• The College has established the Ph.D. Research Centre under the Mangalore University and already twenty students have registered for their doctoral studies. Towards this the facilities in the College have been enhanced in terms of special place with library and internet facilities . 

Consultancy:

  • Readily made available informal consultancy services for the alumnae, teachers,  parents and community
  • Placement services have been provided and related consultancy is kept open to whoever is interested.
  • The student teachers –present and past – as well as students of other colleges of education benefit from such services.

Extension:

  • Service learning has been institutionalized. Service learning activities have been deliberately planned and executed to different groups like senior citizens, members of children’s homes, women, teachers, schools, etc.
  • The college collaborates with local and outside NGOs for extension work.

The following Research Projects have been undertaken by our College during the past five years for the Government of Karnataka, UGC and NGO
1.   Preparation and Validation of a Training Package on Inclusive Education with special reference to Learning Disability for Primary School Teachers in Karnataka State.
        -  Government of Karnataka.
2.   The College is associated with Akshara Foundation, Bangalore, for taking up a survey of the Achievement levels of the pupils of Lower Primary and Higher Primary Schools in Mangalore, who have been subjected to Remedial Teaching under SSA.
      -   Government of Karnataka.
3.   A Study on Accountability of Teachers and Achievement of Students at Primary Education Level sanctioned by District Institute of Educational Training (DIET).
      - Government of Karnataka.
4.   The College had collaborated with the Xavier Board for Christian Higher Education, India, in  undertaking a research project titled "A Study on the Campus Culture of Catholic Colleges in India”.
5.   A Service Learning Training Programme to Develop Service Learning Skills among In-service Teachers   of Dakshina Kannada District.
      - United Board for Christian Higher Education in Asia.
6.   A Project on “Institutionalizing Service Learning” sponsored by United Board for Christian Higher  Education in Asia.
7.  Expression of Interest for External Impact Evaluation on major interventions implemented under Sarva Shiksha Abhiyan – Karnataka. - D.S.E.R.T. 
8.  The College has received grant-in-aid for a major research project titled “A Training Programme to Develop Competencies among Pre-service Teachers to promote Sustainable Development through Specially Designed Packages”.  
9.  A Study on Developing Self Directed Learning Strategies among Secondary School Students - U.G.C.
10. A Study on Developing Extensive Reading Habits among the B.Ed. Students of English Methodology.
      - U.G.C.
11. A Study on Designing Special Instructional Material in History to Develop Constructive Competencies’. – U.G.C.
 12. The College has undertaken a Major Research Project of Government of Karnataka titled, ‘Preparation and Validation of a Training Package on Inclusive Education with Special reference to Learning Disability for Primary School Teachers in Karnataka State’.
13.  A Project on ‘Institutionalizing Service Learning Sponsored by United Board for Christian Higher Education in Asia.
14. A Project on Service Learning Training Programme to Develop Service Learning Skills among In-service Teachers of Dakshina Kannada District.
15. A Project on Training Programme to Develop Competencies among Pre-service Teachers to Promote Sustainable Development through Specially Designed Packages.
16. A project sponsored by the United Board for Christian Higher Education - An Environment and Health Awareness Programme through Community Based Activities in Rural Areas by the Inservice Teachers and School Students of Dakshina Kannada District, Karnataka through Service Learning Approach.   
17.  The college has received grant-in-aid from UNESCO for a major project titled “Preparing, Validating Instructional Modules and Strategies on Peace Education and Training Student Teachers for using Peace Education Strategies at Secondary School level”. The project activities are in progress.
18. The  Effect  of  an Instructional  Package in  Developing  Environmental Awareness and its Qualitative Improvement Among B.Ed. Non-Science Student-teachers of St. Ann’s College of Education, Mangalore Taluk.
19. A Study on preparing student-teachers to Develop Disaster Management Awareness and Skills through Secondary School Curriculum.
20.“Study of Local Knowledge and its effect on attitude towards Social Diversity, with special reference to tribal culture, through Service Learning Approach”, To enable Teacher Educators, Pre-service Under Graduate Teachers and Post Graduate Teacher Trainees through Service Learning to make indepth study of selected tribal cultures, develop positive attitude and work for the empowerment of tribals through education – Sponsored by UBCHEA.
21. A Specially Designed  Instructional Package to develop Scientific Thinking among Student Teachers of Science Methodology - – Sponsored by UGC.
22. A study on the construction and validation of a tool to measure ability for expression - – Sponsored by UGC.
23. A study to develop Awareness of Bio ethical issues among Pre service teachers – Sponsored by UGC.
24. A study on Internet Use, Parental Monitoring and Achievement of Pre University Students of Mangalore Taluk  - sponsored by UGC.

