Garg Mamta

M.Sc. (Hons.), M.Ed. , Ph.D.
· University School of Open Learning

Publications

  • Garg Mamta
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    ABSTRACT: Distance learners are enthusiastic for this learning environment because of the suitability that they expected and individual control degree. These students need dialogue with their teacher and with other students in order to consolidate and check on their own learning. Distance learners is different in many aspects from their counterparts in face-to-face education, therefore, in distance education, the teachers has to play the most responsible role. The present study was designed to explore the expectations of distance learner for the roles of their distance educators. It was found that the distance learners expected their teachers to play multifaceted roles such as Instructor, Facilitator, Constructor, Assessor, Counsellor and one who is available to them when so ever they need them.
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    Garg Mamta
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    ABSTRACT: Abstract:-“A lamp can never light another lamp unless it continues to burn its own flame. A teacher can never truly teach unless he is still learning himself. The teacher who has come to the end of his subject, who has no living traffic with his knowledge, but merely repeats his lessons to his students, can only load their minds. He cannot quicken them” (Rabinder Nath Tagore). Learning for a teacher can never be terminal. He cannot afford to be outdated and anachronistic. So, to avoid being obsolete in profession, one should always move ahead i.e. grow and develop in profession. The present investigation was designed with an aim to know the perceptions of university and college teachers about their professional development. Findings of the study revealed that most of the teachers perceived professional development as moving step ahead in organizational hierarchy. In the last part of the paper measures/interventions have been discussed which ensure high quality professional development among teachers.
  • Garg Mamta
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    ABSTRACT: Exclusion of children (with any kind of disability) from meaningful participation in the economic, social, political and cultural life of communities is one of the greatest problems facing individuals in our society today. Such societies are neither efficient nor desirable. The inclusive education set out to meet the needs of learners who were being traditionally excluded from the school or were otherwise marginalized within the classroom. Keeping this in view, the present study was designed to see whether the difference in school settings (i.e. inclusive and segregated) contribute towards emotional, social and educational adjustment of the students with visual impairment. For the study, sample was selected from the special schools for visually impaired students and from the normal schools where such students are provided education under inclusive settings. The findings of the study recommend for inclusive settings but at the same time, it is urged that under inclusive settings, the special and dedicated efforts should be made to ensure the adjustment of these students.
  • Garg Mamta, Hem Raj
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    ABSTRACT: Himachal Pradesh, for long considered one of the backward regions of North India, has fared much better in the field of education than its prestigious neighbouring states and in a far short span. From a meagre literacy rate of 31.96% in 1971, the state has reached to 83.78% (as per consensus 2011) and has become the one of the highest literacy rates in India next to Kerala. In the area of universalization of elementary education, the state also has emerged as the best performer with 107.48% GER at primary level and 106.16% GER at upper primary level. Due to peculiar geographic structure of the state, it was not easy to extend education to far reaching places and to the mobile communities. But the state has done it. In this paper, the journey of expansion of elementary education in the state of Himachal Pradesh from 1971 till date will be reviewed. Along with this the planning of the state (as per 12th five year plan) to bring quality in the education along with expansion will also be discussed.
  • Garg Mamta, Subandhu Kumar
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    ABSTRACT: The story of man's progress is the story of his progress in communication skills. Over the years the mobile phone has become the primary way of communication and is becoming ubiquitous among adolescents. There is a constant pinging of messages and teachers have encountered new challenges as text messaging language shortcuts have made their way into the academic writing classroom. The present investigation was designed to determine the impact of frequency of mobile phone usage on the communication skills of adolescents, specifically their reading and listening skills among secondary school students. The findings revealed that frequency of mobile phones usage among adolescents has a significant impact on their listening and reading skills. Non-users of mobile phones have better listening and reading skills than heavy users.
  • Dr Mamta Garg
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    ABSTRACT: The study investigated the styles of learning and thinking, study habits, achievement motivation of teacher trainees along with their attitude towards teaching and perception for B.Ed. course. It also explored the predictors that may determine the academic success of these pre-service teachers. The data were analyzed by employing product moment correlation, factor analysis and multiple regression. Findings showed that a total of 29.7% variance in marks in theory papers may be explained a total of 29.7% variance was explained by eight measures whereas five measures contributed towards the explanation of 29.5% variance in skills in teaching. But only three predictors emerged that accounted for 13.1% variance in their aggregate marks in B.Ed. The major predictor for overall academic success was participation of these trainees in dramatics in their colleges. Attitudinal variables were ineffectual in determining the overall academic success of pre-service teachers
    01/2012; DOI:10.14221/ajte.2011v36n12.4
  • Dr Mamta Garg
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    ABSTRACT: The present investigation was undertaken to identify and compare the Styles of Learning and Thinking of the secondary teacher trainees in distance and face-to-face mode of education. A sample of 200 distance trainees enrolled in B.Ed. at University School of Open Learning, Panjab University, Chandigarh and 200 face-to-face learners from three Colleges of Education affiliated to the Panjab University was selected. The statistical analysis of the data revealed that distance teacher trainees exhibited more dominance of left-hemisphere on overall learning styles and thinking styles in comparison to on-campus trainees, whereas on-campus teacher trainees demonstrated significantly higher preference for right-sided learning and thinking styles than the distance teacher trainees. The distance teacher trainees displayed verbal, structured, concrete, divergent and inventive styles of learning and these trainees were characterized as holistic, divergent, creative, optimistic and imaginative in their thinking styles. The teacher trainees in face-to-face mode were profiled as divergent learners having artistic interests and preference for inventing new things and in their thinking style, they were holistic, deductive, creative, optimistic and imaginative. The two groups of trainees differed significantly in their verbal/ non-verbal, open-ended/structured, convergent, improvisation styles of learning and fractional, deductive/inductive, creative, optimistic/pessimistic and analytic thinking.
