenraya Perumal College Of Education. Dharmapuri 47 58
6 Mahendera College Of Education. Salem 43 49

130
 7 Radha College Of Education. Dharmapuri 43 40
8 Varuvan Vadivalen College Of Education. Dharmapuri 52 43
9 Ganesh College Of Education. Salem 47 54
10 Nagarathna College Of Education. Salem 46 43
11 Siva College Of Education Dharmapuri 52 43
12 ERK College Of Education Dharmapuri 40 42
13 AVS College Of Education. Salem 43 40
14 Swami College Of Education. Salem 32 34
15 Goverment College Of Education Ciombatour 44 40
16 Goverment College Of Education. Kumarapalayam 46 48
17 Sarada College Of Education. Salem NIL 60
18 Vasavi College Of Education. Erode. 27 30
19 Ramakirshna Vidyalaya Mission College Of Education 23 NIL
Total 682 896
Grand total 1578

3.15. STATISTICAL TECHNIQUE USED FOR THE STUDY

Descriptive statistics like Mean, Median, Mode and Standard deviation were used.
Inferential statistical techniques like‘t’ test, ‘F’ test, Chi-square, Multiple correlation,
Multiple Regression analysis and Discriminate analysis were used in the present study.

3.16. CONCLUSION

The research methodology provides the way for the researcher about the way
study has to conducted. It is essential to adopt a suitable methodology thereby we can
generalize the finding. In this chapter clear description about the variables, tools, sample,
method of a data collection and the statistical techniques working to analysed the data
have been presented carefully. The complete data analysed with the testing of hypotheses
were presented in the next chapter.

131
 CHAPTER - IV

ANALYSIS AND INTERPRETATION OF DATA

4.1. INTRODUCTION

The investigator applied both descriptive and inferential analysis of statistics to

find out the results of the data collected. Analysis of data means studying the tabulated
material in order to determine the inherent facts of meanings. The Purpose of the
interpretation is essential starting what the results show, what they mean, what their
significance is and what the answer to the original problem. This process calls for a
critical examination of the results of one’s analysis in the light of this or has previous
analysis concerning the collection of data.

4.2. STATISTICAL ANALYSIS USED FOR THE STUDY

In accordance with the objectives of the present study, the data was gathered,
tabulated and classified. The study involved two main variables namely
“RELATIONSHIP BETWEEN SCIENCE PEDAGOGICAL CONTENT
KNOWLEDGE IN TEACHING BEHAVIOR AND COGNITIVE AND
EMOTIONAL ASPECTS OF PROSPECTIVE TEACHERS” The final sample of the
study consist of 1578 prospective Teachers. The following statistical techniques were
used for the analysis.

 Descriptive Analysis
 Inferential Analysis
 Multiple Correlation
 Regression analysis
 Discriminant analysis
4.2.1. DESCRIPTIVE ANALYSIS

Descriptive statistics are used to describe the basic feature of the data in the study.
They provide simple summaries about the sample and the measures. Together with simple
graphics analysis, they form the basis of virtually every quantitative analysis of data.
They help to simplify large amounts of data in sensible way. Generally, the kinds of
measure that are used with descriptive statistics are measures of central tendency and
graphical representation

132
4.2.2. INFERENTIAL ANALYSIS

Inferential statistics is the type of statistics which deals with making conclusions.
It inferences about the predictions for the population using data drawn from population. It
also analyses the sample. Basically, the inferential statistics is the procedure of drawing
predictions and conclusions about the given data which is subjected to the random
variations. This type of statistics is being utilized in order to make estimates and test the
hypotheses using given data.

4.2.3. CORRELATION ANALYSIS

Correlation is the relationship between two or more variables or two or more sets
of data. The degree of relationship is measured and represented by the coefficient of
correlation.

4.3. LEVEL OF SIGNIFICANCE

In hypothesis testing, the significance level is the criterion used for rejecting
the null hypothesis. First, the difference between the results of the experiment and the null
hypothesis is determined. Then, assuming the null hypothesis is true; the probability of a
difference that large or larger is computed. Finally, this probability is compared to the
significance level. If the probability is less than or equal to the significance level, then the
null hypothesis is rejected and the outcome is said to be statistically significant. In the
present study 5% level of significance has been taken in to an account.

133
 4.4. DESCRIPTIVE ANALYSIS

TABLE - 1

LEVEL OF SCIENCE PEDAGOGY CONTENT KNOWLEDGE OF PROSPECTIVE

TEACHERS

LOW MODRATE HIGH

N % N % N %
DIMENSIONS OF SCIENCE PEDAGOGY
CONTENT KNOWLEDGE
General Pedagogical Knowledge 299 18.95 907 57.48 372 23.58
Content knowledge 303 19.20 968 61.34 307 19.46
Knowledge of students 299 18.95 903 57.22 376 23.83
Pedagogy content Knowledge 279 17.68 1099 69.65 200 12.67
Knowledge of Teaching 279 17.68 1096 69.49 203 12.86
Knowledge of curriculum 312 19.77 1039 65.84 227 14.39
Knowledge and Behavior 299 18.95 948 60.08 331 20.98
Knowledge of Assessment 218 13.81 1360 86.19 - -
Science pedagogy content knowledge 241 15.27 1110 70.34 227 14.39

The above table it is noticed that from the analysis of table -1

1110 (70.34%) prospective teachers are in moderate level in the science pedagogy
content knowledge.

227 (14.39%) prospective teachers have high level in science pedagogy content
knowledge while 241(15.27%) have low level in science pedagogy content
knowledge.
376 (23.83%) prospective teachers are in high level in the KS dimension while 312
(19.77%) prospective teachers are in low level in the KOC dimension of science
pedagogy content knowledge.

134
 FIGURE 1 – BAR DIAGRAM SHOWING THE LEVEL OF SCIENCE
PEDAGOGY CONTENT KNOWLEDGE OF PROSPECTIVE TEACHERS

SCIENCE PEDAGAGOGY CONTENT

KNOWLEDGE
1200 1125

1000
800
600
400 258
195
200
0
LOW MODERATE HIGH

TABLE- 2 LEVEL OF TEACHING BEHAVIOUR OF PROSPECTIVE

TEACHERS

DIMENSIONS OF LOW MODRATE HIGH

TEACHING N % N N % N
BEHAVIOUR
Organizational Behavior 253 16.03 1325 83.97 -
Classroom Behavior 349 22.12 1034 65.53 195 12.36
Teaching Learning 354 22.43 1021 64.70 203 12.86
Behavior
Instructional Behavior 366 23.19 1008 63.88 204 12.93
SocioEmotional Behavior 299 18.95 960 60.84 319 20.22
TEACHING 258 16.35 1125 71.29 195 12.36
BEHAVIOUR

The above table it is observed that From the analysis of table-2

1125 (71.29%) prospective teachers are in moderate level in teaching behavior.

195(12.36%) prospective teachers have high level in teaching behavior while

258(16.35%) have low level in teaching behavior.

319 (20.22%) prospective teachers are in high level in the SEB dimension while 366
(23.19%) prospective teachers are in low level in the IB dimension of teaching
behavior.

135
 FIGURE – 2
BAR DIAGRAM SHOWING THE LEVEL OF TEACHING BEHAVIOUR OF
PROSPECTIVE TEACHERS

TEACHING BEHAVIOUR
1200 1125

1000

800

600

400
258
195
200

0
LOW MODERATE HIGH

TABLE – 3

LEVEL OF COGNITIVE AND EMOTIONAL ASPECTS OF PROSPECTIVE

TEACHERS

DIMENSIONS OF COGNITIVE AND LOW MODRATE HIGH

EMOTIONAL ASPECTES N % N N % N
Cognition on Behavior 220 13.94 1334 84.54 24 1.52
Emotion on Cognition 191 12.10 1379 87.39 8 0.50
Cognitive and emotional aspects 232 14.70 1168 74.01 178 11.28

The above table it is understood that

From the analysis of table-3

1168 (74.01%) prospective teachers are in moderate level in cognitive and emotional
aspects.

178(11.28%) prospective teachers have high level in cognitive and emotional aspects
while 232(14.70%) have low level in cognitive and emotional aspects.

136
 24 (1.52%) prospective teachers are in high level while 220 (13.94%) prospective
teachers are in low level in the COB dimension of cognitive and emotional aspects.

FIGURE – 3
BAR DIAGRAM SHOWING THE LEVEL OF COGNITIVE AND EMOTIONAL
ASPECTS OF PROSPECTIVE TEACHERS

COGNITIVE AND EMOTIONAL ASPECTS

1400
1168
1200

1000

800

600

400
232
178
200

0
LOW MODERATE HIGH

137
 TABLE -4

Showing Overall Mean Scores and Standard Deviation Scores in science pedagogy
content knowledge

S.No. VARIABLES Sub Samples N Mean SD

Educational UG 659 307.34 23.34292

1.
Qualification PG 919 305.19 28.66398
Government 178 292.15 21.13782
Type of
2. Government Aided 140 291.35 23.16159
Institution
Private 1260 309.69 26.43116
Rural 652 306.55 27.34889
3. Locality
Urban 926 305.76 26.04387
Male 682 301.09 26.89114
4. Gender
Female 896 309.89 26.34851
Married 659 307.88 26.10023
5. Marital Status
Single 919 304.80 26.86783
Above 35 785 306.43 26.22091
6. Age
Below 35 793 305.75 26.95314
Physical science 507 308.04 25.98126
7. Major Subject Biological Science 507 307.22 25.67916
Others 564 303.32 27.71489
Below 10,000 463 305.85 26.49749
Parental
8. 10,000 – 25,000 533 304.99 26.98419
Income
Above 25,000 582 307.29 26.28196
Nuclear Family 856 305.53 27.00230
9. Family Type
Joint Family 722 306.75 26.08516
First 469 305.76 27.54106
Middle 555 306.16 25.68070
10. Birth Order
Last 487 304.60 26.81805
Single 67 318.61 22.37894
Overall Scores of Science Pedagogy
1578 306.09 26.58511
Content Knowledge

138
From the above table it is observed that

From the analysis of table - 4

PG prospective teachers have higher mean scores than the UG teachers in science
pedagogy content knowledge.
Private prospective teachers have higher mean scores than the Government and
Government aided teachers in science pedagogy content knowledge.
Rural prospective teachers have higher mean scores than the urban teachers in
science pedagogy content knowledge.
Female prospective teachers have higher mean scores than the male teachers in
science pedagogy content knowledge.
Married prospective teachers have higher mean scores than the single teachers in
science pedagogy content knowledge.
Prospective teachers in the age group of Above 35 have higher mean scores than
the age group of below 35 in science pedagogy content knowledge.
Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in science pedagogy content knowledge.
Prospective teachers whose Parental Monthly Income Above 25,000 have higher
mean scores than the Prospective teachers whose Parental Monthly Income is
between Rs.10000 and Rs.25000 and below Rs.25000 in in science pedagogy
content knowledge.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in science pedagogy content knowledge.
Single born prospective teachers have higher mean scores than First, Middle and
Last born prospective teachers in science pedagogy content knowledge.

139
 TABLE-5

Showing Overall Mean Scores and Standard Deviation Scores in Teaching

Behaviour

S.No. VARIABLES Sub Samples N Mean SD

Educational UG 659 201.86 14.45570

1.
Qualification PG 919 204.88 16.83673
Government 178 203.62 10.55729
Type of
2. Government Aided 140 202.27 11.17298
Institution
Private 1260 203.77 17.00055
Rural 652 202.16 16.01641
3. Locality
Urban 926 204.65 15.83195
Male 682 211.03 15.58801
4. Gender
Female 896 197.98 13.77605
Married 659 200.97 17.80640
5. Marital Status
Single 919 205.52 14.18341
Above 35 785 203.90 16.11930
6. Age
Below 35 793 203.35 15.78763
Physical science 507 202.51 16.08553
7. Major Subject Biological Science 507 203.62 15.60781
Others 564 204.62 16.09589
Below 10,000 463 203.59 15.40874
8. Parental Income 10,000 – 25,000 533 204.26 16.45052
Above 25,000 582 203.06 15.91554
Nuclear Family 856 201.51 16.70396
9. Family Type
Joint Family 722 206.13 14.62926
First 469 202.26 16.32150
Middle 555 204.55 16.00967
10.Birth Order
Last 487 204.56 15.79848
Single 67 198.60 12.18675
Overall Scores of Teaching Behavior 1578 203.62 15.95084

140
From the above table it is observed that

From the analysis of table - 5

PG prospective teachers have higher mean scores than the UG teachers in teaching
behavior.
Private prospective teachers have higher mean scores than the Government and
Government aided teachers in teaching behavior.
Urban prospective teachers have higher mean scores than the rural teachers in
teaching behavior.
Male prospective teachers have higher mean scores than the female teachers
teaching behavior.
Single prospective teachers have higher mean scores than the unmarried
prospective teachers in teaching behavior.
Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in teaching behavior.
Prospective teachers whose major subject is others have higher mean scores than
the prospective teachers whose major subject is physical and biological science
in teaching behavior
Prospective teachers whose Parental Monthly Income is between Rs.10000 and
Rs.25000 have higher mean scores than the Prospective teachers whose Parental
Monthly Income is Above 25,000 and below Rs.25000 in teaching behavior.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in teaching behavior.
Last born prospective teachers have higher mean scores than First, Middle and
single born prospective teachers in teaching behavior.

141
 TABLE-6

Table Showing the Prospective teachers Overall Mean Scores and Standard
Deviation Scores in Cognition Emotion Aspects

S. No. VARIABLES Sub Samples N Mean SD

Educational UG 659 406.17 35.53

1.
Qualification PG 919 407.21 36.75
Government 178 407.91 36.35
Type of
2. Government Aided 140 406.06 35.60
Institution
Private 1260 406.69 36.32
Rural 652 405.34 37.02
3. Locality
Urban 926 407.78 35.67
Male 682 411.56 45.82
4. Gender
Female 896 403.13 26.19
Married 659 407.24 35.91
5. Marital Status
Single 919 406.44 36.49
Above 35 785 407.14 38.04
6. Age
Below 35 793 406.41 34.39
Physical science 507 407.00 35.63
7. Major Subject Biological Science 507 406.85 36.06
Others 564 406.51 37.00
Below 10,000 463 406.44 35.58
Parental
8. 10,000 – 25,000 533 404.27 39.47
Income
Above 25,000 582 409.33 33.45
Nuclear Family 856 405.39 36.91
9. Family Type
Joint Family 722 408.41 35.39
First 469 405.95 35.73
Middle 555 408.39 35.49
10. Birth Order
Last 487 406.06 38.53
Single 67 404.31 27.93
Overall Scores of Cognition Emotion
1578 406.77 36.24
Aspects

From the above table it is observed that

142
From the analysis of table - 6

PG prospective teachers have higher mean scores than the UG teachers in

cognitive and emotional aspects.
Government prospective teachers have higher mean scores than the Government
aided and private teachers in cognitive and emotional aspects.
Urban prospective teachers have higher mean scores than the rural teachers in
cognitive and emotional aspects.
Male prospective teachers have higher mean scores than the female teachers
cognitive and emotional aspects.
Married prospective teachers have higher mean scores than the single prospective
teachers in cognitive and emotional aspects.
Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in cognitive and emotional aspects.
Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in cognitive and emotional aspects.
Prospective teachers whose Parental Monthly Income is Above 25,000 have
higher mean scores than the Prospective teachers whose Parental Monthly Income
is between Rs.10000 and Rs.25000 and below Rs.25000 in cognitive and
emotional aspects.
Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in cognitive and emotional aspects.
Middle born prospective teachers have higher mean scores than First, Last and
single born prospective teachers in cognitive and emotional aspects.