On-going  Research Projects :

1. “Preparation and Validation of Teaching Learning Modules on Inter-religious Understanding and Peace Education for Secondary and Primary School Pupils  – Sponsored by UBCHEA.
2. A Competency Building Training Programme for young Teacher Educators to enhance teaching and research skills through the Preparation, Validation and Administration of Research Based Instructional Modules in Varied Secondary School Based Disciplines Sponsored by UBCHEA.
3. Effect of Kolb’s Experiential Learning on Achievement in Content Based Methodology  Teaching Social Science and Teaching Skills among Pre-service Teachers - Sponsored by UGC.


St Ann’s College of Education (Autonomous)
Executive Summary  of the UGC sponsored Minor Research Project-2014

Principal Investigator: Mrs. Rose Kiran Pinto, Assistant Professor, St.Ann’s College of Education (Autonomous), Mangalore-575001

Title of the Study :  Effect of Metacognitive Approach on developing Higher Mental Ability in Science among Student Teachers”
 
INTRODUCTION
One cannot underestimate the scope of science in today's world. Science is the backbone of human existence. The practical effects of science can be seen in motion everywhere.   From path breaking discoveries in atomic science to discovery of new vaccines in life science, to technological advancements in the field of communication, transportation and even weather prediction, science has left no aspect of human’s untouched. Science is a unique subject having ample scope to develop mental faculty of students thinking, reasoning, analyzing, application etc. The major objective of teaching science itself is the development of the Higher Mental Ability Skill.

Metacognition refers to awareness of one’s own knowledge—what one does and doesn’t know—and one’s ability to understand, control, and manipulate one’s cognitive processes (Meichenbaum, 1985). It includes knowing when and where to use particular strategies for learning and problem solving as well as how and why to use specific strategies. Metacognition is the ability to use prior knowledge to plan a strategy for approaching a learning task; take necessary steps to problem solve, reflect on and evaluate results, and modify one’s approach as needed.

Cognitive strategies are the basic mental abilities we use to think, study, and learn (e.g., recalling information from memory, analyzing sounds and images, making associations between or comparing/contrasting different pieces of information, and making inferences or interpreting text). They help an individual achieve a particular goal, such as comprehending text or solving a math problem, and they can be individually identified and measured. In contrast, Metacognitive strategies are used to ensure that an overarching learning goal is being or has been reached.

Good (1973) defines higher mental process as one of the most complex form of mental activities involving highly organized processes. Usually with an element of conscious control as in reasoning, memory, imagination, aspiration, or voluntary attention, it refers to the cognitive domain.

Therefore, it is very essential to understand the role of higher mental abilities of students in science learning as teaching science and cultivating them to be scientifically literate citizen is the goal around the world.

Statement of Aim: A Study on the effect of Metacognitive Approach on developing Higher Mental Ability in Science among Student Teachers
Objectives:

  • To study the effectiveness of Metacognitive Approach on developing Higher Mental Ability in Science among Student Teachers of Science Methodology taught through Metacognitive Approach.
  • To study the effectiveness of Metacognitive Approach on developing Higher Mental Ability in Science in terms of Application, Analysis, Synthesis and Evaluation among Student Teachers of Science Methodology taught through Metacognitive Approach

  • To train Student Teachers of Science Methodology to use Metacognitive Strategies to develop Metacognitive Skills

Hypotheses:

  • There is a significant difference in the Pre-Test and Post Test Scores in the Higher Mental Ability Test in Science among Student Teachers of Science Methodology.
  • There is a significant difference in the Pre-Test and Post Test Scores in the Higher Mental Ability Test in Science in terms of Application, Analysis, Synthesis and Evaluation among Student Teachers of Science Methodology.

Methodology
The Study is Experimental with Pre-test Post Test Single Group Design. All B.Ed Students studying under Mangalore University were the Population of the Study. Randomly selected 40 Student Teachers of Science Methodology were the Sample. A Specially Designed Instructional Material on Metacognitive Approach prepared by the Investigator was the facilitator tool.

