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A Case Study of Flipped Classroom Model in Engineering and Business Higher Education in Bangladesh
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Miya, Mohammad Tohidul Islam; Ahmed, Khawza Iftekhar Uddin
Industrial revolution spurred standardization of education and digital revolution fosters customization of education. Digitalization intertwined with the Internet and social networking drives the education platform towards a more student-oriented (self-paced) and problem solving learning environment. This study analyzes the implementation of flipped classroom learning model, in signals and linear systems course and in marketing management course at United International University. In this model, students access asynchronous online video lectures outside the classroom and participate in in-class learning activities assigned, facilitated and assessed by the teacher. Application of this model requires continuous online access and pre-class preparation by students. It explores the potential of extending the learning platform outside the classroom by course website and expands the scope of teacher – student and student-student communication by course forum. This model brings more rigor in the course content and design in addition to scope of covering more content by developing lectures online and freeing up the class hour for learning activity and assessment. It may create extra course load for the students and create resentment about the flipped learning model. The case study extracts several critical factors in teaching staff such as tech readiness, project/problem solving oriented design, and factors in students such as tech savviness, self-starter for a self-paced course design as imperatives for successful implementation of the model. The study recommends institutional measures (curriculum redesign, continuous and activity based assessments strategies, technology integration) to help enable the teaching staff and students with skills and attitudes necessary to scale up the model university wide.
A Comparative Study of Children’s Abilities in Mathematics Problem-Solving in Pedagogy of Text And Non-Pedagogy of Text-Based Schools of Center for Mass Education in Sciences (CMES)
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Rahman, A.N.S. Habibur; Ali, Muzahid
Centre for Mass Education in Sciences (CMES) started implementing Pedagogy of Text (PoT) in 70 schools in 2014. A baseline was developed in 2014. This study conducted in June 2015 examined, 17 months later, the adaptation and implementation of PoT in the area of (i) mathematical operation: addition-subtraction and (ii) word problem solving. The research question was: which differences can be observed in language and mathematics performances when teaching traditionally versus when teaching by Pedagogy of Text approach (PoT) after one year and half of teaching? The objective of the mathematics test was to assess the following elements: (i) mathematical operation for addition and subtraction with regrouping and regrouping with zero; (ii) word problem solving involving addition and subtraction. Overall, children from Schools following the Pedagogy of text approach (PoTSch) performed better than children from Schools following the traditional Bangladesh approach (NPoTSch). Large number of children from PoTSch was able to calculate column addition and subtraction, solved addition and subtraction equations and solved word problems compared to a few number of children from NPoTSch. Globally the results show that the type of teaching had influences on language and mathematics performances of children.
A Reading Progressive Test: Assessing the Reading Ability of Upper Class Intermediate Level Students of North South University
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Hasan, Lumma Maisha
It is imperative that students, especially at the tertiary level, achieve adequate proficiency in major academic skills like reading, and writing to be able to do well in different content area courses of their choice. Thus the need for EAP (English for Academic Purpose) courses is on the rise to help students improve their academic reading and writing skills. In this regard, effective and valid testing instruments are very important to measure the proficiency level of the students, and prepare them to become effective communicators in the future. The present paper presents a test designed for 8th semester tertiary-level students followed by a discussion on test design and presentation of the findings of students’ test performance. The study, in which twenty nine students participated, tries to find a correlation between the participant’s test score and academic performance. The literature review section draws on various theoretical evidences that expand upon various aspects of the definition of reading abilities. In the study, twenty nine students of an advanced composition course participated. The results indicate that most of the items had moderate level of difficulty and discrimination, and that academic exposure has very little effect on participant’s test scores. It also reveals that three of the questions require a revision either because they lack difficulty or they simply fail to discriminate between the top and the bottom scorer. The scores of the test and test-takers’ academic exposure had little correlation. Moreover, the participants having higher academic exposure scored a little higher than the junior students which could possibly happen due to their longer exposure to teaching materials and experiences. The methodology section contains a reading comprehension with 10 MCQ questions. It is to be noted that the findings of the test can be used as washback in that they can be referred to in the future design of reading tests.
