The objectives of study were: (1) To study the effectiveness of developed NBPL in terms of achievement of trainees on certain test of (a) Poem Composition Performance Test, (b) Basic Sketching Test, (c) Letter Writing Management Test, (d) Pre-Primary Teaching Ability Test, (e) School Official Work Test, (f) School Establishment Process Test. (2) To study the effect of developed NBPL on teaching attitude of trainees. (3) To study the effect of developed NBPL in terms of personality of trainees. (4) To study the effectiveness of NBLP in terms of reaction of the trainees towards the NBLP. (5) To study the effect of NBPL on special cases of NBLP.
The hypotheses of study were: (1) There will be no significant effect of
poem composition program on achievement of trainees. (2) There will be
no significant effect of sketch learning program on achievement of
trainees. (3) There will be no significant effect of letter writing
program on achievement of trainees. (4) There will be no significant
effect of micro - teaching and practice teaching program on achievement
of trainees. (5) There will be no significant effect of school official
work program on achievement of trainees. (6) There will be no
significant effect of establishment of own school program on achievement
of trainees. (7) There will be no significant effect of developed NBLP
on teaching attitude of trainees. (8) There will be no significant
effect of developed NBLP on personality of trainees.
Sixteen trainees and 10 school principals were selected from Nursery Teacher Training (NTT) program of Institute of Education, Devi Ahilya Vishwavidyalaya, Indore for pilot study. Twenty Principals, 20 pre-primary school teachers and 25 trainees were selected from Montessori Teacher Training program of Kalavidya Mandir Indore for final experiment. Two trainees were selected on the basis of their extreme and unusual performance on NBLP for case study.
For identification of needs – pre primary School Teacher Assessment Questionnaire, Pre Primary Teacher Aspiration Questionnaire and pre-primary Teachers Trainees Needs Assessment developed by researcher were used. For the study of effectiveness of NBPL on achievement – Poem Composition Performance Test, Basic Sketching Test, Letter Writing Measurement Test, Pre-primary Teaching Ability Test, School Official Work Test and School Establishment Process Test developed by researcher were used. For the study of Effectiveness of NBLP on Teaching Attitude and Personality- Teacher Attitude Scale by Dr. J.C. Goel and Moudsley Personality Inventory by Jalota and Kapoor were used by researcher. Researcher for data collection also used observation, Informal Unstructured interview and informal semi-structured interview techniques.
The Study was quasi experimental in nature and employed pretest- posttest Single Group Design. The study was conducted in three phases: (1) Pilot study, (2) Final experiment, (3) Case study.
The data were analyzed by correlated t - test, percentage, Chi-square and Content Analysis technique.
The findings of study were: (1) The NBLP was found to be effective in terms of achievement of the trainees. Over all 68% trainees scored first division marks while 24% trainees scored distinction marks through NBLP. It was found that NBLP was able to improve teaching ability, poem composition ability, sketching ability and letter writing ability of trainees and understanding about school official work and opening the pre-primary school. (2) Developed NBLP was found to be effective in terms of teaching attitude of trainees. In pre-test, out of 25 trainees, 4 trainees were found to be most unfavourable, 4 unfavorable, 7 neutral, 7 favorable and 3 most favorable while after NBLP out of 25 trainees, 6 were found to be most favorable, 13 favorable and 6 neutral. (3) Developed NBLP was found to be effective in terms of personality of trainees. Out of 25 trainees, 16 trainees were found extrovert while after NBLP 21 trainees were found extrovert. Those trainees, who were found introvert, were also scored more marks of to be extroversion in comparison to their pretest score of personality. (4) Developed NBLP found effective in terms of reaction of the trainees - (a) gives enough opportunity to improve the inborn talent or skills of trainees, (b) needs more flexibility in implementation, (c) is very useful in actual class room teaching learning situation of pre primary level, (d) prepares trainees to become helpful for all-round development of child, (e) develops ability to use resources economically and it is very suitable for changing society, (f) develops interesting and cooperative environment of learning, (g) enable to make training significant in all perspectives, (h) develops confidence in trainees, (i) motivates trainees towards the practical learning, (j) all types of teacher training should be based on NBLP, (k) prepares responsible and all-round teachers of pre-primary schools, (l) able to fulfill the existing needs of pre-primary school, (m) able to fulfill the learning needs of trainees, (n) able to increase the involvement of trainees in teaching learning process of training, (o) is more practical than traditional training, (p) is feasible in implementation, (q) gives opportunity to fulfill the needs of trainees, (r) should get freedom to include more needs, (s) will be able to fulfill the expectations of society and parents of child, and (t) prepares dynamic and skilled teachers. (5) On the basis of case study of two cases of NBLP, one gained maximum in form of better performance. But other observation was also unusual that trainee who was not interested in pre-primary teacher training gained least through NBLP. Although the trainee liked it very much and because of NBLP, the performance was the best but her aim was different. (6) If a person is having interest and possibility of fulfillment of his / her future needs as well as favorable learning environment is there to improve his / her in born talent or skills, in such type of program possibility of highest performance of that person is there. Even his / her intelligence level and previous achievement is not good. (7) If person is not interested and his / her future aim is different from that program, the possibility of decreasing the performance of that person is there although program may be effective in all perspective.
Keyword(s): Need Based Learning, Pre-Primary Teacher Education, Case Study Approach