An Achievement Test constructed by the Investigator was administered to measure the Content knowledge of the Student Teachers in Science. A ‘Higher Mental Ability Test’ was constructed by the Investigator to measure the Higher Mental Ability of the Student teachers. The Blueprint of the Higher Mental Ability in Science is as follows:

Objectives

No. of Question

Total Marks

Percentage

Application

7

7

28%

Analysis

7

7

28%

Synthesis

6

6

24%

Evaluation

5

5

20%

Total

25

25

100

‘t’ test was employed to find out the significant difference between the mean scores of Pre-test and post test with respect to Higher Mental Ability in Science. The significance level was set at 0.05 level.

Major Findings of the Study

  • The Instructional Material is effective in enhancing the Higher Mental Ability in Science among Student teachers using Metacognitive Approach.
  • The Metacognitive Approach is effective in developing higher Mental Abilities in Science with respect to Application, Analysis, Synthesis and Evaluation.
  • The Student Teachers of Science Methodology were able to learn the techniques of using Metacognitive Strategies to develop Metacognitive Skills.


St Ann’s College of Education (Autonomous)

Executive Summary  of the UGC sponsored Minor Research Project-2013

Principal Investigator: Mrs. Deepthi R. Nayak, Lecturer, St.Ann’s College of Education (Autonomous), Mangalore-575001.

Title of the Study: A study on the Construction and Validation of a Tool to measure Ability for Expression in Kannada

1.0:  Introduction:
            An effort on developing and standardizing tools of   evaluation in India is still in infancy stage. There is a wide gap and the non availability of appropriate tools to assess different variables is very much felt by teachers and practitioners. Such lack has been identified by the investigator in the area of language especially with reference to Kannada Language. There are seldom efforts in the area of Kannada language, with respect to the construction and validation of tools. There is a need to develop evaluation tool to measure the Kannada language abilities namely, Comprehension, Reading, Expression-oral and written. Hence an attempt is thought of to construct and validate a test that would test comprehensively the ability for oral expression of students in Kannada at secondary  level.

2.0   Origin of the research problem(Need for the study/research):-
        The present problem has its root in the personal experience of the investigator. Having perused through the literature, to find a test to measure ability for expression, the investigator experienced the non availability of such a tool throughout the literature. A few tests that are intended to test language ability in general were found. But a test to measure exclusively the expression ability was not traced. Even the tests found lacked from validity and reliability. Hence an attempt is made of to construct and validate a test that would test comprehensively the ability for oral expression of students in Kannada secondary  level.

3.0 Significance of the Study:

                The present study will result as significant contribution in the field of education. This allows the practicing Kannada teachers to know the ability for students for expression at different stages. Ability of expression is a variable associated with various competencies both related language competencies and general intellectual abilities and hence, it is very important to identify the entry level and proceed towards the other competencies. Today the new concept of language across the curriculum demands teachers to know the entry level of students in all language skills including verbal expression.

4.0  Objectives:

  • To construct a test to evaluate expression ability of students in Kannada language.
  • To validate a test to evaluate expression ability of students in Kannada language.

5.0  Methodology.
    The present study is an experimental study where in the investigator attempted  to construct and validate a tool to measure expression ability of individuals in Language of Kannada . Hence face validity was ensured . The inter rater reliability technique was  used to ensure reliability of the tool. 100 teachers were taken as the sample of the study. The population consisted of all the teachers of Mangalore Taluk who are teaching Kannada as the first language in secondary schools.

6.2 Construction of the Tool:

  • Phase One: Review of Related Literature:
  •  Phase Two: Identification of Components through related literature
  •  Phase Three: Identification of Components through analysis of the  response of  teachers in the   field.
  • Phase Four: Deciding the components of the tool:
  • Phase Five: Preparation of the first draft of the tool:
  • Establishing Face validity of the tool:
  • Preparation of the second  draft of the tool:
  • Phase Six : Establishing Reliability of the tool:
  • Establishing practicability of the tool
  • Preparation of the final draft of the tool:

7.0 : The Final tool in Kannada
         The components along with instructions were prepared .


St Ann’s College of Education (Autonomous)
Executive Summary  of the UGC sponsored Minor Research Project-2013

Principal Investigator: Dr.Flosy C.R.Dsouza, Associate Professor, St.Ann’s College of Education (Autonomous), Mangalore-575001

Title of the Study :
      “A Study on Internet Use, Parental Monitoring and Academic Achievement of Pre-University Students of Mangalore Taluk”.