  • M Garg
  • M Garg, M. Madra
  • Dr Mamta garg
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    ABSTRACT: Teacher, the key factor in all educational development, needs to be professionally equipped with teaching competencies, commitment and determination to perform at their best. The quality of education is a direct consequence and outcome of the quality of teachers and teacher education system. Learning to teach is not merely the mastery of a list of competencies or teaching techniques but more a whole person development process. The present study has been conducted to know the perceptions of teacher trainees in distance and face-to-face mode assuming that they have to implement what they have learnt during teacher training programme so their perception may disclose the strengths and weakness of secondary teacher training programme and accordingly suggestions may be made for the improvement in the Teacher Education Curriculum. The findings of the study suggested that most of the trainees found that theoretical knowledge was not sufficient to handle specific classroom problems that are emerging in present time so they suggested that along with theory some they should be trained in some special techniques to teach children with special needs as well as for handling other classroom problems like indiscipline, aggressive behavior of students etc. The off-campus trainees differed significantly from on-campus teacher trainees on three aspects of teacher training programme i.e. relevance of course content of theory papers, development of teaching skills and attitude, and personality development.
  • Dr Mamta Garg
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    ABSTRACT: The present investigation was conducted to describe and compare the background variables, personal characteristics and academic performance of secondary teacher trainees in distance education and face-to-face mode. The results indicated that teacher trainees in distance education differed from their counterparts in age, marital status, sex and socio-economic status. Distance trainees outperformed the on-campus trainees on their preference for left-hemispheric styles of learning and thinking, budgeting time, learning motivation, overall study habits, academic motivation, attitude towards education, work methods, interpersonal relations, and on their perception about relevance of course content of theory papers in B.Ed., but on-campus trainees outperformed distance trainees on preference for right-hemispheric learning styles, need for achievement, motivation for sports, attitude towards teaching profession, child-centered practices, teachers, overall attitude towards teaching along with their perception for development of teaching skills and attitude, personality development during B.Ed. course. In academic performance distance trainees lag behind the on-campus trainee in their marks in theory papers, skills in teaching and in aggregate.
  • M Garg
  • Dr mamta garg, Babita
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    ABSTRACT: Every 'admission season', anxious parents and over-stressed children make a bee-line to reputed pre-schools, hoping to be among the 'chosen few' who get admission. In the present study the researchers intended to assess the stress level among parents who have to prepare their tiny tot for interviews to get admission in pre-nursery/nursery classes in the reputed schools in Chandigarh and Panchkula. The data was collected from a sample of 77 parents on a rating scale, entitled ’Stress Assessment Scale for Parents’ constructed by the investigators. The findings depicted that 25.52% were having very high stress level, 68.83% of parents had reasonably high stress, and 5.2% were carrying fairly less stress for admission interviews of their wards. The parents belonging to high income group were significantly more stressed as compared to those belonging to upper middle class. Those who were living in joint family were having significantly higher level of stress than those of nuclear family. The stress level among parents did not differ with their educational qualification.
  • GARG Mamta, GAKHAR Sudesh
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    ABSTRACT: The academic performance of the learners is of great concern in every format of education. The promotion of the academic achievement is an integral part of goals to be achieved in higher education. The present investigation has been undertaken to locate the background and personal variables which may best predict the academic performance of secondary teacher trainees in distance education. The findings of the study showed that 72.1% of the variance towards the criterion variable of performance in theory papers was explained by fourteen independent variables (one background variable and thirteen measures of personal characteristics), 63.5% variance in performance in skills in teaching of the trainees was explained by eleven independent variables which included ten variables of personal characteristics and one background variable, and a total variance of 62.8% in their overall academic performance was explained by their nine variables (one background and eight variables of personal characteristics). These findings may be used to improve the services provided to the distance teacher trainees. As guidelines for in-service education planners and educators, the findings of the study can help in redefining goals, needs and approaches to teach, for this group of “double-role” in-service teacher trainees.
  • Dr mamta garg
    [Show abstract] [Hide abstract]
    ABSTRACT: The academic performance of the learners is of great concern in every format of education. The promotion of the academic achievement is an integral part of goals to be achieved in higher education. The present investigation has been undertaken to locate the background and personal variables which may best predict the academic performance of secondary teacher trainees in distance education. The findings of the study showed that 72.1% of the variance towards the criterion variable of performance in theory papers was explained by fourteen independent variables (one background variable and thirteen measures of personal characteristics), 63.5% variance in performance in skills in teaching of the trainees was explained by eleven independent variables which included ten variables of personal characteristics and one background variable, and a total variance of 62.8% in their overall academic performance was explained by their nine variables (one background and eight variables of personal characteristics). These findings may be used to improve the services provided to the distance teacher trainees. As guidelines for in-service education planners and educators, the findings of the study can help in redefining goals, needs and approaches to teach, for this group of ―double-role‖ in-service teacher trainees.
  • Dr Mamta Garg

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