A Structured Peer Interactive Method to Overcome the Learning Gaps of the Students
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-01) Rahman, Sadekur; Badruzzaman, Khalid Been; Nishat, Nazia; Hossain, Kamrul; Mahbubul Islam, Yousuf
Teaching the basics of programming languages to novice learners is a challenging task for teachers all over the world. Even after engaging the latest teaching methods and techniques, it is often found that students have problems in using data, conditions, sequences and loops which are considered the key concepts of programming. In this study, after taking a specially designed test, a web based peer teaching method was used to help students bridge the learning gaps. The design of the test helped to identify learning gaps while debugging simulated errors in a trivial program. To check the effectiveness of this method, a research frame was designed. In the research method it was ensured with a test that none of these students have any prior knowledge about programming. After completing certain level of the course, a test named pre-test was taken to test the level of the students and find out their difficulties in understanding of applying debugging steps, i.e., finding and fixing errors in a computer program. Pre-test score of the students proved that they needed to improve their skills of debugging, i.e., they have problems at differing steps of the process. To mitigate learning gaps, students were instructed to post their problems in debugging online, and their peers were instructed to help their friends overcome their learning gaps. After one week of intervention, a post-test was taken and this time score by the students were found to have improved significantly. One month after the post-test, a retention test was taken and the scores statistically showed that this technique helped the students to overcome their learning gaps as well as to retain their mastery of the debugging process. This web based peer interactive method was found effective to reduce learning gaps and it can be easily applied to any course provided the process steps are individually tested in a test. Without significant online involvement of a teacher the students can help each other to bridge the learning gaps and become more confident learners.
Access to Education as ‘Rights’ and ‘Ability’: A Case Study of Access to Basic Education in Bangladesh
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-04-22) Dio, Asim
Education is a catalyst for human development. Considering this fact access to basic education is made free and compulsory for all citizens in Bangladesh. Government has been taking numerous policy measures and programmatic interventions to enhance the access to education and thus to achieve the target of 100 per cent access to education by 2015. However this study using secondary research method reveals that despiteachievements in some areas there are still notable gaps between achievements and targets. This study uses an analytical lens constructed with rights and ability notions of access. It analyses the present scenario of access to education to explore to what extent the education system is providing rights of access to education. At the same time it examines the efficiency of the education system and policies to see the extentto which these system and policies are able to empower the students with ability to enter, sustain and succeed in basic education. The study has found commendable achievement in enrolment and gender disparity. However, from the ability perspective the education system is still not enough inclusive with ethnic and socio-economic disparity. Special measures need to be taken in the area of access to education of children with special needs, access to education of indigenous peoples and more investments in infrastructure. Keywords: Access to education, rights and ability, indigenous peoples, ethnic minorities, primary education.
Ambiguity in Understanding of Teachers and Students on Creative Method Effectiveness: A Study on Primary Schools in Bangladesh
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-22) Tuhin, Jakaria; Haque, Imdadul; Islam, Mohammad Sajidul; Rab, Abdur; Uddin, Sharif
Bangladesh has been witnessing nearly 100% enrollment ratio in primary education over the past several years despite adverse environment. But a large number of children leave education after primary level and become victim of child labor. The Government of Bangladesh has recently introduced a creative method at primary level, keeping most of the teachers untrained. So, teachers depend on either guidebooks, available in local markets, or their self-thought and wisdom. According to the findings of this survey, 13% teachers have no complete understanding on creative method, 47% take help from guidebooks, and 25% think that creative method system is not suitable to primary students. Whereas 92% students rely on guidebooks, 67% students need help of private tutors, 25% students do not understand the question papers at exam halls, and 25% students see both mathematics and English most difficult to learn. This survey, thereby, easily reflects a real understanding on the scenario of primary education in Bangladesh.
Analysing the Impact of Gender on the International Students on the Access and Use of ICT on the Social Integration: A Case of Two French-speaking Universities in Higher Education in Canada
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-01) Basak, Sujit Kumar; Collin, Simon
In the 21 st century, the number of international students is increasing everywhere and many students are interested in studying at overseas universities since it enhances their academic career. The aim of this study is to design a structural equation model on the impact of gender for the international students to the access and use of ICT into the social integration. The population of this study was international students from two universities in Canada and the questionnaires were distributed via web link to international students. The data was analysed using the WarpPLS (5.0) software. The results of this study revealed that ICT access and use do not have an impact on the integration with peers (social integration) but does have significant impact on the social integration, particularly integration with faculty and faculty support. However, the results further revealed that gender has an impact on the access and use of ICT for the international students in their social integration.
