Title: Teaching-Learning Process and Dialogical Understanding: A Study Findings in India
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Live-Stream Presentation
Dipjyoti Konwar, University of Delhi, India
Vinita Bhargava, University of Delhi, India
This paper discusses the findings of a doctoral research with adolescent girls aged 15-19 years in India. The main objective was to find the overall impact of cash transfer (CT) schemes on adolescent girls. One of the objectives was to understand the role of CT on the academic achievement of the girls. A total of 120 adolescent girls were personally interviewed in this process along with select teachers, parents, and state officials. Data collection was done in two states- Assam and Delhi and two Interview schedules were developed, pilot tested and administered. The WHO’s "Subjective Well Being Inventory" (SUBI) by Sell & Nagpal (1993) was also administered to find out subjective well being status of the girls. One of the findings of the research was the perception of “teaching-learning” among the girls and their teachers. Teachers generally assessed the teaching-learning in a quantitative and objective terms, while adolescent girls were found to be reporting their learning more subjectively. For students, a little learning on a favourite subject was a big sense of achievement while it may not necessarily reflect on their report card. The main finding of the study also highlights that CT has a psycho-social impact on the adolescent girls who received and utilised it. Therefore, it is very important to understand the teaching-learning process in a more dialogical manner.
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