4.5 INFERENTIAL ANALYSIS

HYPOTHESIS-1

UG and PG prospective teachers do not differ in their science pedagogy

content knowledge.

143
 TABLE-7

Table Showing ‘t’ values of science pedagogy content knowledge of

prospective teachers based on their Educational Qualification

Dimensions Educational ‘t’ – S / NS

of SPCK N Mean SD
Qualification Value Level
General UG 659 31.4643 11.43263
Pedagogy 3.545 S(0.05)
PG 919 29.3993 11.38303
Knowledge
Content UG 659 42.2367 5.01049
0.783 NS(0.05)
Knowledge PG 919 42.0218 5.85254
Knowledge UG 659 31.6176 11.35860
3.990 NS(0.05)
of Students PG 919 29.3156 11.22403
Pedagogy UG 659 42.5114 4.70056
Content 1.006 NS(0.05)
PG 919 42.2568 5.29741
Knowledge
Knowledge UG 659 42.4188 4.73787
0.615 NS(0.05)
of Teaching PG 919 42.2612 5.38995
Knowledge UG 659 42.2443 5.29691
of 0.067 NS(0.05)
PG 919 42.2622 5.25243
Curriculum
Knowledge UG 659 28.6009 11.25080
And 5.287 S(0.05)
PG 919 31.6768 11.59704
Behavior
Knowledge UG 659 46.2504 4.44755
of 1.042 NS(0.05)
PG 919 45.9946 5.27284
Assessment
Global value UG 659 307.34 23.34292
of Science
Pedagogy 1.590 NS(0.05)
Content PG 919 305.19 28.66398
Knowledge
NS – Not Significant, S – Significant

From the above table it is inferred that among the nine cases in seven cases
significant differences are not found. Hence the hypothesis is accepted in these seven
cases. In other two cases as the calculated values are greater than the table value and

144
significant difference were observed. Hence in these two cases the hypothesis is not
accepted.
CONCLUSION
 UG and PG prospective teachers do not differ in their CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK
 UG and PG prospective teachers differ in their GPK and KAB of science
pedagogy content knowledge

Figure 4.1 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Educational Qualification

50 Educational Qualification
45

40

35

30

25

20

15

10

0
GPK CK KS PCK KT KOC KAB KOA
UG 31.4643 42.2367 31.6176 42.5114 42.4188 42.2443 28.6009 46.2504
PG 29.3993 42.0218 29.3156 42.2568 42.2612 42.2622 31.6768 45.9946

HYPOTHESIS - 2
There is no significant interaction between the prospective teachers studying in
different types of institutions and their science pedagogy content knowledge.

145
 TABLE-6

Showing ‘F’-Values of science pedagogy content knowledge of prospective

teachers studying in different types of institutions and their
Dimensions of Types of Sum of Mean F– S / NS
df
SPCK institutions Squares Square Value Level
Between Groups 16398.55 2 8199.27
General Pedagogy
Within Groups 190190.35 1575 120.75 67.900 S(0.05)
Knowledge
Total 206588.90 1577
Content Knowledge Between Groups 126.03 2 63.01
Knowledge of Within Groups 47854.33 1575 30.38 2.074 NS(0.05)
Students Total 47980.37 1577
Between Groups 16475.94 2 8237.97
Pedagogy Content Within Groups 186100.03 1575 118.19 69.720 S(0.05)
Knowledge Total 202575.98 1577
Between Groups 85.47 2 42.73
Content Knowledge Within Groups 40239.45 1575 25.54 1.673 NS(0.05)
Total 40324.93 1577
Knowledge of Between Groups 130.94 2 65.47
Curriculum Within Groups 41318.32 1575 26.24 2.496 NS(0.05)
Total 41449.27 1577
Between Groups 127.72 2 63.86
Knowledge And
Within Groups 43659.87 1575 27.72 2.304 NS(0.05)
Behavior
Total 43787.58 1577
Knowledge And Between Groups 11975.74 2 5987.87
Behavior Within Groups 198408.44 1575 125.97 47.533 S(0.05)
Total 210384.18 1577
Between Groups 1801.56 2 900.78
Knowledge of
Within Groups 36762.21 1575 23.31 38.59 S(0.05)
Assessment
Total 38563.77 1577
Between Groups 40687.9
Global value of 81375.85 2
2
Science Padagogy 62.02 S(0.05)
Within Groups 1033197.72 1575 655.99
Content Knowledge
Total 1114573.57 1577
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in Four cases
significant differences are not found. Hence the hypothesis is accepted in these four cases.
In other five cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these five cases the hypothesis is not accepted.

146
CONCLUSION

There is no significant interaction between the prospective teachers studying in

different types of institutions and their GPK, KS, KAB, KOA and global value of science
pedagogy content knowledge

There is no significant interaction between the prospective teachers studying in

different types of institutions and their CK, PCK, KT and KOC dimensions of science
pedagogy content knowledge

VARIABLES TYPE OF INSTITUTIONS MEAN

STANDARD
DIFFEREN P
ERROR
CES
Government Aided
1.522 1.241 0.472
GPK Government Private
7.322 0.880 0.000**
Government Aided Private 0.000**
8.844 0.979
KS Government Aided
1.522 1.228 0.464
Government Private
7.341 0.870 0.000**
Government Aided Private 0.000**
8.863 0.968
KAB Government Aided
1.390 1.268 0.548
Government Private
7.436 0.899 0.000**
Government Aided Private 0.000**
6.046 1.000
KOA Government Aided
0.200 0.546 0.935
Government Private
2.750 0.387 0.000**
Government Aided Private
2.549 0.430 0.000**
Global Government Aided
0.802 2.893 0.962
Government Private
17.544 2.051 0.000**
Government Aided Private 0.000**
18.345 2.282

*Significant at 5% level

From the above table it is found that

Government and Private school prospective teachers, Government aided and Private
school prospective teachers do differ in GPK,KS,KAB,KOA and in the global score of
science pedagogy content knowledge .

147
 Figure 4.2 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their types of institutions

Type of Institution
306.4

306.3

306.2

306.1

306

305.9

305.8

305.7

305.6
Government
Government Private
Aided
Series1 306.11 305.88 306.29

148
HYPOTHESIS-3

Rural and Urban prospective teachers do not differ in their science pedagogy
content knowledge.

TABLE-6

Table showing ‘t’ values of science pedagogy content knowledge of prospective

teachers based on their Locality

Dimensions of ‘t’ – S / NS
SPCK Locality N Mean SD
Value Level
General Rural 652 31.4356 11.57453
Pedagogy Urban 3.415 S(0.05)
926 29.4352 11.28709
Knowledge
Content Rural 652 41.7669 5.56522
2.079 S(0.05)
Knowledge Urban 926 42.3542 5.47089
Knowledge of Rural 652 31.4448 11.40721
3.436 S(0.05)
Students Urban 926 29.4546 11.21532
Pedagogy Rural 652 42.0322 5.18006
Content Urban 2.167 S(0.05)
926 42.5961 4.95765
Knowledge
Knowledge of Rural 652 42.0583 5.28624
1.732 NS(0.05)
Teaching Urban 926 42.5162 5.00565
Knowledge of Rural 652 42.2837 5.39222
0.182 NS(0.05)
Curriculum Urban 926 42.2343 5.18398
Knowledge Rural 652 29.9294 11.55530
1.336 NS(0.05)
And Behavior Urban 926 30.7181 11.54177
Knowledge of Rural 652 45.6012 5.27905
3.311 S(0.05)
Assessment Urban 926 46.4536 4.66656
Global value Rural 652 306.55 27.34889
of Science
Pedagogy Urban
0.581 NS(0.05)
Content 926 305.76 26.04387
Knowledge
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in four cases
significant differences are not found. Hence the hypothesis is accepted in these four cases.
In other five cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these five cases the hypothesis is not accepted.
149
CONCLUSION

 Rural and Urban Locality prospective teachers do not differ in their KT, KOC,
KAB and Global value of SPCK
 Rural and Urban Locality prospective teachers differ in their GPK, CK, KS, PCK
and KOA of science pedagogy content knowledge

Figure 4.3 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Locality

Locality
50

45

40

35

30

25

20

15

10

0
GPK CK KS PCK KT KOC KAB KOA
Rural 31.435641.766931.444842.032242.058342.283729.929445.6012
Urban 29.435242.354229.454642.596142.516242.234330.718146.4536

150
HYPOTHESIS-4

Male and Female Locality prospective teachers do not differ in their science
pedagogy content knowledge

TABLE-7

Table showing ‘t’ values of science pedagogy content knowledge of prospective

teachers based on their Gender
Dimensions of ‘t’ – S / NS
SPCK Gender N Mean SD
Value Level
General Male 682 24.3812 7.22665
pPedagogy Female 19.915 S(0.05)
896 34.7377 12.02834
Knowledge
Content Male 682 41.8123 6.01686
1.882 NS(0.05)
Knowledge Female 896 42.3393 5.09341
Knowledge of Male 682 24.3812 7.22665
20.227 S(0.05)
Students Female 896 34.7645 11.83033
Pedagogy Male 682 42.2625 5.46972
Content Female 0.690 NS(0.05)
896 42.4397 4.71995
Knowledge
Knowledge of Male 682 42.1789 5.65324
1.001 NS(0.05)
Teaching Female 896 42.4397 4.68669
Knowledge of Male 682 42.3065 5.56934
0.340 NS(0.05)
Curriculum Female 896 42.2154 5.03190
Knowledge Male 682 37.4208 10.45403
24.882 S(0.05)
And Behavior Female 896 25.0424 9.25277
Knowledge of Male 682 46.3460 5.32916
1.716 NS(0.05)
Assessment Female 896 45.9152 4.62584
Global value Male 682 301.09 27.65408
of Science
Pedagogy Female
6.605 S(0.05)
Content 896 309.89 25.09782
Knowledge
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in Five cases
significant differences are not found. Hence the hypothesis is accepted in these five cases.
In other four cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these four cases the hypothesis is not accepted.

151
CONCLUSION
Male and Female prospective teachers do not differ in their CK, PCK, KT, KOC,KOA
dimensions of science pedagogy content knowledge

Male and Female prospective teachers differ in their GPK, KS, KAB and Global value of
SPCK

Figure 4.4 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Gender

Gender
50

45

40

35

30

25

20

15

10

0
GPK CK KS PCK KT KOC KAB KOA
Male 30.9329 42.2957 31.0486 42.1914 42.4814 41.9157 29.8871 45.7829
Female 29.7267 41.9647 29.6617 42.5 42.2039 42.5251 30.795 46.3554

152
HYPOTHESIS-5

Married and unmarried prospective teachers do not differ in their science

pedagogy content knowledge

TABLE-8

Table 4.5 showing ‘t’ values of science pedagogy content knowledge of

prospective teachers based on their Marital Status

Dimensions of Marital ‘t’ – S / NS

SPCK N Mean SD
Status Value Level
General Married 659 32.1244 11.14670
Pedagogy Single 5.552 S(0.05)
919 28.9260 11.47636
Knowledge
Content Married 659 42.2929 5.33134
1.116 NS(0.05)
Knowledge Single 919 41.9815 5.64381
Knowledge of Married 659 32.0046 10.83427
5.222 S(0.05)
Students Single 919 29.0381 11.52631
Pedagogy Married 659 42.3080 5.04937
Content Single 0.366 NS(0.05)
919 42.4026 5.06440
Knowledge
Knowledge of Married 659 42.1897 5.31947
0.891 NS(0.05)
Teaching Single 919 42.4255 4.98458
Knowledge of Married 659 42.0561 5.32713
1.264 NS(0.05)
Curriculum Single 919 42.3972 5.22584
Knowledge Married 659 29.7314 11.58774
1.924 NS(0.05)
And Behavior Single 919 30.8662 11.50620
Knowledge of Married 659 45.1760 5.26957
6.230 S(0.05)
Assessment Single 919 46.7650 4.58795
Global value Married 659 307.88 26.10023
of Science
Pedagogy Single
2.274 S(0.05)
Content 919 304.80 26.86783
Knowledg
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in five cases
significant differences are not found. Hence the hypothesis is accepted in these five cases.
In other four cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these four cases the hypothesis is not accepted.
153
CONCLUSION

 Married and Single Statuses prospective teachers do not differ in their KT, KOC,
KAB and CK of science pedagogy content knowledge
 Married and Single Statuses prospective teachers do not differ in their GPK, KS,
KOA and Global value of SPCK

Figure 4.6 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Marital Status

Marital Status
50

45

40

35

30

25

20

15

10

0
GPK CK KS PCK KT KOC KAB KOA
Married 32.124442.292932.0046 42.308 42.189742.056129.7314 45.176
Single 28.926 41.981529.038142.402642.425542.397230.8662 46.765

154
HYPOTHESIS-6

Prospective teachers of age below 35 years and Above 35 years do not differ in their
science pedagogy content knowledge

TABLE -9

Table showing t’ values of science pedagogy content knowledge of prospective

teachers based on their Age group

Dimensions of ‘t’ – S / NS
SPCK Age N Mean SD
Value Level
General Below 35 785 30.4102 11.11294
Pedagogy 0.513 NS(0.05)
Above 35 793 30.1148 11.77078
Knowledge
Content Below 35 785 42.0395 5.44497
0.516 NS(0.05)
Knowledge Above 35 793 42.1828 5.58774
Knowledge of Below 35 785 30.4968 10.93314
0.767 NS(0.05)
Students Above 35 793 30.0593 11.71991
Pedagogy Below 35 785 42.2051 5.20939
Content 1.235 NS(0.05)
Above 35 793 42.5195 4.89923
Knowledge
Knowledge of Below 35 785 42.5503 4.97369
1.723 NS(0.05)
Teaching Above 35 793 42.1059 5.26772
Knowledge of Below 35 785 42.2064 5.33693
0.363 NS(0.05)
Curriculum Above 35 793 42.3026 5.20457
Knowledge Below 35 785 30.7771 11.92697
1.317 NS(0.05)
And Behavior Above 35 793 30.0113 11.15925
Knowledge of Below 35 785 45.7427 5.17106
2.872 S(0.05)
Assessment Above 35 793 46.4565 4.68702
Global value Below 35 785 306.43 26.22091
of Science
Pedagogy 0.504 NS(0.05)
Content Above 35 793 305.75 26.95314
Knowledge

From the above table it is inferred that among the nine cases in one case
significant difference is found. Hence the hypothesis is not accepted in this one case. In

155
other eight cases as the calculated values are lesser than the table value and significant
difference were not observed. Hence in these eight cases the hypothesis was accepted.