Assessing Bangladeshi University Students’ Virtual Learning Activities: Experiences and Expectations
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Islam, Rabiul
Everyday there is something new on the Internet. And mostly, it is the youth who are up-to-date with such information and updates. They are using these new pieces of information, updates, and tools for various purposes, one of which is to get help. Nowadays, a lot of students use the Internet to learn more about their subjects, topics discussed in the classroom, and beyond. Due to the advancement of technology and access to information, they have now shifted their attention from many physical learning sources to online learning tools. There are many faculty members who are using online tools while teaching as well, although, there are some teachers who are not using or are not familiar with many of the online tools that are being used by their students. The objective of this paper is to contribute in minimizing the gap. This paper explores students’ online learning activities by studying their experiences and expectation. This study shows how much time students are spending online, what they are usually looking for, their searching techniques, types of online learning tools they use, websites they frequently visit to get information, software or applications they have found useful, classroom activities they do outside the classroom using the Internet, and types of class activities they want to do outside the classrooms. This is an interview based research which focuses on 75 students of three private universities of Bangladesh from various departments and courses. Furthermore, it includes challenges encountered by students while searching or accessing any course related contents and their expectations from their teachers in those circumstances. The outcome of this research will help educators in auditing students’ virtual learning habits and will also help them redesign their course outlines accordingly.
Challenges of Teaching Pronunciation at the Tertiary Level in Bangladesh
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Osmany, Samira; Azad, Tairen
Importance of pronunciation cannot be denied as receptive and productive skills like listening and speaking heavily depend on intelligible pronunciation. However, pronunciation hardly receives adequate importance in teaching and learning English at any level in Bangladesh. The EFL teachers of Bangladesh in some cases tend to be not willing to teach pronunciation. Khan (2007) mentions that most of the EFL teachers of Bangladesh do not know what strategies are appropriate to teach pronunciation. As a result they simply avoid teaching pronunciation. The major reason behind the negligence of teaching pronunciation is that the correlated sub-skills of pronunciation like listening and speaking also get very little emphasis in the syllabus and curriculum (Jahan, 2008). This paper, therefore, aims to explore the challenges of teaching English pronunciation at tertiary level in Bangladesh. The purpose of this study is to find out the extent to which English pronunciation is taught at tertiary level and what main challenges of teaching pronunciation are there in private universities of Bangladesh.
Cloud Sharing and Web Tools in English Language Teaching in Bangladesh: Teachers’ Attitudes
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-01) Mutmainna, Munira
Nowadays technology has become an inextricable part of our lives. The recent revolution in the field of information and communication technology (ICT) now offers broader choices and aspects for teaching and learning. Many earlier obstacles and learning or teaching barriers can now be overcome by the help of technology. Newer goals are being set to achieve in this era of technology enhanced learning. Cloud sharing is the use of technology to store, access and share various application using the cloud instead of the local server or local hard drive of one’s computer. Using cloud sharing in education means using this technology in traditional teaching and learning environment, thereby benefiting both the teachers and the students. Cloud sharing applications provide an on-demand, convenient and user-friendly access to a usually vast storage of shared resources for the teachers as well as the students. In an English as a Second Language (ESL) or English as a Foreign Language (EFL) classroom, cloud sharing as well as other web tools can be used in various ways that can make the whole teaching-learning process more effective and interesting. This paper explains how cloud sharing can be integrated into an ESL/EFL class by giving a brief description of various cloud-sharing technologies that can be integrated into ESL/EFL teaching. This paper also talks about some other popular web tools that may play a significant role in ESL/EFL teaching and learning. It concludes by giving an overview of some of the teachers’ opinions regarding the implementation of cloud sharing applications and other tools in ESL/EFL teaching-learning and what this implication entails.
