International Journal of Research in Social Sciences

Vol. 9 Issue 2, February 2019,

ISSN: 2249-2496 Impact Factor: 7.081
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TEACHING APTITUDE OF B.Ed. STUDENT-TEACHERS OF THE

INSTITUTE OF ADVANCED STUDIES IN EDUCATION AND
COLLEGE OF TEACHER EDUCATION IN ODISHA

Mr.Hare Krushna Parh*

Dr. Benjongkumba*
ABSTRACT
The characteristics of the teacher as yardsticks to measure the achievement and aspirations
of the nation have been considered as an important factor in this research. The potentiality of a
country can be evaluated by the work of a teacher. They are the real nation builders. The teachers
inculcate right conduct, right thought, in the students by their active association and classroom
participation. Teacher performance, teacher competence and teacher effectiveness are all
interlinked and influenced by other characteristics of teacher such as teaching aptitude, attitude
towards teaching profession and Value pattern etc.. The success in teaching and satisfactory
preparation of teaching profession is only possible to those people who have remarkable aptitude
in teaching.

Thus this study was conducted with the object to know the level of teaching aptitude of student-
teachers continuing their Bachelor of Education programme in Odisha. In this regard 180
student-teachers were taken as sample from six institutions of two types and their teaching
aptitude was administered through the standardized tool „TEACHING APTITUDE TEST
BATTERY‟ developed by Singh and Sharma. It was found that no student-teacher could qualify
for high teaching aptitude level and the mean scores of teaching aptitude of female student-
teachers are more than the male student-teachers.

*
Dimapur Government College

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INTRODUCTION
Education prepares the future generation of a nation where teachers play the most vital
role in this process. Education Commission (1964-66) says “of all different factors which
influence the quality of education and its contributions to national development, the quality,
competence, and character of teachers are undoubtedly the most significant”. The whole quality
of education depends upon the teacher. According to Dr. A.P.J Abdul Kalam (2015) “A good
teacher can eliminate the weakness of our education. An efficient teacher alone can provide
qualitative education… the delivery of quality education is possible only through quality
teachers. The success of students is a testimony to the great service of teacher. A teacher must
develop capacity for research and inquiry; capacity to use high technology and capacity for
moral leadership among students”.

The quality of teacher education in our country especially at the secondary level is far from
satisfactory (Kothari &Shelat, 2009). Singh (1995) reported that the educationist in the country
were greatly concerned and anguished with the continued deterioration in the quality of teacher
education. NCTE (1998) studied the growth and development in India and observed that after
independence number of secondary teacher education institutions had increased at a very faster
rate by ignoring its quality. From past to present, it appears although the nomenclature has
undergone a change from „training‟ to „education‟, the system by and large remained unchanged.
In order to enable the teachers to act as catalyst in the process of developing the future
generations and to discharge their duties effectively they should have aptitude towards teaching.

CONCEPT OF TEACHING APTITUDE

Some specific abilities are necessary for gaining success in personal activities. These
abilities help an individual to acquire a required degree of proficiency or achieve success in a
specific field is called „aptitude‟. The word “aptitude” is derived from the word “Aptos” which
means “fitted for”. The term refers to a natural or acquired capacity or ability, especially a
tendency or inclination to learn or understand (Webster's Medical Dictionary,
2002).Dictionary in English (2011) enumerated that teaching aptitude means probability of
success in teaching. Whereas, Kumar (2012) considered the teaching aptitude means an interest
in the teaching work orientation, implementing teaching principles and methods. Kaur (2014)

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described teaching aptitude as a specific capacity or special ability, distinct from the general
intellectual ability of an individual, indicative of his probable success in a particular field after
receiving appropriate opportunity for learning or training. Bingham (1937) defines aptitude as a
condition or set of characteristics regarded as sympathetic of an individual‟s ability to acquire
responses. He refers aptitude to those qualities characterizing a person‟s way of behaviour which
serve to indicate how well he can learn to meet and solve a certain specific kinds of problem.
Spearman (1927) opined aptitude is the potential ability of an individual that promises future
fruition in to perfection. Traxler (1957) viewed “Aptitude is a present condition which is
indicative of an individual‟s potentialities for the future”.