CONCLUSION

 Below 35 and Above 35 age grouped prospective teachers do not differ in their
GPK, CK, KS, PCK, KT, KOC, KAB and Global value of SPCK
 Below 35 and Above 35 age grouped prospective teachers do not differ in their
KOA of science pedagogy content knowledge

Figure 4.6 Line Graph showing the Mean scores of prospective teachers’
science pedagogy content knowledge based on their Age group

Age
50

45

40

35

30

25

20

15

10

0
GPK CK KS PCK KT KOC KAB KOA
Below 35 30.410242.039530.496842.205142.550342.206430.777145.7427
Above 35 30.114842.182830.059342.519542.105942.302630.011346.4565

156
HYPOTHESIS-7

There is no interaction between prospective teachers science pedagogy

content knowledge based on their Major Subject

TABLE –10
Table Showing ‘F’-Values of Prospective Teachers Science Pedagogy Content
Knowledge on the Basis of Major Subject
Dimensions of Sum of Mean F– S / NS
Major subject df
SPCK Squares Square Value Level
General Between Groups 2774.817 2 1387.409
Pedagogy Within Groups 203814.091 1575 129.406
Knowledge 10.721 S(0.05)
Content Total 206588.908 1577
Knowledge
Between Groups 26.487 2 13.243
Knowledge of Within Groups 47953.883 1575 30.447 0.435 NS(0.05)
Students Total 47980.370 1577
Pedagogy Between Groups 3246.583 2 1623.291
Content Within Groups 199329.398 1575 126.558 12.826 S(0.05)
Knowledge Total 202575.980 1577
Between Groups 19.863 2 9.931
Knowledge of
Within Groups 40305.071 1575 25.591 0.388 NS(0.05)
Teaching
Total 40324.933 1577
Knowledge of Between Groups 0.868 2 0.434
Teaching Within Groups 41448.402 1575 26.316 0.016 NS(0.05)
Total 41449.270 1577
Between Groups 47.923 2 23.962
Knowledge of
Within Groups 43739.666 1575 27.771 0.863 NS(0.05)
curriculum
Total 43787.589 1577
Between Groups 482.474 2 241.237
Knowledge
Within Groups 209901.712 1575 133.271 1.810 NS(0.05)
And Behavior
Total 210384.186 1577
Between Groups 7.795 2 3.897
Knowledge of
Within Groups 38555.982 1575 24.480 0.159 NS(0.05)
Assessment
Total 38563.777 1577
Between Groups 6895.321 2 3447.660
Global vvalue
Within Groups 1107678.25 1575 703.288 4.902 S(0.05)
of SPCK
Total 1114573.57 1577
NS – Not Significant, S – Significant

157
 From the above table it is inferred that among the nine cases in six cases
significant differences are not found. Hence the hypothesis is accepted in these six cases.
In other three cases as the calculated values are greater than the table value and
significant difference were observed. Hence in these three cases the hypothesis is not
accepted.

CONCLUSION

 There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB,
and KOA based on their Major Subject
 There is interaction between prospective teachers GPK , KS and Global value of
SPCK of science pedagogy content knowledge based on their Major Subject

VARIABLES MAJOR SUBJECTS MEAN

STANDARD
DIFFERENC P
ERROR
ES
Biological science 0.067 0.714 0.925
GPK Physical science Others 2.800 0.696 0.000**
Biological science Others 2.733 0.696 0.000**
KS Biological science 0.473 0.707 0.503
Physical science Others 3.203 0.688 0.000**
Biological science Others 2.730 0.688 0.000**
Global Biological science 0.822 1.666 0.622
Physical science Others 4.719 1.623 0.004**
Biological science Others 3.896 1.623 0.016*

*Significant at 5% level**Significant at 1% level

From the above table it is observed that

Physical and Biological science major subjects prospective teachers, Biological science
and other major subjects prospective teachers do differ in GPK,KS and in the global score
of science pedagogy content knowledge.

158
Figure 4.7 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Major Subject

Major Subject
309

308

307

306

305

304

303

302

301

300
Arts Science Others
Series1 308.04 307.22 303.32

159
HYPOTHESIS-8

There is no interaction between prospective teachers science pedagogy

content knowledge based on their parental income

TABLE –11

Table Showing ‘F’-Values of Prospective Teachers Science Pedagogy Content

Knowledge on the Basis of Parental Income
Dimensions Sum of Mean F– S / NS
df
of SPCK Squares Square Value Level
General Between Groups 1881.347 2 940.674
Padagogy Within Groups 204707.561 1575 129.973 7.237 S(0.05)
Knowledge Total 206588.908 1577
Between Groups 74.992 2 37.496
Content
Within Groups 47905.378 1575 30.416 1.233 NS(0.05)
Knowledge
Total 47980.370 1577
Between Groups 691.496 2 345.748
Knowledge
Within Groups 201884.485 1575 128.181 2.697 NS(0.05)
of Students
Total 202575.980 1577
Pedagogy Between Groups 30.028 2 15.014
Content Within Groups 40294.906 1575 25.584 0.587 NS(0.05)
Knowledge Total 40324.933 1577
Knowledge Between Groups 3.803 2 1.901
of Within Groups 41445.467 1575 26.315 0.072 NS(0.05)
Teaching Total 41449.270 1577
Knowledge Between Groups 46.370 2 23.185
Of Within Groups 43741.219 1575 27.772 0.835 NS(0.05)
Curriculu
Total 43787.589 1577
m
Knowledge Between Groups 1239.557 2 619.779
And Within Groups 209144.628 1575 132.790 4.667 S(0.05)
Behaviour Total 210384.186 1577
Knowledge Between Groups 74.175 2 37.088
Of Within Groups 38489.602 1575 24.438 1.518 NS(0.05)
Assesment Total 38563.777 1577
Global Between Groups 1500.844 2 750.422
value of Within Groups 1113072.73 1575 706.713 1.062 NS(0.05)
SPCK Total 1114573.57 1577
S – Not Significant, S – Significant

160
 From the above table it is inferred that among the nine cases in seven cases
significant differences are not found. Hence the hypothesis is accepted in these seven
cases. In other two cases as the calculated values are greater than the table value and
significant difference were observed. Hence in these two cases the hypothesis is not
accepted.

CONCLUSION
 There is no interaction between prospective teachers CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK based on their parental income
 There is interaction between prospective teachers GPK and KAB of science
pedagogy content knowledge based on their parental income

VARIABLES PARENTAL INCOME MEAN

STANDARD
DIFFEREN P
ERROR
CES
General 10,000 – 25,000 1.677 0.724 0.021*
Pedagogy Below 10,000 Above 25,000 0.898 0.710 0.206
Knowledge 10,000 – 25,000 Above 25,000
2.575 0.684 0.000**
Knowledge 10,000 – 25,000 1.701 0.732 0.020*
And Below 10,000 Above 25,000 0.283 0.718 0.693
Behavior 10,000 – 25,000 Above 25,000
1.984 0.691 0.004*

*Significant at 5% level**Significant at 1% level

From the above table it is found that parental income of prospective teachers

Below 10,000 and 10,000 – 25,000 and 10,000 – 25,000 and Above 25,000 do differ in
GPK and KAB dimensions of science pedagogy content knowledge.

161
 Figure 4.8 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Parental Income

Parental Income
307.5

307

306.5

306

305.5

305

304.5

304

303.5
Below 10,000 10,000 – 25,000 Above 25,000
Series1 305.85 304.99 307.29

162
HYPOTHESIS-9

Nuclear and Joint family prospective teachers do not differ in their science
pedagogy content knowledge.

TABLE-12

Table showing ‘t’ values of science pedagogy content knowledge of prospective

teachers based on their Family Type

Dimensions of ‘t’ – S / NS
SPCK Family Type N Mean SD
Value Level
General Nuclear Family 856 31.1414 11.70434
Pedagogy 3.351 S(0.05)
Joint Family 722 29.2188 11.04859
Knowledge
Content Nuclear Family 856 42.0806 5.65680
0.244 NS(0.05)
Knowledge Joint Family 722 42.1482 5.34771
Knowledge of Nuclear Family 856 31.1963 11.58468
3.538 S(0.05)
Students Joint Family 722 29.1870 10.93733
Pedagogy Nuclear Family 856 42.1262 5.18730
Content 2.039 S(0.05)
Joint Family 722 42.6440 4.88615
Knowledge
Knowledge of Nuclear Family 856 42.2138 5.20345
0.958 NS(0.05)
Teaching Joint Family 722 42.4612 5.03461
Knowledge of Nuclear Family 856 41.8189 5.21210
3.586 S(0.05)
Curriculum Joint Family 722 42.7715 5.29377
Knowledge Nuclear Family 856 29.3271 11.55168
4.012 S(0.05)
And Behavior Joint Family 722 31.6551 11.42843
Knowledge of Nuclear Family 856 45.6285 5.25556
4.213 S(0.05)
Assessment Joint Family 722 46.6620 4.48909
Global value Nuclear Family 856 305.53 27.00230
of Science
Pedagogy 0.905 NS(0.05)
Content Joint Family 722 306.75 26.08516
Knowledge
NS – Not Significant, S – Significant
From the above table it is inferred that among the nine cases in three cases
significant differences are not found. Hence the hypothesis is accepted in these three
cases. In other five cases as the calculated values are greater than the table value and

163
significant difference were observed. Hence in these five cases the hypothesis is not
accepted.

CONCLUSION

 Nuclear and Joint family prospective teachers do not differ in their CK, KT and
Global value of SPCK
 Nuclear and Joint family prospective teachers differ in their GPK, KS, PCK,
KOC, KAB and KOA of science pedagogy content knowledge

Figure -4.10 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Family Type

Family Type
50

45

40

35

30

25

20

15

10

0
GPK CK KS PCK KT KOC KAB KOA
Nuclear 31.1414 42.0806 31.1963 42.1262 42.2138 41.8189 29.3271 45.6285
Joint 29.2188 42.1482 29.187 42.644 42.4612 42.7715 31.6551 46.662


164
HYPOTHESIS-10

There is no interaction between prospective teachers science pedagogy

content knowledge based on their Birth order

TABLE-13

Table Showing ‘F’-Value of Prospective Teachers Science Pedagogy Content

Knowledge on the Basis of Birth order
Dimensions Sum of Mean F– S / NS
Birth order df
of SPCK Squares Square Value Level
Between Groups 4346.734 3 1448.911
GPK Within Groups 202242.174 1574 128.489 11.277 S(0.05)
Total 206588.908 1577
Content Between Groups 76.282 3 25.427
Knowledge Within Groups 47904.088 1574 30.435 0.835 NS(0.05)
Total 47980.370 1577
Between Groups 4078.531 3 1359.510
Knowledge
Within Groups 198497.449 1574 126.110 10.780 S(0.05)
of Students
Total 202575.980 1577
Pedagogy Between Groups 40.274 3 13.425
Content Within Groups 40284.660 1574 25.594 0.525 NS(0.05)
Knowledge Total 40324.933 1577
Knowledge Between Groups 31.418 3 10.473
of Within Groups 41417.852 1574 26.314 0.398 NS(0.05)
Teaching Total 41449.270 1577
Knowledge Between Groups 9.974 3 3.325
of Within Groups 43777.615 1574 27.813 0.120 NS(0.05)
Curriculu
Total 43787.589 1577
m
Knowledge Between Groups 795.851 3 265.284
And Within Groups 209588.334 1574 133.157 1.992 NS(0.05)
Behavior Total 210384.186 1577
Knowledge Between Groups 54.923 3 18.308
of Within Groups 38508.854 1574 24.466 0.748 NS(0.05)
Assessment Total 38563.777 1577
Global Between Groups 11639.973 3 3879.991
value of Within Groups 1102933.60 1574 700.720 5.537 S(0.05)
SPCK Total 1114573.57 1577
NS – Not Significant, S – Significant

165
 From the above table it is inferred that among the nine cases in six cases
significant differences are not found. Hence the hypothesis is accepted in these six cases.
In other three cases as the calculated values are greater than the table value and
significant difference were observed. Hence in these three cases the hypothesis is not
accepted.

CONCLUSION

 There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB
and KOA of science pedagogy content knowledge based on their Birth order
 There is interaction between prospective teachers GPK, KS and Global value of
SPCK based on their Birth order
VARIABLES BIRTH ORDER MEAN STANDARD
P
DIFFERENCES ERROR
Middle 1.030 0.711 0.148
First Last 1.664 0.733 0.023*
GPK Single 6.652 1.480 0.000**
Middle Last 0.634 0.704 0.368
Single 7.682 1.466 0.000**
Last Single 8.316 1.477 0.000**
Middle 0.927 0.704 0.188
First Last 1.121 0.727 0.123
KS Single 6.928 1.467 0.000**
Middle Last 0.194 0.697 0.781
Single 7.854 1.452 0.000**
Last Single 8.048 1.463 0.000**
Middle 0.395 1.660 0.812
First Last 1.164 1.713 0.497
Global Single 12.849 3.457 0.000**
Middle Last 1.559 1.644 0.343
Single 12.453 3.424 0.000**
Last Single 14.012 3.449 0.000**

*Significant at 5% level**Significant at 1% level

From the above table it is inferred that

First and last born school teachers, First and single born school teachers’ middle and single
born school teachers and last and single born school teachers do differ in dimensions GPK,
KS and global value of pedagogical content knowledge.

166
First and single born school teachers’ middle and single born school teachers and last and
single born school teachers do differ in dimensions GPK, KS and global value of
pedagogical content knowledge..

Figure 4.11 Line Graph showing the Mean scores of prospective teachers
science pedagogy content knowledge based on their Birth order

Birth Order
320

315

310
Axis Title

305

300

295
First Middle Last Single
Series1 305.76 306.16 304.6 318.61

167
HYPOTHESIS-11

UG and PG prospective teachers do not differ in their Teaching Behaviour

TABLE-14

Table showing ‘t’ values of Teaching Behaviour of prospective teachers

based on their Educational Qualification

Dimensions
of Teaching Educational ‘t’ – S / NS
N Mean SD
Behavior Qualification Value Level

Organisatio UG 659 45.9196 4.72765

1.745 NS(0.05)
nal Behavior PG 919 45.4668 5.54215
Classroom UG 659 42.7663 5.26790
0.925 NS(0.05)
Behavior PG 919 42.5223 5.02231
Teaching UG 659 42.4219 4.77817
Learning 0.578 NS(0.05)
PG 919 42.5647 4.92713
Behavior
Instructional UG 659 42.3839 4.63203
0.656 NS(0.05)
Behavior PG 919 42.5430 4.91630
Socio UG 659 28.3703 11.17665
Emotional 5.928 NS(0.05)
PG 919 31.7867 11.44877
Behavior
Global UG 659 201.86 14.45570
Value of TB PG 3.726 S(0.05)
919 204.88 16.83673
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in one case significant
difference is found. Hence the hypothesis is not accepted in this one case. In other five
cases as the calculated values are lesser than the table value and significant differences
were not observed. Hence in these five cases the hypothesis is accepted.