Communication Management in Bangladeshi B-Schools: Acceptance and Resistance
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Genilo, Jude William R.; Quarmal, Sarkar Barbaq
In Bangladesh, business schools in the public and private sectors are divided over communication management. On one hand, the more traditional faculty members see communication management as something natural, common sense and a waste of time to learn formally. On the other hand, professions-oriented teachers view communication management as an art and skill to be learned. Given the rapid advancement and increasing complexity of the workplace, they believe that communication management courses should be part of the core curriculum – a requirement for all business students. The paper, in light of this, looks at the ongoing debate about the place of communication management in business schools. The main research questions are as follows: What are the general understandings about communication management among teachers and students of business schools in Bangladesh? What are their perceptions regarding communication management as a field - whether to teach it, what extent it should be taught, what to teach about it, who should teach it, how to teach it and how to measure student learning? The study is quantitative, exploratory and descriptive in design. Being a quantitative study, data were generated through a survey of 100 faculty, 100 graduate students and 100 undergraduate students of private and public business schools in Bangladesh.
Continuous School Improvement Plan for Quality Education in the Light of Pedagogy: An Action Research
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Rahman, Mohammad Munsur; Hamid, Mokshedul; Islam, Md. Tanbirul
Pedagogy, its concept and Continuous School Improvement Plan (CSIP) are taken as the major elements for Quality Education in the areas of both management and academic follow-up of a school (herein Rural Development Academy Laboratory School & College). Pedagogy has been explored through the thinking and practice of those educators who look to accompany learners; care for and about them; and bring learning into life. Teaching is considered as just one aspect of their practice. This action research will demonstrate how assessment techniques can be used at the micro level to assess the pedagogical efficacy of individual classes and/or major subjects (such as Languages: Bangla, English, Mathematics, Social Studies,etc) as well as individual assignments for both the teachers and students along with the School Management Committee (SMC). It will discuss the results of a two-semester study of six consecutive years in which multiple cycles of assessment and corrective action will be taken to improve the quality of a class and out of class management exercises towards the whole school. Background of the action research has been worked out under a Kaizen (TQM) programme of JICA by organizing three courses, two workshops and series of meetings with selected 14 secondary schools of Bogra Sadar, Sherpur and Shajahanpur Upazilas of Bogra district. Rural Development Academy (RDA), Bogra and Independent University, Bangladesh (IUB) will jointly share their part for sharpening some technicalities to develop and further implementation of the action research as they are in a collaborative relation for a long time.
Data Analytics to Improve Students’ Academic Performance
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Ahmed, MD Sajib; Ahmed, Khawza Iftekhar Uddin; Islam, Mohammad Tohidul; Sarwar, Miya and Hasan
United International University (UIU) has been offering graduate degrees for more than 10 years. During this time period, we are regularly coming up with students who are suffering miserably in their academic career. In academic context, these students fall into the state of probation. A probationary state is when a student’s CGPA falls below 2.00. Every new recruit is generating a larger batch of probationary students. Observation indicates that students suffer not only due to factors relating to teachers’ quality and teaching practices; a lot of other issues like social surroundings, previous academic efforts, his/her real intention and other factors affect his/her performance. In this study, we would analyze some parameters of a group of students based on their historical data. Data were collected from their current and previous academic performances and survey questionnaires related to their habits and social involvements. Some data on teaching practices and delivery quality would be considered here. The analysis on data would help us to develop a model for prediction of students’ future academic result. This prediction will help students to design their academic career more carefully and help develop a better sustainable nation.
Decolonizing English Studies in Bangladesh and Integrating Bengali Literature into English Language and Literature Education at Tertiary Level: A Case Study
(Center for Pedagogy (CP), Independent University, Bangladesh (IUB), 2016-09-01) Akther, Kohinoor; Siddiqua, Sofia
The implementation of the study of Bengali literature in the departments of English Language and Literature (ELL) in Bangladesh is to date a “to be or not to be” issue in most of the universities in general. Being a twice-born country, Bangladesh still seems to fail to liberate herself from the mental colonial legacy in many aspects of national life, including the university education. Taking a mixed-method approach, this paper examined the perceptions of different stakeholders within English studies- here, tertiary level teachers and students in ELL Department about the issues related to the integration of Bengali literature into English Studies at tertiary level. In doing so, we investigated: (a) learners’ knowledge in English and Bengali literature, (b) the problems they face (if there is any) due to the limited Bengali practice at universities, (c) their perceptions of the potential benefits of studying Bengali at tertiary level, (d) their opinions regarding the inclusion of Bengali literature into English Studies and finally, (e) the linguistic medium in which Bengali literature can be presented to the learners at tertiary level. This paper might be one of the most important steps to decolonize the English Studies as it is argued here that in order to create intercultural awareness of the learners, their (learners’) own socio-cultural and traditional values must be presented to them through native literature in original form.