Objectives of the Study: 1. To study the Parental Monitoring of Pre-University Students of Mangalore Taluk. 2. To find the difference in Parental Monitoring of Pre-University Students based on a) Gender and b) Subject Background (Arts, Commerce and Science) 3. To study the extent of Internet Use of Pre-university Students of Mangalore Taluk..    4. To find the difference in Parental Monitoring of Pre-University Students based on a) Gender and b) Subject Background (Arts, Commerce and Science) 5. To determine the relationship between a) Parental Monitoring and Internet Use b) Parental Monitoring and Achievement and c) Internet Use and Academic Achievement of Pre-University Students of  Mangalore Taluk.

Variables of the Study: 1. Parental Monitoring of Online Activities: It is the special effort taken by the parents to observe and keep their children under surveillance of their different online activities, their likes and dislikes. It refers to the Monitoring behavior of Parents i.e. as perceived by the students. Parents take initiative to direct, guide spending their quality time with the adolescents in such a way that they are able to make use of internet in a proper manner. Parental Monitoring includes the Components namely parental Communication, Parental Control, Parental Mediation and Parental Expectation.
2. Internet Use: refers to the use of global network, linking millions of computers. It also refers to the ability of the individual to access and handle the tools of Internet with respect to the components of the Internet namely Online Engaging, Online Communication, Online Playing, Online Browsing and Online Addiction.
3. Academic Achievement:Academic Achievement refers to the knowledge attained and skill developed in the academic subjects taught in the College. In the present study it represents the percentage of the total scores of Mid-term examinations conducted by Pre University College authorities in the year 2013-2014.
The above three variables have been interpreted based on the Normal Probability Curve values i.e., Parental Monitoring of Online activities Highly satisfactory (>Mean+1SD), Satisfactory (< Mean ± 1 SD>) & Unsatisfactory (<Mean-1SD) similarly for Internet use and Achievement as High, Average and Low.

Methodology: Population and Sample of the Study: The Population consisted of all Students Boys/girls of Pre-University Colleges studying in Arts/Commerce/Science streams from Government/Private, urban / rural colleges of Mangalore Taluk. Sample for the present study consisted of 657 Students of Pre-University Colleges of Mangalore Taluk. Tools used in the Study: Parental Monitoring of Online Activities Scale and Internet Use Questionnaire: Constructed by the Investigator and validated by the experts.

Major Findings of the study:

  1. Parental Monitoring of the on line activities of 13.39% of the Pre-university students  is highly satisfactory, 70.78% of the Parents is satisfactory and 15.83% is unsatisfactory. Parental Expectation of Online Activities is high and Parental Control of Online Activities is low for students of Pre-University Colleges of Mangalore Taluk.
  2. Parental Monitoring of Online Activities of Girls is significantly higher than that of Boys of Pre-University Colleges of Mangalore Taluk.
    1. The Components of Parental Monitoring of Online Activities namely, Parental Communication, Parental Control, Parental Mediation and Parental Expectation is significantly higher for girls than boys of Pre-University Colleges of Mangalore Taluk
  3.  Parental Monitoring of Online Activities significantly differ for Arts, Commerce and Science Pre-University students.
    1. There is no significant difference between the Parental Monitoring of Online Activities of students of Arts and Commerce Streams.
    2. Parental Monitoring of Online Activities of students of Science Stream is significantly higher than that of Commerce Stream.
    3. Parental Monitoring of Online Activities of students of Science Stream is significantly higher than that of Arts Stream.
  4. Parental Communication of Online Activities significantly differ for Arts, Commerce and Science Pre-University students.
    1. There is no significant difference between the Parental Communication of Online Activities of students of Arts and Commerce Streams.
    2. Parental Communication of Online Activities of students of Science Stream is significantly higher than that of Commerce Stream.
    3. Parental Communication of Online Activities of students of Science Stream is significantly higher than that of Arts Stream.
  5. Parental Control of Online Activities differs significantly for Arts, Commerce and Science Pre-University students.
    1. There is no significant difference between the Parental Control of Online Activities of students of Arts and Commerce Streams.
    2. Parental Control of Online Activities of students of Commerce Stream is significantly higher than that of Science Stream.
    3. Parental Control of Online Activities of students of Arts Stream is significantly higher than that of Science Stream.
  6. Parental Mediation of Online Activities differs significantly for Arts, Commerce and Science Pre-University students.
    1. There is no significant difference between the Parental Mediation of Online Activities of students of Arts and Commerce Streams.
    2. Parental Mediation of Online Activities of students of Science Stream is significantly higher than that of Commerce Stream.
    3. Parental Mediation of Online Activities of students of Science Stream is significantly higher than that of Arts Stream.
  7. Parental Expectation of Online Activities differs significantly for Arts, Commerce and Science Pre-University students.
          1. There is no significant difference between the Parental Expectation of Online Activities of students of Arts and Commerce Streams.
          2. Parental Expectation of Online Activities of students of Science Stream is significantly higher than that of Commerce Stream.
          3. Parental Expectation of Online Activities of students of Science Stream is significantly higher than that of Arts Stream.
  8. The Use of Internet of 16.44% of Pre-University students is low ; 64.84% students is average and 18.72% of students have high access to Internet.
  9. The Internet Use of Boys is significantly higher than that of Girls.
          1. Boys of Pre-University Colleges have significantly higher Internet Use on Components namely Online Engaging, Communication, Playing, Browsing and Addiction than Girls of Pre-University Colleges of Mangalore Taluk.
  10. Internet Use of Science, Commerce and Arts Pre-University Students of Mangalore Taluk differ significantly.
          1. Internet Use of Science stream Pre-University students is significantly higher than the Arts stream Pre-University Students.
          2. Internet Use of Science and Arts stream Pre-University Students do not differ significantly.
          3. The Internet Use of Arts stream Pre-University students is significantly higher than the Commerce stream Pre-University Students.
  11. Internet use in terms of components namely Online Engaging, Online Playing, Online Browsing and Online Addiction among Science, Commerce and Arts Students of   Pre-University Colleges of Mangalore Taluk differ significantly.
          1. Online Engaging among Science and Commerce Pre-University Students do not differ significantly.
          2.Online Engaging between Science and Arts Pre-University Students do not differ significantly.
          3. Online Engaging among Arts Pre-University students is significantly higher than the Commerce Pre-University Students.
          1. Online Playing among Science and Commerce Pre-University Students do not differ significantly.
          2.Online Playing between Science and Arts Pre-University Students do not differ significantly.
          3. Online Playing among Arts Pre-University students is significantly higher than the Commerce Pre-University Students.
          1. Online Browsing among Science and Commerce Pre-University Students do not differ significantly.
          2.Online Browsing between Science and Arts Pre-University Students do not differ significantly.
          3. Online Browsing among Arts Pre-University students is significantly higher than the Commerce Pre-University Students.
          1. Online Addiction among Science and Commerce Pre-University Students do not differ significantly.
          2. Online Addiction between Science and Arts Pre-University Students do not differ significantly.
          3. Online Addiction among Arts Pre-University students is significantly higher than the Commerce Pre-University Students.
  12. There is a significant positive relationship between
          a. Parental Monitoring of Online Activities  and Internet Use
          b. Parental Monitoring of Online Activities  and Academic Achievement and
          c. Internet Use and Academic Achievement among Pre-University Students of Mangalore           Taluk.

Educational Implications of the Study

  1. The present study revealed a significant relationship between Parental Monitoring of Online Activities, Internet Use and overall Achievement among Pre University students. It shows that as the Parental Monitoring of Online Activities and Internet Use increases the achievement increases. Therefore, parents should continue to monitor their children in using the internet in order to enhance their Academic Achievement. 
  2. Parents need to be very careful about their expectations of Online Activities by their children. They should give time for their children and guide them accordingly in their usage of Internet
  3. Parents should not pressurize their children by keeping too much expectation from their children especially those who are in the science stream
  4. Teachers must train the Girls in using the Internet and information must be given about various search engines which will help them to improve the study skills.
  5. Various Dimensions of Internet Use must be introduced specially to girls like Online Engaging, Online Communication and Online Browsing etc.
  6. Teachers of Science, Commerce and Arts Streams must continue to encourage their students to use Internet in their own respective subjects and enlighten them to be more doers than listeners as the education concentrates on constructivism presently.
  7. Seminars, special classes and guidelines about important and useful websites on education should be part of the curriculum of the Pre-University Colleges
  8. Parents need to give patient hearing to the problems of students of Pre-University Colleges as they will be trying to find solution to their problems from the internet
  9. Parents must encourage their children to use the internet in their presence and can discuss internet issues and share internet experiences
  10. Parents should install a filter on computer to protect their children from unwanted content and to manage children’s internet access.
  11. Colleges should arrange awareness programmes for the parents, in which they can give importance for various Parental Controls Software, so that parents can use the appropriate control measures in the usage of Internet by their children.


 

 

 
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