CONCLUSION

 UG and PG prospective teachers do not differ in their OB, CB, TLB,

IB and SEB of Teaching Behaviour
 UG and PG prospective teachers differ in their global value of
Teaching Behaviour

168
Figure 4.12 Line Graph showing the Mean scores of between prospective teachers
Teaching Behaviour based on their Educational Qualification

Educational Qualification
50

45

40

35

30

25

20

15

10

0
OB CB TLB IB SEB
UG 45.9196 42.7663 42.4219 42.3839 28.3703
PG 45.4668 42.5223 42.5647 42.543 31.7867

HYPOTHESIS-12
There is no significant interaction between the prospective teachers studying in
different types of institutions and their Teaching Behaviour

169
 Table1-15

Table Showing ‘F’-Values of prospective teachers studying in different types of

institutions and their Teaching Behaviour
Dimensions
Sum of Mean F – S / NS
of Teaching Types of institutions df
Behavior Squares Square Value Level

Organisatio Between Groups 2634.66 2

1317.3
nal 3
51.423 S(0.05)
Behaviour Within Groups 40347.48 1575 25.61
Total 42982.15 1577
Between Groups 1325.45 2 662.72
Classroom
Within Groups 40112.69 1575 25.46 26.022 S(0.05)
Behavior
Total 41438.15 1577

Teaching Between Groups 89.58 2 44.79

Learning Within Groups 37226.87 1575 23.63 1.89 NS(0.05)
Behavior Total 37316.45 1577
Between Groups 72.53 2 36.26
Instructiona
Within Groups 36243.09 1575 23.01 1.57 NS(0.05)
l Behavior
Total 36315.63 1577
Between Groups 5917.9
Socio 11835.88 2
4
Emotional 47.75 S(0.05)
Within Groups 195165.66 1575 123.91
Behavior
Total 207001.54 1577
Between Groups 280.50 2 140.25
Global
0.55 NS(0.05)
Value of TB Within Groups 400954.63 1575 254.57
Total 401235.13 1577
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in three cases
significant differences are not found. Hence the hypothesis is accepted in these three
cases. In other three cases as the calculated values are greater than the table value and
significant differences were observed. Hence in these three cases the hypothesis is not
accepted.

170
CONCLUSION

There is no significant interaction between the prospective teachers studying in

different types of institutions and their TLB, IB and global value of Teaching Behaviour
There is significant interaction between the prospective teachers studying in
different types of institutions and their OB, CB and SEB dimensions of Teaching
Behaviour

VARIABLES TYPE OF INSTITUTIONS MEAN STANDARD

P
DIFFERENCES ERROR
Government Aided 0.200 0.572 0.726
OB Government Private 3.307 0.405 0.000**
Government Aided Private 3.107 0.451 0.000**
CB Government Aided 2.741 0.570 0.000**
Government Private 2.910 0.404 0.000**
Government Aided Private 0.169 0.450 0.707
SEB Government Aided 1.390 1.257 0.269
Government Private 7.396 0.891 0.000**
Government Aided Private 6.006 0.992 0.000**

*Significant at 5% level**Significant at 1% level

From the above table it is understood that

Government and Privateprospectiveteachers, Government aided and Private

prospectiveteachers do differ in OB and SEBdimensions of teaching behaviour .

171
Figure 4.12 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their types of institutions

Type of Institution
203.9

203.8

203.7

203.6

203.5

203.4

203.3

203.2
Government
Government Private
Aided
Series1 203.65 203.42 203.8

172
HYPOTHESIS-13

Rural and Urban Locality prospective teachers do not differ in their

Teaching Behaviour

TABLE-16

Table showing ‘t’ values of Teaching Behaviour of prospective teachers

based on their Locality

Dimensions of
‘t’ – S / NS
Teaching Locality N Mean SD
Behavior Value Level

Organization Rural 652 44.7101 5.79955

5.883 S(0.05)
al Behavior Urban 926 46.3218 4.66060
Classroom Rural 652 42.0629 5.16285
3.652 S(0.05)
Behavior Urban 926 43.0194 5.06559
Teaching Rural 652 42.6166 4.73087
Learning Urban 0.770 NS(0.05)
926 42.4266 4.95739
Behavior
Instructional Rural 652 42.6917 4.67287
1.507 NS(0.05)
Behavior Urban 926 42.3251 4.88231
Socio Rural 652 30.0752 11.63060
Emotional Urban 0.825 NS(0.05)
926 30.5605 11.33519
Behavior
Global Value Rural 652 202.16 16.01641
3.070 S(0.05)
of TB Urban 926 204.65 15.83195
NS – Not Significant, S – Significant

From the above table it is inferred that among the six cases in three cases
significant differences are not found. Hence the hypothesis is accepted in these three
cases. In other three cases as the calculated values are greater than the table value and
significant differences were observed. Hence in these three cases the hypothesis is not
accepted.

173
CONCLUSION

 Rural and Urban Locality prospective teachers do not differ in their

TLB, IB and SEB of Teaching Behaviour
 Rural and Urban Locality prospective teachers differ in their OB, CB
and global value of Teaching Behaviour

Figure-4.13 Line Graph showing the Mean scores of prospective teachers

Teaching Behaviour based on their Locality

Locality
50

45

40

35

30
Axis Title

25

20

15

10

0
OB CB TLB IB SEB
Rural 44.7101 42.0629 42.6166 42.6917 30.0752
Urban 46.3218 43.0194 42.4266 42.3251 30.5605

174
HYPOTHESIS-14

Male and Female prospective teachers do not differ in their Teaching

Behaviour

TABLE-17

Table showing ‘t’ values of Teaching Behaviour of prospective teachers based on

their Gender

Dimensions of
‘t’ – S / NS
Teaching Gender N Mean SD
Behavior Value Level

Organisationa Male 682 45.6012 5.71696

0.363 NS(0.05)
l Behavior Female 896 45.6975 4.81165
Classroom Male 682 43.1261 4.74073
3.405 S(0.05)
Behavior Female 896 42.2422 5.37223
Teaching Male 682 42.5616 5.03175
Learning Female 0.403 NS(0.05)
896 42.4621 4.73554
Behavior
Instructional Male 682 42.4340 4.94456
0.307 NS(0.05)
Behavior Female 896 42.5089 4.68731
Socio Male 682 37.3065 10.23347
Emotional Female 24.756 S(0.05)
896 25.0725 9.31907
Behavior
Global Value Male 682 211.03 15.58801
17.600 S(0.05)
of TB Female 896 197.98 13.77605
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in three cases
significant differences are not found. Hence the hypothesis is accepted in these three
cases. In other three cases as the calculated values are greater than the table value and
significant differences were observed. Hence in these three cases the hypothesis is not
accepted.
CONCLUSION

Male and Female prospective teachers do not differ in their OB, TLB and IB
dimensions of Teaching Behaviour

Male and Female prospective teachers differ in their CB, SEB and global
value of Teaching Behavior

175
Figure 4.15 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Gender

Gender
50

45

40

35

30
Axis Title

25

20

15

10

0
OB CB TLB IB SEB
Male 45.4614 42.7857 42.7457 42.6586 29.9957
Female 45.8109 42.4954 42.3132 42.3314 30.6503

176
HYPOTHESIS-15

Married and unmarried prospective teachers do not differ in their Teaching

Behaviour

TABLE-18

Table showing ‘t’ values of Teaching Behaviour of prospective teachers

based on their Marital Status

Dimensions of Marital ‘t’ – S / NS

TB N Mean SD
Status Value Level
Married 659 44.7026 5.51644
OB 6.093 S(0.05)
Single 919 46.3395 4.88763
Married 659 41.9788 5.10880
CB 4.256 S(0.05)
Single 919 43.0871 5.09101
Married 659 42.2443 4.88899
TLB 1.802 NS(0.05)
Single 919 42.6921 4.84080
Married 659 42.1259 4.81426
IB 2.458 S(0.05)
Single 919 42.7280 4.77443
Married 659 29.9226 11.75620
SEB 1.275 NS(0.05)
Single 919 30.6736 11.23351
Global Value Married 659 200.97 17.80640
5.637 S(0.05)
of TB Single 919 205.52 14.18341
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other four cases as the calculated values are greater than the table value and significant
differences were observed. Hence in these four cases the hypothesis is not accepted.
CONCLUSION

 Married and Single Statuses prospective teachers do not differ in

their TLB and SEB of Teaching Behaviour
 Married and Single Statuses prospective teachers differ in their OB,
CB, IB and global value of Teaching Behaviour

177
Figure 4.16 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Marital Status

Marital Status
50

45

40

35

30
Axis Title

25

20

15

10

0
OB CB TLB IB SEB
Married 44.7026 41.9788 42.2443 42.1259 29.9226
Single 46.3395 43.0871 42.6921 42.728 30.6736

178
HYPOTHESIS-16

Prospective teachers of below 35years and above 35 years do not differ in

their Teaching Behaviour

TABLE-18

Table showing ‘t’ values of Teaching Behaviour of prospective teachers

based on their Age group

Dimensions of
‘t’ – S / NS
Teaching Age N Mean SD
Behavior Value Level

Organisational Below 35 785 45.1707 5.33652

3.687 S(0.05)
Behavior Above 35 793 46.1362 5.06115
Classroom Below 35 785 42.6815 4.98037
0.442 NS(0.05)
Behavior Above 35 793 42.5675 5.26886
Teaching Below 35 785 42.7210 4.71725
Learning 1.756 NS(0.05)
Above 35 793 42.2913 4.99971
Behavior
Instructional Below 35 785 42.4318 4.71978
0.368 NS(0.05)
Behavior Above 35 793 42.5208 4.87831
Socio Below 35 785 30.8955 11.94105
Emotional 1.848 NS(0.05)
Above 35 793 29.8298 10.93853
Behavior
Global Value Below 35 785 203.90 16.11930
0.691 NS(0.05)
of TB Above 35 793 203.35 15.78763
NS – Not Significant, S – Significant

From the above table it is inferred that among the six cases in one case significant
difference is found. Hence the hypothesis is not accepted in this one case. In other five
cases as the calculated values are lesser than the table value and significant differences
were not observed. Hence in these five cases the hypothesis is accepted.

CONCLUSION

 Below 35 and Above 35 age grouped prospective teachers do not differ in their
CB, TLB, IB, SEB and global value of Teaching Behaviour
 Below 35 and Above 35 age grouped prospective teachers differ in their OB of
Teaching Behaviour
179
Figure 4.17 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Age group

Age
50

45

40

35

30
Axis Title

25

20

15

10

0
OB CB TLB IB SEB
Below 35 45.1707 42.6815 42.721 42.4318 30.89
Above 35 46.1362 42.5675 42.2913 42.5208 29.82

180
HYPOTHESIS-17

There is no interaction between prospective teachers Teaching Behaviour

based on their Major Subject

TABLE-19

Table Showing ‘F’-Values of Prospective Teachers Teaching Behaviour on the Basis

of Major Subject

Dimensions Sum of Mean F– S / NS

Major Subject Df
of TB Squares Square Value Level
Organisati Between Groups 151.973 2 75.986
onal Within Groups 42830.177 1575 27.194 2.794 NS(0.05)
Behavior
Total 42982.150 1577

Between Groups 288.092 2 144.046

Classroom Within Groups 41150.063 1575 26.127 5.513 S(0.05)
Behavior
Total 41438.155 1577
Between Groups 79.637 2 39.818
Teaching
Learning Within Groups 37236.823 1575 23.642 1.684 NS(0.05)
Behavior Total 37316.459 1577

Instruction Between Groups 20.873 2 10.437

al Within Groups 36294.759 1575 23.044 0.453 NS(0.05)
Behaviour Total 36315.632 1577

Socio Between Groups 243.555 2 121.777

Emotional Within Groups 206757.994 1575 131.275 0.928 NS(0.05)
Behaviour
Total 207001.549 1577

Global Between Groups 1186.140 2 593.070

Value of Within Groups 400048.999 1575 253.999 2.335 NS(0.05)
TB
Total 401235.139 1577
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in one case significant
difference is found. Hence the hypothesis is not accepted in this one case. In other five
cases as the calculated values are lesser than the table value and significant differences
were not observed. Hence in these five cases the hypothesis is accepted.

CONCLUSION

181
  There is no interaction between prospective teachers OB, TLB,
IB,SEB and global value of Teaching Behaviour based on their
Major Subject
 There is interaction between prospective teachers CB of Teaching
Behavior based on their Major Subject
VARIABLES MAJOR SUBJECTS MEAN
STANDARD
DIFFEREN P
ERROR
CES
Biological science 0.941 0.321 0.003**
CB Physical science Others 0.005*
0.890 0.313
Biological science Others 0.051 0.313 0.870
*Significant at 5% level**Significant at 1% level

From the above table it is observed that

Physical and Biological science major subjects prospective teachers, Physical science
and other major subjects prospective teachers do differ in CB dimension of teaching
behaviour.

Figure 4.20 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Major Subject

Major Subject
205

204.5

204

203.5

203

202.5

202

201.5

201
Arts Science Others
Series1 202.51 203.62 204.62

182
HYPOTHESIS-18

There is no interaction between prospective teachers Teaching Behaviour

based on their parental income

TABLE-20

Table Showing ‘F’-Values of Prospective Teachers Teaching Behavior on the Basis

of Parental Income
Dimensions
of Parental Sum of Mean F– S / NS
Teaching Income Df
Squares Square Value Level
Behaviour
Organisati Between Groups 15.697 2 7.849
onal Within Groups 42966.453 1575 27.280 0.288 NS(0.05)
Behaviour
Total 42982.150 1577

Between Groups 186.833 2 93.417

Classroom
Behaviour Within Groups 41251.322 1575 26.191 3.567 S(0.05)
Total 41438.155 1577
Teaching Between Groups 29.244 2 14.622
Learning Within Groups 37287.216 1575 23.674 0.618 NS(0.05)
ehaviourBe
Total 37316.459 1577
e
Instruction Between Groups 38.101 2 19.051
al Within Groups 36277.531 1575 23.033 0.827 NS(0.05)
Behaviour
Total 36315.632 1577

Socio Between Groups 1109.172 2 554.586

Emotional Within Groups 205892.376 1575 130.725 4.242 S(0.05)
Behaviour
Total 207001.549 1577

Global Between Groups 403.286 2 201.643

Value of Within Groups 400831.853 1575 254.496 0.792 NS(0.05)
TB
Total 401235.139 1577
NS – Not Significant, S – Significant

From the above table it is inferred that among the six cases in four cases
significant differences are not found. Hence the hypothesis is accepted in these four cases.

183
In other two cases as the calculated values are greater than the table value and significant
differences were observed. Hence in these two cases the hypothesis is not accepted.
CONCLUSION

 There is no interaction between prospective teachers OB, TLB, IB

and global value of Teaching Behaviour based on their parental
income
 There is interaction between prospective teachers CB and SEB of
Teaching Behaviour based on their parental income
VARIABLES PARENTAL INCOME MEAN
STANDARD
DIFFEREN P
ERROR
CES
10,000 – 25,000 0.857 0.325 0.008*
CB Below 10,000 Above 25,000 0.574 0.319 0.072
10,000 – 25,000 Above 25,000 0.283 0.307 0.356
SEB 10,000 – 25,000 1.603 0.726 0.027*
Below 10,000 Above 25,000 0.276 0.712 0.699
10,000 – 25,000 Above 25,000 1.879 0.685 0.006*

*Significant at 5% level**Significant at 1% level

From the above table it is found that parental income of prospective teachers

Below 10,000 and 10,000 – 25,000 do differ in CB dimension of teaching behaviour.