Distinguishing Whether the Emperor is Indeed Clothed: Revolutionizing the Classroom by Creating an Environment of Controversial Questioning Rather than Nodding in Conformity to the Dictates of Power Structures
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) McAlary, Katy
Sex. Money. Politics. To ensure friendly interactions, this trio of “taboo” subjects is to be avoided in mixed company and polite conversation. Yet the ideas linked with the umbrella of these three are the foundation of personal ideologies, and tell more about a person than casual, “safe” chit chat. Classrooms tend to be safe zones, potentially stale with lessons in need of revival and void of controversy; but if the purpose of a classroom is to be an environment of learning, inspiration, and growth, why are such topics not included solely on the basis of avoiding difficult questions and potential offense? When taboo topics breach a classroom, oftentimes students set forth an opinion but they are unable to pinpoint where the belief set generated from. Ultimately identifying the source of a personal ideology is an essential point of self-reflection and personal understanding on the students’ part. Throughout time, social constructs have been forged by the dictates of social groups, religious doctrine, or political agendas that deem what is best for individuals within a society. And all too often, it is easier to follow rather to ask why we act the way we do and where the idea originated. Peeling the layers of personal philosophy down to its inception sets up a new platform for adding to or reconstructing the original belief set; thus, instructors should embrace the inclusion of these hard topics, provide information with and without bias for students to analyze, and allow the students to question and toy with their previously conceived notions and build upon their new ones. The value of individuals who question is critical to the progress of creating multicultural communities that choose understanding over misguided judgement. This, more than ever, should be the new direction classes should be heading.
Does Teacher’s Educational Qualification Matter in Primary Classroom?
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-22) Fawzia, Maliha; Ahmed, Rifat
It has been assumed that teacher’s pay and educational qualification are two of the key factors behind a teacher’s good performance in the classroom. Therefore, it is commonly believed that a highly paid and highly qualified teacher has greater chances of securing high achievement in his or her classroom than a low income teacher with less educational qualification. The aim of the research was to find out what percentage of difference can be made in the students’ achievement through putting a better qualified teacher with high payment in a low income primary classroom setting. Hence, the research explores and compares between the classroom achievements of two different teachers with opposite educational qualification and pay scale. The research took place at an underprivileged primary school in Urban Dhaka. 16 third grade students of the two different teachers, equally divided by their merit position sat for an English literacy standardized test. The results are being compared between two classrooms in which, one has a highly paid teacher with high educational qualification, who teaches the class with various educational materials and additional books along with the existing government textbooks whereas, the other less privileged teacher teaches with only government curriculum textbooks in his class. The finding of the research gives an interesting aspect of how achievement in both of the classrooms differed with a substantial percentage. In addition, the research also finds the importance of a set of variables such as teacher training, student and teacher’s personal motivation, teacher-student relationship and family support, behind the achievement of a student.
Education Governance in Bangladesh: A Focus on Tertiary Level
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01) Islam, Md. Shafiul
This paper investigates the governance challenges facing in the education sector in Bangladesh. Because, sound governance is very important for quality education that leads a country towards sustainable development progressively and this is urgently needed for developing countries like Bangladesh. Among many challenges, for example, office management at higher level educational institutions in the country is a big one. There is no uniformity in respect to working days and working hours. Meetings of statutory bodies such as senate, academic council, syndicate, etc. are not held regularly. It is also revealed that no university of Bangladesh is in the ranking of top 500 universities in the world. It is believed that it has happened due to lack of good governance in this sector. Now the questions arise: does governance matter for quality education? What types of governance problems confront quality education in Bangladesh? Hence, this paper explores the answers to these questions as well as puts forward policy implications in this regard. The paper is mainly based on secondary data. In addition, personal experiences and observations have also been taken into account to make it presentable to readers.