Aptitude is an innate, acquired, learned or developed component of competency to a

certain kind of work at a certain level. The teaching aptitude of a teacher may also affect the job
satisfaction and his responsibilities towards academic activities. A variety of factors seems to go
along with teachers‟ aptitude and is depended upon certain personal traits, intellectual and
temperamental and these often will enable the teacher to get over even drastic constraints
imposed on his performance. There are so many factors which have dominant roles on teachers‟
aptitude. kaur (2007) in a study established that Academic achievement, teaching aptitude and
the personality traits as the predictors of success in elementary teacher training. Cooley and
Paul argued that “yesterday‟s achievement is today‟s ability and tomorrow‟s aptitude”.

NEED OF THE STUDY

A comprehensive system on the teaching learning process required to be planned for the
purpose. Teacher‟s education institutions are catalyst to provide a comprehensive platform for
the growth and development of student-teachers. Improvement of teachers‟ efficiency is a means
to enhance the quality of teacher education. The factors that are inherent and acquired need to be
identified and empowered for making the teacher powerful and effective. Prospective teachers
can explore the hidden capacities of the students and mould their behaviour in desirable
directions. In order to know the prospective teachers and their attributes a study in this regard felt
necessary. In the present context, quality teacher education becomes mandatory to compete in
the global market. The whole education system of our country depends upon the quality of
teacher. There is a need of establishing and standardizing the quality in teacher. Improving the

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quality of education and to prepare competent teachers is necessary for the development of the
society. Teaching Aptitude is considered to be an important characteristic in order to become a
successful teacher in this profession and it can predict the future of an individual in which field
he/she can better prosper. Thus, this study is conducted to know the level of teaching aptitude of
student-teachers in Odisha.

OBJECTIVES OF THE STUDY

The following objectives were kept in focus.
(i) To investigate the level of teaching aptitude of B.Ed. student-teachers.
(ii) To find out the significant difference that exists between male and female B.Ed. student-
teachers with respect to teaching aptitude.

HYPOTHESES OF THE STUDY

In order to justify the objectives of the study given above, the following hypotheses were
formulated.
HO1: There exist student-teachers in all five levels of teaching aptitude in Odisha.
HO2: The mean of teaching aptitude scores of male student-teachers is more than the mean of
teaching aptitude scores of female student- teachers.
HO3: The mean of teaching aptitude scores of female student- teachers is more than the mean of
male student-teachers.

METHODOLOGY
Analytic survey method was used in the present study. In this study field work was done.
The field of investigation was consisted with 180 numbers of B.Ed. student-teachers of six
Teacher Education Institutions.

SAMPLE
Sample is relatively a small group of subjects selectively chosen from the population
which represents all the characteristics of the population. In this present study, the investigator
used random sampling techniques. Care was taken to select equal number of samples from each

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institution keeping in view the type of institutions under different Universities. The investigator
selected 180 student-teachers from six Teacher Education Institutions of Odisha of two types viz,
IASE and CTE as sample. The sample consisted both male and female student-teachers which is
presented in table-1 in detail.
TABLE-1
DETAILS OF SAMPLES TAKEN FROM TEACHER EDUCATION INSTITUTIONS

Sl. Name of Teacher University Male Student- Female No. of

No Education Institutions Teachers Student- sample
Teachers taken
1 College of Teacher Sambalpur
16 14 30
Education, Rourkela. University
2 College of Teacher Fakir Mohan
16 14 30
Education, Balasore. University
3 Nalini Devi College of Utkal
00 30 30
Teacher Education, BBSR. University
4 DibakarPattnayak Institute Berhampur
of Advanced studies in University 19 11 30
Education.
5 Radhanath Institute of Utkal
Advanced Study in University 27 03 30
Education, Cuttack.
6 Dr. P.M. Institute of Sambalpur
Advanced studies in University 19 11 30
Education, Sambalpur
Total 97 83 180

TOOL USED IN THE STUDY

The Success of research depends upon data collection objectively, scientific use of
instruments for data gathering and adequately analysing the required and relevant data collected.

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It also involves how scientifically the data gathering instruments are employed. For the present
study, the researchers have employed the following standardized tool.
(i) TEACHING APTITUDE TEST BATTERY (TATB)
By Dr. R.P.Singh and Dr. S.N.Sharma.