Below 10,000 and 10,000 – 25,000 and 10,000 – 25,000 and Above 25,000 do differ in
dimension of teaching behaviour

184
Figure 4.21 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Parental Income

204.4
Parental Income
204.2

204

203.8

203.6

203.4

203.2

203

202.8

202.6

202.4
Below 10,000 10,000 – 25,000 Above 25,000
Series1 203.59 204.26 203.06

185
HYPOTHESIS-18

Nuclear and Joint family prospective teachers do not differ in their Teaching
Behaviour

TABLE-22

Table showing ‘t’ values of Teaching Behaviour of prospective teachers based

on their Family Type

Dimensions of ‘t’ – S / NS
TB Family Type N Mean SD
Value Level
Organisational Nuclear Family 856 45.1051 5.58471
4.661 S(0.05)
Behaviour Joint Family 722 46.3089 4.67355
Classroom Nuclear Family 856 42.4942 5.08086
1.096 NS(0.05)
Behaviour Joint Family 722 42.7784 5.17844
Teaching Nuclear Family 856 42.3446 4.89795
Learning 1.429 NS(0.05)
Joint Family 722 42.6953 4.82092
Behaviour
Instructional Nuclear Family 856 42.2021 4.81640
2.480 S(0.05)
Behaviour Joint Family 722 42.8019 4.76066
Socio Nuclear Family 856 29.3610 11.49297
Emotional 3.793 S(0.05)
Joint Family 722 31.5443 11.30826
Behaviour
Global Value Nuclear Family 856 201.51 16.70396
5.793 S(0.05)
of TB Joint Family 722 206.13 14.62926
NS – Not Significant, S – Significant
From the above table it is inferred that among the six cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other four cases as the calculated values are greater than the table value and significant
differences were observed. Hence in these four cases the hypothesis is not accepted.
CONCLUSION

 Nuclear and Joint family prospective teachers do not differ in their

CB and TLB Teaching Behaviour
 Nuclear and Joint family prospective teachers differ in their OB, IB,
SEB and global value of Behaviour

186
Figure 4.22 Line Graph showing the Mean scores of prospective teachers Teaching
Behaviour based on their Family Type

Family Type
50

45

40

35

30
Axis Title

25

20

15

10

0
OB CB TLB IB SEB
Nuclear Family 45.1051 42.4942 42.3446 42.2021 29.361
Joint Family 46.3089 42.7784 42.6953 42.8019 31.5443

187
HYPOTHESIS-19

There is no interaction between prospective teachers Teaching Behaviour

based on their Birth order

TABLE-23

Table Showing ‘F’-Values of Prospective Teachers Teaching Behaviour on the Basis

of Birth order

Dimensions Sum of Mean F– S / NS

Birth order df
of TB Squares Square Value Level
Organisati Between Groups 141.838 3 47.279
onal Within Groups 42840.313 1574 27.217 1.737 NS(0.05)
Behaviour
Total 42982.150 1577

Classroom Between Groups 143.943 3 47.981

Behaviour Within Groups 41294.212 1574 26.235 1.829 NS(0.05)
Total 41438.155 1577
Teaching Between Groups 105.912 3 35.304
Learning Within Groups 37210.548 1574 23.641 1.493 NS(0.05)
Behaviour
Total 37316.459 1577

Instruction Between Groups 122.867 3 40.956

al Within Groups 36192.766 1574 22.994 1.781 NS(0.05)
Behaviour
Total 36315.632 1577

Socio Between Groups 655.741 3 218.580

Emotional Within Groups 206345.808 1574 131.096 1.667 NS(0.05)
Behaviour Total 207001.549 1577

Global Between Groups 3464.607 3 1154.869

Value of Within Groups 397770.532 1574 252.713 4.570 S(0.05)
TB
Total 401235.139 1577
NS – Not Significant, S – Significant

From the above table it is inferred that among the six cases in one case significant
difference is found. Hence the hypothesis is not accepted in this one case. In other five
cases as the calculated values are lesser than the table value and significant differences
were not observed. Hence in these five cases the hypothesis is accepted.

188
CONCLUSION

There is no interaction between prospective teachers OB, CB,TLB, IB and SEB of

Teaching Behaviour based on their Birth order

There is interaction between prospective teachers global value of Teaching Behaviour

based on their Birth order

VARIABLES BIRTH ORDER MEAN STANDARD

P
DIFFERENCES ERROR
Middle 2.283 0.997 0.022*
First Last 2.300 1.028 0.025*
Global Single 3.667 2.076 0.078
Middle Last 0.017 0.987 0.986
Single 5.951 2.056 0.004**
Last Single 5.968 2.071 0.004**

*Significant at 5% level**Significant at 1% level

From the above table it is inferred that First and middle born school teachers, First and
Last born school teachers’ middle and single born school teachers and last and single born
school teachers do differ in global value of teaching behaviour.

Figure 4.23 Line Graph showing the Mean scores of prospective teachers
Teaching Behaviour based on their Birth order

Birth Order
206
205
204
203
202
Axis Title

201
200
199
198
197
196
195
First Middle Last Single
Series1 202.26 204.55 204.56 198.6

189
HYPOTHESIS-20

UG and PG prospective teachers do not differ in their cognitive and

emotional aspects.

TABLE-24

Table showing ‘t’ values of cognitive and emotional aspects of prospective

teachers based on their Educational Qualification

Dimensions Educational ‘t’ – S / NS

of SPCK N Mean SD
Qualification Value Level
Cognition on UG 659 204.83 23.38
1.283 NS(0.05)
Emotion PG 919 206.40 24.59
Emotion on UG 659 201.33 23.62
0.424 NS(0.05)
Cognition PG 919 200.81 24.82
Global value UG 659 406.17 35.53
0.566 NS(0.05)
of CEA PG 919 407.21 36.75
NS – Not Significant, S – Significant
From the above table it is inferred that all the calculated values are lesser than the
table value, the hypothesis is accepted in all the cases.

CONCLUSION
UG and PG prospective teachers do not differ in their cognitive and emotional aspects.

Figure 4.24 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Educational Qualification

190
 Educational Qualification
207

206

205

204
Axis Title

203

202

201

200

199

198
UG PG
COE 204.83 206.4
EOC 201.33 200.81

191
HYPOTHESIS - 21
There is no significant interaction between the prospective teachers studying in
different types of institutions and their cognitive and emotional aspects

TABLE-21

Table Showing ‘F’Values between prospective teachers studying in different types of

institutions and their cognitive and emotional aspects
Dimensions of
types of Sum of Mean F– S / NS
cognitive and df
institutions Squares Square Value Level
emotional aspects
Between Groups 949.65 2 474.82
Cognition on Within Groups 915061.44 1575 580.99 0.81 NS(0.05)
Emotion
Total 916011.09 1577
Between Groups 582.58 2 291.29
Emotion on Within Groups 932540.18 1575 592.08 0.49 NS(0.05)
Cognition
Total 933122.77 1577
Between Groups 309.99 2 154.99
Global value of Within Groups 2071292.24 1575 1315.10 0.11 NS(0.05)
CEA
Total 2071602.23 1577
NS – Not Significant, S – Significant
As the calculated values are lesser than the table value, the hypothesis is accepted
in all the cases.

CONCLUSION

There is no significant interaction between the prospective teachers studying in

different types of institutions and their cognitive and emotional aspects

192
Figure-4.25 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their types of institutions

Type of Institution

406.95

406.9

406.85

406.8
Axis Title

406.75

406.7

406.65

406.6

406.55

406.5
Government
Government Private
Aided
Series1 406.65 406.95 406.72

193
HYPOTHESIS-22

Rural and Urban Locality prospective teachers do not differ in their

cognitive and emotional aspects

TABLE-26

Table showing ‘t’ values of cognitive and emotional aspects of

prospective teachers based on their Locality

Dimensions of
cognitive and ‘t’ – S / NS
emotional Locality N Mean SD
Value Level
aspects
Cognition on Rural 652 206.00 24.65
0.347 NS(0.05)
Emotion Urban 926 205.57 23.71
Emotion on Rural 652 199.34 25.82
Cognition 2.268 S(0.05)
Urban 926 202.21 23.15
Global value Rural 652 405.34 37.02
1.309 NS(0.05)
of CEA Urban 926 407.78 35.67
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other one case as the calculated values is greater than the table value and significant
difference was observed. Hence in these one cases the hypothesis is not accepted.
CONCLUSION

 Rural and Urban Locality prospective teachers do not differ in their COE and
Global value of CEA
 Rural and Urban Locality prospective teachers do not differ in their EOC of
cognitive and emotional aspects

194
Figure 4.26 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Locality

Locality
208

206

204
Axis Title

202

200

198

196
Rural Rural
COE 206 205.57
EOC 199.34 202.21

195
HYPOTHESIS-23

Male and Female prospective teachers do not differ in their cognitive and
emotional aspects

TABLE-28

Table showing ‘t’ values of cognitive and emotional aspects of prospective

teachers based on their Gender

Dimensions of
cognition and ‘t’ – S / NS
emotional Gender N Mean SD
Value Level
aspects
Cognition on Male 682 211.37 27.64378
8.264 S(0.05)
Emotion Female 896 201.46 19.98773
Emotion on Male 682 200.19 29.19164
cognition 1.199 NS(0.05)
Female 896 201.67 19.83047
Global value Male 682 411.56 45.82246
4.606 S(0.05)
of CEA Female 896 403.13 26.19633
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in one case
significant difference is not found. Hence the hypothesis is accepted in one case.. In other
two cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these two cases the hypothesis was not accepted.

CONCLUSION
Male and Female prospective teachers do not differ in their EOC dimension of
cognitive and emotional aspects.

Male and Female prospective teachers differ in their COE dimension of cognitive
and emotional aspects and global Value of CEA

196
figure 4.26 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Gender

Gender
207

206

205

204
Axis Title

203

202

201

200

199

198
Male Female
COE 205.85 205.67
EOC 200.87 201.15

197
HYPOTHESIS-24

Married and unmarried prospective teachers do not differ in their cognitive

and emotional aspects

TABLE-29

Table showing ‘t’ values of cognitive and emotional aspects of prospective

teachers based on their Marital Status

Dimensions of
cognitive and Marital ‘t’ – S / NS
emotional N Mean SD
Status Value Level
aspects
Cognition on Married 659 206.50 24.36
1.048 NS(0.05)
Emotion Single 919 205.21 23.91
Emotion on Married 659 200.74 24.46
0.397 NS(0.05)
Cognition Single 919 201.23 24.23
Global value Married 659 407.24 35.91
0.434 NS(0.05)
of CEA Single 919 406.44 36.49
NS – Not Significant, S – Significant
As the calculated values are lesser than the table value, the hypothesis is accepted
in all the cases.

CONCLUSION
Married and Single Statuses prospective teachers do not differ in their cognitive
and emotional aspects

198
Figure 4.27 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Marital Status

199
HYPOTHESIS-25

Prospective teachers of Below 35 years and Above 35 years do not differ in

their cognitive and emotional aspects

TABLE-29

Table showing ‘t’ values of cognitive and emotional aspects of prospective

teachers based on their Age group

Dimensions of
cognitive and ‘t’ – S / NS
emotional Age N Mean SD
Value Level
aspects
Cognition on Below 35 785 206.40 24.64
1.066 NS(0.05)
Emotion Above 35 793 205.10 23.55
Emotion on Below 35 785 200.74 25.25
Cognition 0.467 NS(0.05)
Above 35 793 201.31 23.38
Global value Below 35 785 407.14 38.04
0.395 NS(0.05)
of CEA Above 35 793 406.41 34.39

As the calculated values are lesser than the table value, the hypothesis is accepted
in all the cases.

CONCLUSION

Below 35 and Above 35 age grouped prospective teachers do not differ in

their cognitive and emotional aspects

200
Figure 4.28 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Age group

Age
207
206
205
204
203
Axis Title

202
201
200
199
198
197
Below 35 Above 35
COE 206.4 205.1
EOC 200.74 201.31

201
HYPOTHESIS-26

There is no interaction between prospective teachers cognitive and

emotional aspects based on their Major Subject

TABLE-31

Table – Table Showing ‘F’-Value of Prospective Teachers cognitive and

emotional aspects on the Basis of Major Subject
Dimensions
of cognitive
Sum of Mean F– S / NS
and Major Subject df
Squares Square Value Level
emotional
aspects
Between Groups 3536.096 2 1768.048
Cognition
Within Groups 912475.002 1575 579.349 3.052 S(0.05)
on Emotion
Total 916011.098 1577
Between Groups 3506.282 2 1753.141
Emotion on
Within Groups 929616.491 1575 590.233 2.970 NS(0.05)
Cognition
Total 933122.773 1577
Between Groups 68.946 2 34.473
Global
value of Within Groups 2071533.28 1575 1315.259 0.026 NS(0.05)
CEA Total 2071602.23 1577
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other one case as the calculated values is greater than the table value and significant
difference was observed. Hence in these one cases the hypothesis is not accepted.

CONCLUSION

 There is interaction between prospective teachers COE and EOC of cognitive

and emotional aspects
 There is no interaction between prospective teachers EOC and Global value of
EOC and based on their Major Subject

202
VARIABLES MAJOR SUBJECTS MEAN STANDAR
P
DIFFERENCES D ERROR
Biological science 3.667 1.512 0.015*
COE Physical science Others 1.239 1.473 0.400
Biological science Others 2.427 1.473 0.100

*Significant at 5% level**Significant at 1% level

From the above table it is observed that

Physical and Biological science major subjects teachers do differ in COE dimension of
Cognitive – Emotional aspects.

Figure 4.28 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Major Subject

Major Subject
407.1

407

406.9

406.8
Axis Title

406.7

406.6

406.5

406.4

406.3

406.2
Arts Science Others
Series1 407 406.85 406.51

203
HYPOTHESIS-27

There is no interaction between prospective teachers cognitive and

emotional aspects based on their parental income

TABLE-32

Table –Table Showing ‘F’-Values of Prospective Teachers cognitive and emotional

aspects on the Basis of Parental Income
Dimensions
of cognitive
Parental Sum of Mean F– S / NS
and df
Income Squares Square Value Level
emotional
aspects
Between Groups 7712.384 2 3856.192
Cognition Within Groups
908298.715 1575 576.698 6.687 S(0.05)
on Emotion
Total 916011.098 1577
Between Groups 10746.222 2 5373.111
Emotion on Within Groups
922376.551 1575 585.636 9.175 S(0.05)
Cognition
Total 933122.773 1577
Between Groups 7179.792 2 3589.896
Global
value of Within Groups 2064422.44 1575 1310.744 2.739 NS(0.05)
CEA Total 2071602.23 1577
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in one case
significant difference is not found. Hence the hypothesis is accepted in one case.. In other
two cases as the calculated values are greater than the table value and significant
difference were observed. Hence in these two cases the hypothesis was not accepted.

CONCLUSION
 There is interaction between prospective teachers COE and EOC of cognitive and
emotional aspects based on their parental income
 There is no interaction between prospective teachers global value of cognitive and
emotional aspects based on their parental income

204
VARIABL PARENTAL INCOME MEAN
STANDAR
DIFFER P
ES D ERROR
ENCES
10,000 – 25,000 4.280 1.526 0.005*
COE Below 10,000 Above 25,000 5.230 1.495 0.000*
*

10,000 – 25,000 Above 25,000 0.950 1.440 0.509

EOC 10,000 – 25,000 6.446 1.537 0.000*
*
Below 10,000
Above 25,000 2.342 1.507 0.120
10,000 – 25,000 Above 25,000 4.104 1.451 0.005*

 *Significant at 5% level**Significant at 1% level

 From the above table it is found that parental income of prospective teachers
 Below 10,000 and 10,000 – 25,000 and Below 10,000 and Above 25,000 do differ
in COE dimension of Cognitive emotional aspects.
 Below 10,000 and 10,000 – 25,000 and 10,000 – 25,000 and Above 25,000 do
differ in EOC dimension of Cognitive emotional aspects.