Effect of Pupil Teacher Ratio on Education Time Management in Primary Schools of West Bengal, India
(Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357) Independent Univeristy, Bangladesh (IUB), 2016-09-22) Majumder, Arup
Education is the basic means for accelerating the human development process of a country. Under the sphere of education system, primary education gets the highest priority as it forms the foundation of formal education. Primary education in West Bengal, as all over the country, suffers from many deficiencies including problems of infrastructure, shortage of schools, shortage of teachers, the financial handicap of the parents, and so on. These deficiencies have long been recognised and formed part of the popular discourse on the shortcomings of primary education in the state. The student-teacher ratio is an important factor for school management. It has been clear by our general observation that the 30: 01 pupil teacher ratio (PTR) negatively affects primary education in both rural and urban areas. Only two or three teachers are employed in most primary schools situated in different parts of India as well as West Bengal. Directly or indirectly, the scarcity of teachers as opposed to the large number of students has negative effects on school management. There are a number of daily duties that a head teacher as well as the teacher-incharge has to perform in a primary school. This heavy load of work adversely affects the quality of classes as well as the teaching/learning process in a primary school. Besides, this also has an effect on the students’ achievement. Mainly by this study we would try to understand the effects of pupil teacher ratio on the primary school management in North 24 Parganas, West Bengal, in light of the Right to Education Act, 2009. The main objective of this study was to know the effect of pupil teacher ratio on the maintenance of the school’s daily time table and on the students’ achievement. The study reveals that the pupil teacher ratio is important but the number of teachers for each class is equally important for preserving and increasing the standard of primary school education.
EFL Testing Washback: Assessment of Learning or Assessment for Learning?
((Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01), 2016-09-01) Maniruzzaman, M
It has long been assumed that assessment exerts a powerful influence on second/ foreign language learning and teaching in a backward direction, and hence is the term language testing ‘washback’. Washback, a concept standing for the impact of a test on the teacher and the learner, the educational institution, the educational system, and the society as a whole, can be either beneficial – assessment for learning or harmful – assessment of learning. The present study was designed to explore the relations of testing washback to the learning of English as a foreign language EFL) at the undergraduate level in the Department of English at Jahangirnagar University, and anticipated enriching the existing relevant literature as well as improving the assessment system and instructional strategies in the department and thus EFL education at other identical settings. Four hypotheses consonant with the objectives of the study – Q1 Assessment impedes the implementation of the EFL syllabus at the undergraduate level in the Department of English at Jahangirnagar University. Q2 Assessment prevents the EFL students at the undergraduate level in the Department of English at Jahangirnagar University from doing the tasks and activities pertinent to their acquiring communicative skills. Q3 Assessment negatively impacts upon the materials used for teaching and learning EFL at the undergraduate level. Q4 Assessment negatively affects the EFL teaching methods and techniques at the undergraduate level. – were formulated to carry out the study. Sixty students learning EFL at the undergraduate level in the Department of English at Jahangirnagar University participated in the study. A valid and reliable questionnaire was administered to collect data from the participant population. Afterward the data were analyzed by employing the descriptive and contextual methods as well as SPSS program module. The analysis of the data revealed harmful testing washback as the students learned EFL for scoring good grades in the examinations, rather than acquiring communicative competence. That is, assessment appeared to be of learning, not for learning EFL at the undergraduate level. Based on the findings, the researcher put forward specific recommendations on rethinking and modifying the syllabus, classroom tasks and activities, language materials, teaching methods and techniques, assessment system, and responsibilities of the authority concerned.
English Language Learning Strategies used by the Secondary Madrasha Students
((Center for Pedagogy (CP) Established under the Sub-project Titled “Pedagogical Development at Undergraduate and Master’s Level” (CP3357), Independent Univeristy, Bangladesh (IUB), 2016-09-01), 2016-09-01) Rahman, Fouzia
The status of English as a language in Bangladesh is somewhere between foreign and second language. It plays a significant role for the students of all classes. At the same time, learning English is compulsory not only for academic purposes but also for everyday life. As English is not our native language, the learners use different and individual learning strategies while learning English. In 2015, Madrasha education board added two hundred marks for English and made it compulsory for the secondary level students. This is why now the students are more serious about learning English than before. The paper, in this regard, focuses on learning strategies used by Madrasha students and the type of difficulties they face while applying the strategies. Through questionnaire, interview, focused group discussion the researcher tried to find out what strategies they are using, in what areas they were using them, and what difficulties were there while applying the strategies for the students from Madrasha of secondary level. Besides, this study also highlights the most common as well as popular strategies used by the students.