TEACHING APTITUDE TEST BATTERY (TATB)

Teaching aptitude test battery (TATB) is developed by Dr. R.P. Singh and Dr. R.N.
Sharma. The battery consists of 120 items. It is a battery of five sub-tests based on five popular
dimensions (tests) namely i) Mental ability ii) Attitude towards children iii) Adaptability iv)
Professional information v) Interest in profession. This teaching aptitude test battery is designed
for the use among teachers and prospective teachers. It is intended to serve as a tool for selecting
students for admission in teacher education institutions and also on teachers. There is no fixed
time limit yet it generally takes 90 minutes.

SCORING PROCEDURE
All the items in sub-test I, III, IV and V are marked right or wrong. For each right
response „one‟ is given while „Zero‟ for wrong. Items in sub-test II are scored in a five point
scale. The best answer is given a credit of „five‟ while the worst answer is given the credit of
„one‟. Final score of a testee on this sub-test-II is obtained by dividing the so obtained scores by
5. The score on the whole test of a testee is obtained by adding his scores on all the five sub-
tests. The maximum score one can obtain on this test is 120. Scoring is made with the help of
given scoring key.

STATISTICAL TECHNIQUES USED

Taking the help of the research tool already described, the data were collected and
tabulated. The raw scores obtained through were processed. Descriptive statistics like mean,
median, mode, standard Deviation and percentage were computed and employed for analysis and
interpretation of data.
DELIMITATION OF THE STUDY
The present Study was delimited to the following:

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(i) The study was delimited to the Bachelor of Education (B.Ed.) student- teachers of six
teacher education institutions (three IASE and three CTE) managed by Government of Odisha.
(ii) In-service student-teachers perusing B.Ed. are not included in this study.

OPERATIONAL DEFINITIONS OF THE TERMS USED

IASE –Institute of Advanced Studies in Education are the Institutions, selected and upgraded by
NCTE having some special facilities like research and imparts the degrees viz. B.Ed., M.Ed.,
M.Phil., Ph.D. and D.Litt. etc. These Institutions are given special financial aid by U.G.C/State
government for varieties of development.

CTE- College of Teacher Education Institutions basically imparts teacher‟s education to the
secondary school teachers. These Institutions are upgraded to CTE by NCTE from teachers
training colleges.

ANALYSIS AND INTERPRETATION OF DATA

This section is devoted to the statistical analysis and interpretation of data. The data
obtained through the procedure do not serve the purpose unless it is systematically classified,
tabulated and interpreted, in consistent with the inherent meaning and scope of the problem.
Tabulation denotes the recording of the classified data in quantified terms. Data obtained were
tabulated as required by descriptive statistics and graphical representation. The scores of
different variables of total group of student-teachers, male and female student-teachers were
depicted through percentage frequency distribution curves. The percentage frequencies became
necessary because in the different groups, the numbers of male and female student-teachers were
unequal and the use of direct frequency distribution would not have made a comparative
estimate. For proper comparison, frequency distributions were converted in to percentage
frequency distribution. During the preparation of frequency polygons, the same abscissa was
used for three curves, one for total group of student-teachers and another two for male and
female student-teachers. Each curve was plotted for midpoints of class interval on the „X‟ axis
and corresponding frequencies on the „Y‟ axis.
Teaching Aptitude of B.Ed. Student-Teachers

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Data were tabulated to investigate the nature of distribution of scores for teaching
aptitude of B.Ed. student-teachers. The mean, median, mode and standard deviation were
computed for teaching aptitude. The measures are recorded in Table - 2.
TABLE -2
THE MEAN, MEDIAN, MODE AND STANDARD DEVIATION OF TEACHING
APTITUDE FOR STUDENT-TEACHERS

Standard
Groups N Mean(M) Median(Mdn) Mode(Mo)
Deviation(SD)
Total Group 180 73.45 74.5 70.00 13.00
Male student-
97 71.24 71.00 60.00 13.55
teachers
Female
student- 83 76.12 77.00 74.00 12.66
teachers