Figure 4.29 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Parental Income

Parental Income
410
409
408
407
Axis Title

406
405
404
403
402
401
10,000 –
Below 10,000 Above 25,000
25,000
Series1 406.44 404.27 409.33

205
HYPOTHESIS-28

Nuclear and Joint family prospective teachers do not differ in their cognitive
and emotional aspects

TABLE-33

Table showing ‘t’ values of cognitive and emotional aspects of prospective

teachers based on their Family Type

Dimensions of
cognitive and ‘t’ – S / NS
emotional Family Type N Mean SD
Value Level
aspects
Cognition on Nuclear Family 856 204.58 24.55
2.104 S(0.05)
Emotion Joint Family 722 207.13 23.48
Emotion on Nuclear Family 856 200.81 24.69
0.385 NS(0.05)
Cognition Joint Family 722 201.28 23.89
Global value Nuclear Family 856 405.39 36.91
1.657 NS(0.05)
of CEA Joint Family 722 408.41 35.39
NS – Not Significant, S – Significant
From the above table it is inferred that among the three cases in two cases
significant differences are not found. Hence the hypothesis is accepted in these two cases.
In other one case as the calculated values is greater than the table value and significant
difference was observed. Hence in these one cases the hypothesis is not accepted.

CONCLUSION

 Nuclear and Joint family prospective differ in their EOC and Global value of
CEA
 Nuclear and Joint family prospective teachers do not differ in their COE

206
Figure 4.30 Line Graph showing the Mean scores of prospective teachers
cognitive and emotional aspects based on their Family Type

Family Type
208

207

206

205

204
Axis Title

203

202

201

200

199

198

197
Nuclear Family Joint Family
COE 204.58 207.13
EOC 200.81 201.28

207
HYPOTHESIS-29

There is no interaction between prospective teachers cognitive and

emotional aspects based on their Birth order

TABLE-34

Table Showing ‘F’-Values of Prospective Teachers cognitive and emotional aspects

on the Basis of Birth order
Dimensions Sum of Mean F– S / NS
Birth order df
of Squares Square Value Level
Between Groups 3327.665 3 1109.222
Cognition Within Groups
912683.434 1574 579.850 1.913 NS(0.05)
on Emotion
Total 916011.098 1577
Between Groups 1012.831 3 337.610
Emotion on Within Groups
Cognition 932109.942 1574 592.192 0.570 NS(0.05)
Total 933122.773 1577
Between Groups 2426.751 3 808.917
Global
value of Within Groups 2069175.48 1574 1314.597 0.615 NS(0.05)
CEA Total 2071602.23 1577
NS – Not Significant, S – Significant
As the calculated values are lesser than the table value, the hypothesis is accepted
in all the cases.

CONCLUSION

 There is no interaction between prospective teachers cognitive and

emotional aspects based on their Birth order

208
Figure 4.31 Line Graph showing the Mean scores of prospective teachers cognitive
and emotional aspects based on their Birth order

Birth Order
409

408

407

406
Axis Title

405

404

403

402
First Middle Last Single
Series1 405.95 408.39 406.06 404.31

209
4.6 CORRELATION ANALYSIS

HYPOTHESIS - 1

There is no relationship between prospective teachers SPCK and its dimensions

Table - 4. Showing the Relationship between the prospective teachers Science
Pedagogy Content Knowledge and its dimensions
SPCK

value of
Global

SPCK
GPK CK KS PCK KT KOC KAB KOA
GPK 1 -0.003 0.906** -0.015 0.025 -0.018 -0.200** -0.166** 0.697**
CK 1 -0.014 0.149** 0.131** 0.027 0.006 0.213** 0.302**
KS 1 -0.009 0.031 -0.019 -0.202** -0.164** 0.696**
PCK 1 0.208** 0.045 -0.002 0.237** 0.303**
KT 1 0.105** 0.002 0.210** 0.345**
KOC 1 0.096** 0.149** 0.286**
KAB 1 -0.004 0.282**
KOA 1 0.202**
Global
**
value of 1
SPCK

N=1578 ** = SIGNIFICANT

The above table shows the relationship ‘r’ value between the SPCK and its
dimensions based on the degrees of freedom (1578-2=1576S) at significant level 0.05
(0.088) and significant level 0.01 ( ). Hence the hypothesis was not accepted in some
cases and not accepted in some cases.
CONCLUSION

 There is no significant relationship (-0.003) between prospective teachers CK and

GPK
 There is very high positive significant relationship (0.906**) between prospective
teachers KS and GPK
 There is no significant relationship (-0.015) between prospective teachers PCK
and GPK
 There is moderate positive significant relationship (0.025) between prospective
teachers KT and GPK

210
 There is no significant relationship (-0.018) between prospective teachers KOC
and GPK
 There is very low positive significant relationship (-0.200**) between prospective
teachers KAB and GPK
 There is very low negative significant relationship (-0.166**) between prospective
teachers KOA and GPK
 There is high positive significant relationship (0.697**) between prospective
teachers Global value of SPCK and GPK
 There is no significant relationship (-0.014) between prospective teachers KS and
CK
 There is very low positive significant relationship (0.149**) between prospective
teachers PCK and CK
 There is very low positive significant relationship (0.131**) between prospective
teachers KT and CK
 There is no positive significant relationship (0.027) between prospective teachers
KOC and CK
 There is no positive significant relationship (0.006) between prospective teachers
KAB and CK
 There is low positive significant relationship (0.213**) between prospective
teachers KOA and CK
 There is low positive significant relationship (0.302**) between prospective
teachers Global value of SPCK and CK
 There is no significant relationship (-0.009) between prospective teachers PCK
and KS
 There is no significant relationship (0.031) between prospective teachers KT and
KS
 There is no significant relationship (-0.019) between prospective teachers KOC
and KS
 There is very low positive significant relationship (-0.202**) between prospective
teachers KAB and KS
 There is very low positive significant relationship (-0.164**) between prospective
teachers KOA and KS
 There is high positive significant relationship (0.696**) between prospective
teachers Global value of SPCK and KS
211
 There is low positive significant relationship (0.208**) between prospective
teachers KT and PCK
 There is no significant relationship (0.045) between prospective teachers KOC
and PCK
 There is no significant relationship (-0.002) between prospective teachers KAB
and PCK
 There is low positive significant relationship (0.237**) between prospective
teachers KOA and PCK
 There is low positive significant relationship (0.303**) between prospective
teachers Global value of SPCK and PCK
 There is very low positive significant relationship (0.105**) between prospective
teachers KOC and KT
 There is no significant relationship (0.002) between prospective teachers KAB
and KT
 There is low positive significant relationship (0.210**) between prospective
teachers KOA and KT
 There is low positive significant relationship (0.345**) between prospective
teachers Global value of SPCK and KT
 There is very low positive significant relationship (0.096**) between prospective
teachers KAB and KOC
 There is very low positive significant relationship (0.149**) between prospective
teachers and KOC
 There is low positive significant relationship (0.286**) between prospective
teachers Global value of SPCK and KOC
 There no significant relationship (-0.004) between prospective teachers KOA and
KAB
 There is low positive significant relationship (0.282**) between prospective
teachers Global value of SPCK and KAB
 There is low positive significant relationship (0.202**) between prospective
teachers Global value of SPCK and KOA

212
HYPOTHESIS - 2

There is no relationship between prospective teachers TB and its dimensions

Table - Showing the Relationship between the prospective teachers Teaching
Behaviour and its dimensions

TEACHING

value of
Global
BEHAVIOR

TB
OB CB TLB IB SEB
Organizational
Behaviour 1 0.108** 0.106** 0.126** -0.092** 0.366**

Classroom
Behaviour 1 0.048 0.085** 0.022 0.413**

Teaching
Learning 1 0.135** 0.007 0.400**
Behaviour
Instructional
1 0.003 0.413**
Behaviour
Socio Emotional
1 0.698**
Behaviour
Global value of TB 1
N=1578 ** = SIGNIFICANT

The above table shows the relationship ‘r’ value between the TB and its
dimensions based on the degrees of freedom (1578-2=1576S) at significant level 0.05
(0.088) and significant level 0.01 ( ). Hence the hypothesis was not accepted in some
cases and not accepted in some cases.

CONCLUSION

 There is very low positive significant relationship (0.108**) between prospective

teachers CB and OB
 There is very low positive significant relationship (0.106**) between prospective
teachers TLB and OB
 There is very low positive significant relationship (0.126**) between prospective
teachers IB and OB

213
 There is very low negative significant relationship (-0.092**) between prospective
teachers SEB and OB
 There is low positive significant relationship (0.366**) between prospective
teachers Global value of TB and OB
 There is no significant relationship (0.048) between prospective teachers TLB and
CB
 There is very low positive significant relationship (0.085**) between prospective
teachers IB and CB
 There is no significant relationship (0.022) between prospective teachers SEB and
CB
 There is high positive significant relationship (0.413**) between prospective
teachers Global value of TB and CB
 There is very low positive significant relationship (0.135**) between prospective
teachers IB and TLB
 There is no significant relationship (0.007) between prospective teachers SEB and
TLB
 There is moderate positive significant relationship (0.400**) between prospective
teachers Global value of TB and TLB
 There is no significant relationship (0.003) between prospective teachers SEB and
IB
 There is moderate positive significant relationship (0.413**) between prospective
teachers Global value of TB and IB
 There is high positive significant relationship (0.698**) between prospective
teachers Global value of TB and SEB

214
HYPOTHESIS - 3

There is no relationship between prospective teachers CEA and its dimensions

Table - Showing the Relationship between the prospective teachers Cognitive and
Emotional Aspectes and its dimensions

COGNITIVE
AND
EMOTIONAL
ASPECTS COE EOC Global value of CEA
Cognition On
1 0.120** 0.746**
Emotion
Emotion On
1 0.751**
Cognition
Global value of
1
CEA
N=1578 ** = SIGNIFICANT

The above table shows the relationship ‘r’ value between the SPCK and TB based
on the degrees of freedom (1578-2=1576S) at significant level 0.05 (0.088*) and
significant level 0.01 ( ). Hence the hypothesis was not accepted in some cases and not
accepted in some cases.

CONCLUSION

 There is very low positive significant relationship (0.120) between

prospective teachers COE and EOC
 There is high positive significant relationship (0.746) between prospective
teachers COE and Global value of CEA
 There is high positive significant relationship (0.751) between prospective
teachers EOC and Global value of CEA

215
HYPOTHESIS -4

There is no relationship between prospective teachers SPCK, TB and CEA

Table - Showing the Relationship between the prospective teachers Science
Pedagogy Content Knowledge, Teaching Behaviour and Cognitive Emotional
Aspects

Global value of Global value of

SPCK Global value of TB CEA
Global value
of SPCK 1 0.236** 0.019

Global value
of TB 1 0.020

Global value
of CEA 1

N=1578 ** = SIGNIFICANT

The above table shows the relationship ‘r’ value between the Global value of
SPCK, Global value of TB and T Global value of CEA based on the degrees of
freedom (1578-2=1576S) at significant level 0.05 (0.088*) and significant level 0.01 ( ).
Hence the hypothesis was not accepted in some cases and not accepted in some cases.

CONCLUSION

 There is low positive significant relationship (0.236) between prospective

teachers Global value of SPCK and Global value of TB
 There is no significant relationship (0.0.019) between prospective teachers
Global value of SPCK and Global value of CEA
 There is no significant relationship (0.020) between prospective teachers
Global value of TB and Global value of CEA

216
MULTIPLE REGRESSION ANALYSIS

The two dependent variables teaching behaviour and cognitive emotional aspects are the effect of
other chosen variables pedagogy content knowledge, educational qualification, type of
institutions, locality, gender, marital status, age ,major subject, parental Income, family type,
Birth order were studied.

TABLE -1

TEACHING BEHAVIOUR REGRESSION EQUATION

Variables Unstandardized Standardized T Significant

coefficients
Co -efficient
B Standard
error
Constant 2.683 0.184 8.517 0.000**
Educational
Qualification 0.030 0.022 0.028 1.385 0.166
Type of institution -0.046 0.017 -0.057 -2.629 0.009**
Locality -0.003 0.022 -0.002 -0.115 0.908
Gender -0.043 0.027 -0.040 -1.575 0.115
Marital Status 0.044 0.022 0.041 2.001 0.046**
Age -0.025 0.021 -0.023 -1.191 0.234
Major subjects 0.004 0.013 0.006 0.296 0.767
Parental Income -0.002 0.013 -0.003 -0.135 0.893
Family type 0.003 0.021 0.003 0.131 0.896
Birth Order 0.007 0.012 0.011 0.569 0.570
Content
-0.008 0.003 -0.080 -2.644 0.008**
Knowledge
Knowledge of
-0.012 0.004 -0.246 -2.777 0.006**
Student
Pedagogical
Content -0.009 0.003 -0.089 -3.140 0.002**
Knowledge
Knowledge of
0.002 0.003 0.022 0.773 0.439
Teaching
Knowledge Of
0.001 0.003 0.007 0.225 0.822
Curriculum
Knowledge and
0.021 0.002 0.446 8.553 0.000**
Behaviour
Knowledge of
0.017 0.003 0.157 5.482 0.000**
Assessment
TOTALSPCK 0.006 0.002 0.274 2.568 0.010**

217
From the above table it is showed that among the seventeen predictors, marital status had the
highest and significant standardized beta co – efficient, which indicates that it was the most
important factor contributing to pedagogical content knowledge. Otherwise college Type of
institution ,Locality, Gender, age , parental income, CK,KS,PCK had negative regression co
efficient respectively. But remaining ten predictors did not contribute pedagogical content
knowledge..

In the raw score form the equation is

Pedagogical content Knowledge = 2.683 -0.046 Type of institution + 0.044 Marital

status– 0.008CK– 0.012KS -0.009 PCK +0.021 KAB + 0.017 KOA+ 0.006 Global
PCK

In the standard form,

Pedagogical content Knowledge = -0.057Type of institution + 0.041 Marital status–

0.080CK– 0.246KS -0.089PCK +0.446 KAB + 0.157KOA+ 0.274 Global PCK

TABLE-2

COGNITIVE EMOTIONAL ASPECTS VARIABLES IN THE REGRESSION

EQUATION

Variables Unstandardized Standardized t Significant

coefficients
Co -efficient
B Standard
error
Constant 1.881 0.228 8.251 0.000**
Educational
Qualification 0.004 0.027 0.004 0.149 0.882
Type of institution -0.001 0.022 -0.002 -0.055 0.956
Locality 0.021 0.027 0.021 0.775 0.438
Gender -0.135 0.034 -0.131 -3.965 0.000**
Marital Status -0.002 0.027 -0.002 -0.082 0.934
Age -0.015 0.026 -0.015 -0.580 0.562
Major subjects -0.019 0.016 -0.030 -1.140 0.255
Parental Income -0.009 0.016 -0.015 -0.569 0.569
Family type 0.049 0.027 0.048 1.835 0.067
Birth Order -0.009 0.015 -0.015 -0.602 0.548
Content
-0.002 0.004 -0.019 -0.471 0.638
Knowledge
Knowledge of
0.001 0.005 -0.006 -0.054 0.000**
Student

218
Pedagogy Content
0.005 0.004 0.046 1.233 0.218
Knowledge
Knowledge of
0.002 0.004 0.017 0.439 0.660
Teaching
Knowledge of
-0.002 0.004 -0.019 -0.514 0.607
Curriculum
Knowledge And
-0.002 0.003 -0.038 -0.564 0.000**
Behaviour
Knowledge Of
-0.003 0.004 -0.024 -0.650 0.516
Assesment
TOTALTPCK 0.001 0.003 0.060 0.432 0.666

From the above table it is observed that among seventeen predictors, gender, KS, KAB only
predict the science pedagogy content knowledge.

In the raw score form the equation is

COGNITIVE EMOTIONAL ASPECTS = 1.881 -0.034 Gender +0.001 KS-0.002 KAB

In the standard form,

COGNITIVE EMOTIONAL ASPECTS = -0.131Gender- 0.019 KS - 0.038 KAB

DISCRIMINANT ANALYSIS

Discriminant analysis builds a predictive model for group membership. The model is
composed of a discriminant function (or, for more than two groups, a set of discriminant
functions) based on linear combinations of the predictor variables that provide the best
discrimination between the groups. The functions are generated from a sample of cases
for which group membership is known; the functions can then be applied to new cases
that have measurements for the predictor variables but have unknown group membership.
Discriminant function analysis attempts to construct a function with these the variables so
that te respondents belonging to either of these groups are differentiated at the maximum.
The linear combination of the variables is known as Discriminant Function and its
parameter are called Discriminant co – efficient functions.
A typical Discriminant function will be in the form,
Z =a0 +a1+a2X1+ a3X2 +………..+ an Xn
Where a0is a constant anda1, a2 ,…….an , Disciminant Function Co efficient of the
independent variables X1, X2, X3……..Xn respectively.

219
 TABLE -1 Teaching behavior - Tests of Equality of Group Means

Variables Wilks' Lambda F df1 df2 Significance

GPK .965 28.364 2 1575 .000**
CK .996 3.110 2 1575 .045*
KS .956 36.675 2 1575 .000**
PCK .998 1.517 2 1575 .220
KT .986 11.243 2 1575 .000**
KOC .974 21.172 2 1575 .000**
KAB .653 417.845 2 1575 .000**
KOA .934 55.666 2 1575 .000**

From the above table it is inferred that science pedagogy content knowledge dimensions
GPK,CK,KS,KT,KOC,KAB,KOA had significant impact in Teaching behaviour.

TABLE-2 Cognitive – Emotional Aspects- Tests of Equality of Group

Means

Variables Wilks' Lambda F df1 df2 Significance

GPK .983 13.543 2 1575 .000**
CK .999 .987 2 1575 .373
KS .983 14.014 2 1575 .000**
PCK .996 3.138 2 1575 .044*
KT .996 2.937 2 1575 .053*
KOC 1.000 .023 2 1575 .977
KAB .970 24.565 2 1575 .000**
KOA 1.000 .081 2 1575 .922

From the above table it is noticed that GPK,KS,PCK,KT,KAB dimensions in science

pedagogy content knowledge had showed significant impact in cognitive emotional
aspects.Further the remaining two dimensions in science pedagogy content knowledge
did not show any significant impact in cognitive emotional aspects.

220
 TABLE -3

VARIABLES IN THE ANALYSIS

Step Tolerance F to Remove Min. D Squared

KAB .943 420.364 .878
KOA .899 62.985 .618
KT .951 6.752 .577
KOC .981 5.818 .576
KS .184 8.238 .578
GPK .183 5.820 .576

From the above table , it is inferred that the entire criterion has eliminated the variables
CK,PCK dimension from the possible inclusion in the equation.

TABLE-4
WILKS' LAMBDA

Number of Exact F
Variables Lambda df1 df2 df3 Statistic df1 df2 Sig.
1 .653 1 2 1575 417.845 2 1575.000 .000
2 .589 2 2 1575 238.555 4 3148.000 .000
3 .584 3 2 1575 161.848 6 3146.000 .000
4 .580 4 2 1575 123.152 8 3144.000 .000
5 .576 5 2 1575 99.713 10 3142.000 .000
6 .572 6 2 1575 84.317 12 3140.000 .000

Maximum discriminated variable between the three groups can be identified from the
variable that was entered first. Here it was KAB score. At each step a variable was
entered, the significance of the function was tested using Wilks’ Lamda and D2 values
arrived this function.

221
A)CANONICAL DISCRIMINANT FUNCTIONS

TABLE-1

CANONICAL DISCRIMINANT FUNCTIONS

Wilks'
Canonical Correlation Lambda Chi-square df Significance
0.647 .572 878.464 12 .000

The value of wilks’ lambda is 0 572. This value is between 0 and 1, and a value indicates
good discriminating power of the model.

TABLE -2

CANONICAL DISCRIMINANT FUNCTION STANDARDIZED COEFFICIENTS

Function Function 1 Function 2

GPK .225 1.231
KS .322 -1.008
KT .132 -.362
KOC .126 .252
KAB .937 -.233
KOA .425 .728

From the above table it is inferred that values 0.225,0.322, 0.132, 0.126, 0.937 and 0.425
under function 1 of standardized coefficients table indicates, ‘Teaching Behaviour
influences more than KAB.

222
 TABLE-3

CANONICAL DISCRIMINANT FUNCTION UNSTANDARDIZED

COEFFICIENTS

Function Function 1

GPK .020
KS -.029
KT .026
KOC .024
KAB .100
KOA .089
(Constant) -8.989

Discriminant equation using the values in Function 1 of the above table:

Teaching behaviour = -8.989 +0.089 KOA + 0.100 KAB +0.024 KOC+0.026 KT _0.029
KS +0.020 GPK

B) GROUP CENTROIDS

TABLE-4

Functions at Group Centroids

Teaching Behaviour Function

Low -1.644
Moderate .119
High 1.486

Teaching behaviour
= -8.989 +0.089 KOA + 0.100 KAB +0.024 KOC+0.026 KT _0.029 KS +0.020 GPK
=-8.989 +0.089(41.01) +0.100 (38.03) +0.024( 37.10) + 0.026 (38.20) – 0.029( 40.02) +
0.020(43.12)
= -8.989 + 3.64 + 3.80 + 0.89 +0.99 - 1.161 + 0.86
= 0.03

223
0.03 is close to moderate value in Teaching behaviour. Hence the KABis discriminate
highly the moderate category of Teaching Behaviour.

C )STRUCTURE MATRIX

Pooled within groups, correlations between discriminating variables and canonical

discriminant functions are presented in the showing structure matrix.

Table -1

Structure Matrix

VARIABLES FUNCTION
KAB .853*
KS .253*
PCK .110*
KOA .298
KOC .188
GPK .220
KT .138
CK .094

Largest absolute correlation between each variable and any discriminant function.
Correlation between the canonical discriminant functions and the discriminate variable
shown in the table is significant. There exists largest absolute correlation between each
variable and any discriminant function.
85.3 percentage of the variation in the discriminate function is due to KAB which
contributes in discriminating between low, moderate and high teaching behaviour.
Similarly KS which contributes about 25.3 percentage in discriminating function low,
medium and high teaching behaviour.

224
D)PRIOR PROBABILITIES

Probabilities are calculated for each, group based on the proportionate for the sample in
the respective groups and the results are given in table.

TABLE -1

PRIOR PROBABILITIES FOR GROUPS

Cases Used in Analysis

Teaching Behaviour Prior Unweighted Weighted
1 .333 258 258.000
2 .333 1125 1125.000
3 .333 195 195.000
Total 1.000 1578 1578.000

TABLE -2

Classification Results

Predicted Group Membership

Teaching Behaviour Low Moderate High Total
Low 216 34 8 258
Moderate 207 654 264 1125
High 12 35 148 195
Low 83.7 13.2 3.1 100.0
Moderate 18.4 58.1 23.5 100.0
High 12.2 17.9 69.9 100.0

65.3% of original grouped cases correctly classified.It is seen that the discriminate
function has predicted 13.2 % of the correctly in the low level of teaching behaviour,
58.1% of moderate level of teaching behaviourand 17.9% of high level of teaching
behaviour.

225
 CHAPTER - V

FINDINGS AND CONCLUSION

5. I.INTRODUCTION

This chapter reports the summary of the findings and conclusion of the entire
research study. The objectives, tool used for the study, sample for the present study are
briefly described in this chapter. Summary of findings, discussions, implications and
suggestions for further study are described elaborately in this chapter.

5.2. TITLE OF THE STUDY

The statement of the problem entitled as ‘“RELATIONSHIP BETWEEN

SCIENCE PEDAGOGICAL CONTENT KNOWLEDGE IN TEACHING
BEHAVIOR AND COGNITIVE AND EMOTIONAL ASPECTS OF
PROSPECTIVE TEACHERS”

5.3.OBJECTIVES OF THE STUDY

The objectives of the study were

1. To study the science pedagogy content knowledge of prospective teachers with

reference to gender, locality, age, type of institution, education qualification,
marital status, teaching subject, monthly income, family type, and Birth order
2. To identify the teaching behaviour of prospective teacher with reference to
gender, locality, age, type of institution, education qualification, marital status,
teaching subject, and monthly income. Family type and Birth order
3. To investigate the cognitive and emotional aspects of prospective teachers with
reference to gender, locality, age, type of institution, education qualification,
marital status, teaching subject, monthly income. Family type and Birth order
4. 4. To find the relationship between sciences pedagogy content knowledge and
teaching behaviour in cognitive emotional aspects of prospective teachers.

5.4. HYPHOTHESES OF THE STUDY

The following hypotheses have been set for the purpose of the study

 The level of science pedagogy content knowledge of prospective teachers Is high

 The level of teaching behavior of prospective teachers is high

226
 The level of cognitive and emotional aspects of prospective teachers is high

 There is no significant difference between science pedagogy cont knowledge and

their sub samples such as gender, locality, marital statues and family type

 There is no significant difference between teaching behavior of prospective

teachers and their sub samples such as gender, locality, marital statues and family
type

 There is no significant difference between cognitive and emotional aspects of

prospective teachers and their sub samples such as gender, locality, marital statues
and family type

 There is no significant interaction between science pedagogy cont knowledge of

prospective teachers and their sub samples such as educational qualification , type
of institution ,age, major subject , family income ,and birth order

 There is no significant interaction between teaching behavior of prospective

teachers and their sub samples such as educational qualification , type of
institution ,age, major subject , family income ,and birth order

 There is no significant interaction between cognitive and emotional aspects of

prospective teachers and their sub samples such as educational qualification, type
of institution, age, major subject, family income ,and birth order.

 There is no relationship between the dimension of science pedagogy cont

knowledge, teaching behavior and cognitive emotional aspects of prospective
teachers.

227
5.5. MAJOR FINDINGS OF THE STUDY

DESCRIPTIVE STATISTICS
SCIENCE PEDAGOGY CONTENT KNOWLEDGE

 1110 (70.34%) prospective teachers are in moderate level in the science pedagogy
content knowledge.

 227 (14.39%) prospective teachers have high level in science pedagogy content
knowledge while 241(15.27%) have low level in science pedagogy content
knowledge.
 376 (23.83%) prospective teachers are in high level in the KS dimension while
312 (19.77%) prospective teachers are in low level in the KOC dimension of
science pedagogy content knowledge.
 PG prospective teachers have higher mean scores than the UG teachers in science
pedagogy content knowledge.
 Private prospective teachers have higher mean scores than the Government and
Government aided teachers in science pedagogy content knowledge.
 Rural prospective teachers have higher mean scores than the urban teachers in
science pedagogy content knowledge.
 Female prospective teachers have higher mean scores than the male teachers in
science pedagogy content knowledge.
 Married prospective teachers have higher mean scores than the single teachers in
science pedagogy content knowledge.
 Prospective teachers in the age group of Above 35 have higher mean scores than
the age group of below 35 in science pedagogy content knowledge.
 Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in science pedagogy content knowledge.
 Prospective teachers whose Parental Monthly Income Above 25,000 have higher
mean scores than the Prospective teachers whose Parental Monthly Income is
between Rs.10000 and Rs.25000 and below Rs.25000 in in science pedagogy
content knowledge.
 Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in science pedagogy content knowledge.

228
  Single born prospective teachers have higher mean scores than First, Middle and
Last born prospective teachers in science pedagogy content knowledge.
TEACHING BEHAVIOUR
1125 (71.29%) prospective teachers are in moderate level in teaching behavior.

195(12.36%) prospective teachers have high level in teaching behavior while

258(16.35%) have low level in teaching behavior.

319 (20.22%) prospective teachers are in high level in the SEB dimension while
366 (23.19%) prospective teachers are in low level in the IB dimension of teaching
behavior.

 PG prospective teachers have higher mean scores than the UG teachers in teaching
behavior.
 Private prospective teachers have higher mean scores than the Government and
Government aided teachers in teaching behavior.
 Urban prospective teachers have higher mean scores than the rural teachers in
teaching behavior.
 Male prospective teachers have higher mean scores than the female teachers
teaching behavior.
 Single prospective teachers have higher mean scores than the unmarried
prospective teachers in teaching behavior.
 Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in teaching behavior.
 Prospective teachers whose major subject is others have higher mean scores than
the prospective teachers whose major subject is physical and biological science
in teaching behavior
 Prospective teachers whose Parental Monthly Income is between Rs.10000 and
Rs.25000 have higher mean scores than the Prospective teachers whose Parental
Monthly Income is Above 25,000 and below Rs.25000 in teaching behavior.
 Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in teaching behavior.
Last born prospective teachers have higher mean scores than First, Middle and
single born prospective teachers in teaching behavior.

229
COGNITIVE AND EMOTIONAL ASPECTS
 1168 (74.01%) prospective teachers are in moderate level in cognitive and
emotional aspects.

 178(11.28%) prospective teachers have high level in cognitive and emotional

aspects while 232(14.70%) have low level in cognitive and emotional aspects.

 24 (1.52%) prospective teachers are in high level while 220 (13.94%) prospective
teachers are in low level in the COB dimension of cognitive and emotional
aspects.
 PG prospective teachers have higher mean scores than the UG teachers in
cognitive and emotional aspects.
 Government prospective teachers have higher mean scores than the Government
aided and private teachers in cognitive and emotional aspects.
 Urban prospective teachers have higher mean scores than the rural teachers in
cognitive and emotional aspects.
 Male prospective teachers have higher mean scores than the female teachers
cognitive and emotional aspects.
 Married prospective teachers have higher mean scores than the single prospective
teachers in cognitive and emotional aspects.
 Prospective teachers in the age group of above 35 have higher mean scores than
age group of below 35 in cognitive and emotional aspects.
 Prospective teachers whose major subject is physical science have higher mean
scores than the prospective teachers whose major subject is biological science and
others in cognitive and emotional aspects.
 Prospective teachers whose Parental Monthly Income is Above 25,000 have
higher mean scores than the Prospective teachers whose Parental Monthly Income
is between Rs.10000 and Rs.25000 and below Rs.25000 in cognitive and
emotional aspects.
 Joint family prospective teachers have higher mean scores than the nuclear family
prospective teachers in cognitive and emotional aspects.
 Middle born prospective teachers have higher mean scores than First, Last and
single born prospective teachers in cognitive and emotional aspects.

230
5.6. INFERENTIAL STATISTICS
SCIENCE PEDAGOGICAL CONTENT KNOWLEDGE

 UG and PG prospective teachers do not differ in their CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK
 UG and PG prospective teachers differ in their GPK and KAB of science
pedagogy content knowledge
 There is no significant interaction between the prospective teachers studying in
different types of institutions and their GPK, KS, KAB, KOA and global value of
science pedagogy content knowledge
 There is no significant interaction between the prospective teachers studying in
different types of institutions and their CK, PCK, KT and KOC dimensions of
science pedagogy content knowledge
 Rural and Urban Locality prospective teachers do not differ in their KT, KOC,
KAB and Global value of SPCK
 Rural and Urban Locality prospective teachers differ in their GPK, CK, KS, PCK
and KOA of science pedagogy content knowledge
 Male and Female prospective teachers do not differ in their CK, PCK, KT,
KOC,KOA dimensions of science pedagogy content knowledge
 Male and Female prospective teachers differ in their GPK, KS, KAB and Global
value of SPCK
 Married and Single Statuses prospective teachers do not differ in their KT, KOC,
KAB and CK of science pedagogy content knowledge
 Married and Single Statuses prospective teachers do not differ in their GPK, KS,
KOA and Global value of SPCK
 Below 35 and Above 35 age grouped prospective teachers do not differ in their
GPK, CK, KS, PCK, KT, KOC, KAB and Global value of SPCK
 Below 35 and Above 35 age grouped prospective teachers do not differ in their
KOA of science pedagogy content knowledge
 There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB,
and KOA based on their Major Subject
 There is interaction between prospective teachers GPK , KS and Global value of
SPCK of science pedagogy content knowledge based on their Major Subject

231
  There is no interaction between prospective teachers CK, KS, PCK, KT, KOC,
KOA and Global value of SPCK based on their parental income
 There is interaction between prospective teachers GPK and KAB of science
pedagogy content knowledge based on their parental income
 Nuclear and Joint family prospective teachers do not differ in their CK, KT and
Global value of SPCK
 Nuclear and Joint family prospective teachers differ in their GPK, KS, PCK,
KOC, KAB and KOA of science pedagogy content knowledge
 There is no interaction between prospective teachers CK, PCK, KT, KOC, KAB
and KOA of science pedagogy content knowledge based on their Birth order
 There is interaction between prospective teachers GPK, KS and Global value of
SPCK based on their Birth order

CORRELATION

 There is high positive significant relationship (0.697**) between Global value of

SPCK and GPK
 There is high positive significant relationship (0.696**) between Global value of
SPCK and KS
 There is moderate positive significant relationship (0.025) between prospective
teachers KT and GPK
 There is low positive significant relationship (0.213**) between prospective
teachers KOA and CK
 There is low positive significant relationship (0.302**) between prospective
teachers Global value of SPCK and CK
 There is low positive significant relationship (0.208**) between prospective
teachers KT and PCK
 There is low positive significant relationship (0.303**) between prospective
teachers Global value of SPCK and PCK
 There is low positive significant relationship (0.210**) between prospective
teachers KOA and KT
 There is low positive significant relationship (0.345**) between prospective
teachers Global value of SPCK and KT

232
 There is low positive significant relationship (0.286**) between prospective
teachers Global value of SPCK and KOC
 There is low positive significant relationship (0.282**) between prospective
teachers Global value of SPCK and KAB
 There is low positive significant relationship (0.202**) between prospective
teachers Global value of SPCK and KOA
 There is very low positive significant relationship (-0.200**) between prospective
teachers KAB and GPK
 There is very low negative significant relationship (-0.166**) between prospective
teachers KOA and GPK
 There is very low positive significant relationship (0.149**) between prospective
teachers PCK and CK
 There is very low positive significant relationship (0.131**) between prospective
teachers KT and CK
 There is very low positive significant relationship (-0.202**) between prospective
teachers KAB and KS
 There is very low positive significant relationship (-0.164**) between prospective
teachers KOA and KS
 There is very low positive significant relationship (0.105**) between prospective
teachers KOC and KT
 There is very low positive significant relationship (0.096**) between prospective
teachers KAB and KOC
 There is very low positive significant relationship (0.149**) between prospective
teachers and KOC
 There is no significant relationship (-0.003) between prospective teachers CK and
GPK
 There is no significant relationship (-0.015) between prospective teachers PCK
and GPK
 There is no significant relationship (-0.018) between prospective teachers KOC
and GPK
 There is no significant relationship (-0.014) between prospective teachers KS and
CK
 There is no positive significant relationship (0.027) between prospective teachers
KOC and CK
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  There is no positive significant relationship (0.006) between prospective teachers
KAB and CK
 There is no significant relationship (-0.009) between prospective teachers PCK
and KS
 There is no significant relationship (0.031) between prospective teachers KT and
KS
 There is no significant relationship (-0.019) between prospective teachers KOC
and KS
 There is no significant relationship (0.045) between prospective teachers KOC
and PCK
 There is no significant relationship (-0.002) between prospective teachers KAB
and PCK
 There is no significant relationship (0.002) between prospective teachers KAB
and KT
 There no significant relationship (-0.004) between prospective teachers KOA and
KAB
TEACHING BEHAVIOUR

 UG and PG prospective teachers do not differ in their OB, CB, TLB, IB and SEB
of Teaching Behaviour
 UG and PG prospective teachers differ in their global value of Teaching
Behaviour
 There is no significant interaction between the prospective teachers studying in
different types of institutions and their TLB, IB and global value of Teaching
Behaviour
 There is significant interaction between the prospective teachers studying in
different types of institutions and their OB, CB and SEB dimensions of Teaching
Behaviour
 Rural and Urban Locality prospective teachers do not differ in their TLB, IB and
SEB of Teaching Behaviour
 Rural and Urban Locality prospective teachers differ in their OB, CB and global
value of Teaching Behaviour
 Male and Female prospective teachers do not differ in their OB, TLB and IB
dimensions of Teaching Behaviour

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 Male and Female prospective teachers differ in their CB, SEB and global value of
Teaching Behaviour
 Married and Single Statuses prospective teachers do not differ in their TLB and
SEB of Teaching Behaviour
 Married and Single Statuses prospective teachers differ in their OB, CB, IB and
global value of Teaching Behaviour
 Below 35 and Above 35 age grouped prospective teachers do not differ in their
CB, TLB, IB, SEB and global value of Teaching Behaviour
 Below 35 and Above 35 age grouped prospective teachers differ in their OB of
Teaching Behaviour
 There is no interaction between prospective teachers OB, TLB, IB,SEB and global
value of Teaching Behaviour based on their Major Subject
 There is interaction between prospective teachers CB of Teaching Behaviour
based on their Major Subject
 There is no interaction between prospective teachers OB, TLB, IB and global
value of Teaching Behaviour based on their parental income
 There is interaction between prospective teachers CB and SEB of Teaching
Behaviour based on their parental income
 Nuclear and Joint family prospective teachers do not differ in their CB and TLB
Teaching Behaviour
 Nuclear and Joint family prospective teachers differ in their OB, IB, SEB and
global value of Behaviour
 There is no interaction between prospective teachers OB, CB,TLB, IB and SEB of
Teaching Behaviour based on their Birth order
 There is interaction between prospective teachers globalvalue of Teaching
Behaviour based on their Birth order

CORRELATION
 There is high positive significant relationship (0.413**) between prospective
teachers Global value of TB and CB
 There is high positive significant relationship (0.698**) between prospective
teachers Global value of TB and SEB
There is moderate positive significant relationship (0.400**) between prospective
teachers Global value of TB and TLB

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 There is moderate positive significant relationship (0.413**) between prospective
teachers Global value of TB and IB
 There is low positive significant relationship (0.366**) between prospective
teachers Global value of TB and OB
 There is very low positive significant relationship (0.108**) between prospective
teachers CB and OB
 There is very low positive significant relationship (0.106**) between prospective
teachers TLB and OB
 There is very low positive significant relationship (0.126**) between prospective
teachers IB and OB
 There is low positive significant relationship (0.366**) between prospective
teachers Global value of TB and OB
 There is very low positive significant relationship (0.085**) between prospective
teachers IB and CB
 There is very low positive significant relationship (0.135**) between prospective
teachers IB and TLB
 There is very low negative significant relationship (-0.092**) between prospective
teachers SEB and OB
 There is no significant relationship (0.048) between prospective teachers TLB and
CB
 There is no significant relationship (0.022) between prospective teachers SEB and
CB
 There is no significant relationship (0.007) between prospective teachers SEB and
TLB
 There is no significant relationship (0.003) between prospective teachers SEB and
IB

COGNITIVE AND EMOTIONAL ASPECTS

 UG and PG prospective teachers do not differ in their cognitive and emotional

aspects.
 There is no significant interaction between the prospective teachers studying in
different types of institutions and their cognitive and emotional aspects

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 Rural and Urban Locality prospective teachers do not differ in their COE and
Global value of CEA
 Rural and Urban Locality prospective teachers do not differ in their EOC of
cognitive and emotional aspects
 Male and Female prospective teachers do not differ in their EOC dimension of
cognitive and emotional aspects.
 Male and Female prospective teachers differ in their COE dimension of cognitive
and emotional aspects and global Value of CEA
 Married and Single Statuses prospective teachers do not differ in their cognitive
and emotional aspects
 Below 35 and Above 35 age grouped prospective teachers do not differ in their
cognitive and emotional aspects
 There is interaction between prospective teachers COE and EOC of cognitive and
emotional aspects
 There is no interaction between prospective teachers EOC and Global value of
EOC and based on their Major Subject
 Nuclear and Joint family prospective differ in their EOC and Global value of
CEA
 Nuclear and Joint family prospective teachers do not differ in their COE
 There is no interaction between prospective teachers cognitive and emotional
aspects based on their Birth order

CORRELATION
 There is high positive significant relationship (0.751) between prospective
teachers EOC and Global value of CEA
 There is high positive significant relationship (0.746) between prospective
teachers COE and Global value of CEA
 There is very low positive significant relationship (0.120) between prospective
teachers COE and EOC
 There is low positive significant relationship (0.236) between prospective teachers
Global value of SPCK and Global value of TB
 There is no significant relationship (0.0.019) between prospective teachers Global
value of SPCK and Global value of CEA

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  There is no significant relationship (0.020) between prospective teachers Global
value of TB and Global value of CEA

5.7. MULTIPLE REGRESSION ANALYSIS

Marital status had the highest and significant standardized beta co – efficient,
which indicates that it was the most important factor contributing to pedagogical content
knowledge. Otherwise college, Type of institution, Locality, Gender, age, parental
income, CK,KS,PCK had negative regression co efficient respectively. But remaining ten
predictors did not contribute pedagogical content knowledge.

Pedagogical content Knowledge = 2.683 -0.046 Type of institution + 0.044

Marital status– 0.008CK– 0.012KS -0.009 PCK +0.021 KAB + 0.017 KOA+ 0.006
Global PCK

Pedagogical content Knowledge = -0.057Type of institution + 0.041 Marital status–

0.080CK– 0.246KS -0.089PCK +0.446 KAB + 0.157KOA+ 0.274 Global PCK.
Cognitive emotional aspects = 1.881 -0.034 Gender +0.001 KS-0.002 KAB

5.8.DISCRIMINANT ANALYSIS

Science pedagogy content knowledge dimensions GPK, CK, KS, KT, KOC, KAB,
KOA had significant impact in Teaching behaviour.

GPK, KS, PCK, KT, KAB dimensions in science pedagogy content knowledge
had showed significant impact in cognitive emotional aspects and the remaining two
dimensions in science pedagogy content knowledge did not show any significant impact
in cognitive emotional aspects. inferred that values

0.225,0.322, 0.132, 0.126, 0.937 and 0.425 under function 1 of standardized

coefficients table indicates, ‘Teaching Behaviour influences more than KAB.

Teaching behaviour = -8.989 +0.089 KOA + 0.100 KAB +0.024 KOC+0.026 KT

_0.029 KS +0.020 GPK
0.03 is close to moderate value in Teaching behaviour. The KAB is discriminating
highly the moderate category of Teaching Behaviour.

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 85.3 percentage of the variation in the discriminate function is due to KAB which
contributes in discriminating between low, moderate and high teaching behaviour. KS
which contributes about 25.3 percentage in discriminating function low, medium and high
teaching behaviour.

The discriminate function has predicted 13.2 % of the correctly in the low level of
teaching behaviour, 58.1% of moderate level of teaching behaviour and 17.9% of high
level of teaching behaviour.

5.9.DISCUSSION OF THE STUDY

Sabah alehtar (2017) found that different was not observed in the prospective teachers
of institutes. The current research also found that there is no significant interaction
between the prospective teachers studying different type s of institutions.

Mohammed yousef mai et al ( 2016 ) established their result that no difference between
science teachers perceptions. According to their gender.the current study also showed that
male and female prospective teachers do not differ in their CK,PCK,KT,KOC dimensions
of science pedagogy content knowledge.

Oluwatayo,james ayodele.,(2013) found that teaching behaviour of chemistry teachers in

public secondary schools in ekiti state. Result showed that the teaching behaviour of
chemistry teacher was good. In contrast the current study showed that the teaching
behaviour of physical science teachers was good.

Patrick O. Ajaja and ur hievwejireEravwoke.,(2013) Revailed that significant

difference in classroom behaviour scores among teachers; A significant higher classroom
behaviours scores of male teachers over the females. The current result supports that male
and female prospective teachers differ in their CB, SEB, &TB.

The current study Showed that female teacher have more mean than male teachersin their
EOC dimensions of cognitive and emotional aspects. Which opposed result of
Borrachero et al(2014) revealed that male teachers more than frequently report positive
emotions than the female.

Parvaneh Yaghoubi Jami.( 2018) revealed that age educational level, and gender
influenced the changes in affective empathy, and there was no significant impact on

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cognitive empathy the current study also showed that male and female ,PG and UG and
blow 35 and above 35 age grouped prospective teachers do not differ in their EOC
dimension of cognitive and emotional aspects.

5.10. EDUCATION IMPLICATION

 Science pedagogy content knowledge refreshes the knowledge of prospective

teachers.
 The study helps prospective teachers to devolp their scientific knowledge,
understand in science as well as knowledge of instructional strategies.
 This study helps the teacher education institutions to give more importance for
pedagogical content knowledge in science.
 The present study helps the curriculum planner analyse and frame new
curriculum.
 Many programmes should be conducted to improve teaching behaviour.
 The study will help the academicians, educator to give more importance for PCK
for other subject also
 The present study may help the prospective teacher to improve teaching behaviour
in new dimension.

5.11. SUGGESTION AND FOR FURTHER STUDY

 The present study can be repeated with large samples including universities,
professional training centre, and higher education institutions.
 The study of pedagogy content knowledge should be conducted in all subject.
 Related study should be conducted from primary to higher education.
 Comparative studies may take up for the students of arts and science teachers.
 The current study can be repeated with different variable.
 The current variable dimensions take an as separate variable to study in depth.
 The present study should be conducted for students to know learning behavior.

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5.12.CONCLUSION

Teaching behaviour is the most powerful domain in science teaching. The

result revealed that rural and urban locality of prospective teachers differs in their GPK,
CK, KS, PCK, KOA of science pedagogical content knowledge. Rural people have more
mean value than urban. This shows rural prospective teachers have shown more interest
to learn science pedagogy content knowledge. Male and female prospective teachers
differ in their GPK, KS, KAB, and SPCK. Female prospective teachers have more mean
value than male prospective teachers. Female teachers have more patience, very much
interested in teaching science and have more PCK knowledge in science.

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