Table.2 shows that the values of mean, median and mode appear to resemble for total
group in case of the variable teaching aptitude. The mean, median and mode of teaching aptitude
were 73.45, 74.5 and 70.00 respectively. The value of standard deviation was found to be
13.00.Table.2 shows that the mean, median, mode and standard deviation of the male student-
teachers were found 71.24, 71.00, 60.00 and respectively. The study of standard deviation was
found to be 13.55. Similarly, the mean, median, mode and standard deviation of the female
student-teachers were found out to be 76.12, 77.00, 74.00 and 12.66 respectively. It is revealed
from the above table that the mean value of female student-teachers is more than the mean value
of male student-teachers.
The frequency distribution of scores on teaching aptitude of total group, male and female
student-teachers have been presented in Table.3. The same has been depicted through the
frequency polygon in figure.1.

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TABLE.3
FREQUENCY DISTRIBUTION OF SCORES ON TEACHING APTITUDE FOR TOTAL
GROUP, MALE AND FEMALE STUDENT-TEACHERS

Class Mid Total Group Male Student- Female Student-

Interval Points Teachers Teachers
f Percentages f Percentages f Percentages
95 – 99 97 5 2.77 2 2.84 3 4.03
90 – 94 92 17 9.44 6 6.25 10 12.90
85 – 89 87 21 11.66 10 10.22 11 13.70
80 – 84 82 24 13.33 14 13.06 12 14.51
75 – 79 77 23 12.77 10 11.36 13 15.32
70 – 74 72 24 13.33 11 11.93 13 15.32
65 – 69 67 20 11.11 13 13.06 6 7.25
60 – 64 62 19 10.55 11 11.36 7 8.87
55 – 59 57 12 6.66 8 9.09 4 4.83
50 – 54 52 9 5 8 7.95 1 0.80
45 – 49 47 3 1.66 2 1.70 1 0.80
40 – 44 42 3 1.66 2 1.13 2 1.61
N 180 97 83

FIGURE – 1
POLYGON REPRESENTING SCORES ON TEACHING APTITUDE FOR TOTAL
GROUP, MALE AND FEMALE STUDENT-TEACHERS

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18

16

14

12

10 Total Group
8 Male Student- Teachers
Female Student- Teachers
6

0
38 42 47 52 57 62 67 72 77 82 87 92 97 102

SCORES ON TEACHING APTITUDE

LEVEL OF TEACHING APTITUDE OF TOTAL GROUP, MALE AND FEMALE
STUDENT- TEACHERS
In order to study the level of teaching aptitude of Total Group, Male and Femalestudent-
teachers, data collected through the teaching aptitude test battery were tabulated and analysed.
Five cutting points were determined. The respondents those who scored z value between +1.26 to
2.00 included in the high teaching aptitude category, those who obtained z score between + 0.51
to + 1.25 included in above average aptitude category, the student-teachers who scored z value
between -0.50 to +0.50placed in the average teaching aptitude ,the respondents who obtained z
valuebetween -0.51 to -1.25 included in the below average and those who scored z value
between -1.26 to -2.00 placed in the low teaching aptitude category. The following Table – 4
shows the number and percentage of student-teachers in high, above average, average, below
average and low teaching aptitude category.

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TABLE – 4
LEVEL OF TEACHING APTITUDE OF TOTAL GROUP, MALE AND FEMALE
STUDENT-TECHER

CATEGORIES

Low Below Average Above High Numbers

GROUPS Teaching Average Teaching Average Teaching (N)
Aptitude Teaching Aptitude Teaching Aptitude
Aptitude Aptitude

Total 21 50 69 40 00
180
Group (11.66) (27.77) (38.33) (22.22) (00.00)

Male
16 26 38 17 00
Student- 97
(16.49) (26.80) (39.17) (17.52) (00.00)
Teachers
Female
03 23 31 26 00
Student- 83
(3.61) (27.71) (37.34) (31.32) (00.00)
Teachers

(Numerical values given in parentheses are percentages)

The table -4 represents that about 22.22 percent student-teachers were having above
average teaching aptitude, about 38.33 percent Average, about 27.77 percent Below average and
about 11.66 percent low teaching aptitude in total group. No student- teacher could qualify the
high teaching aptitude category. It indicates the quality of student- teachers of the state who are
given the responsibility to make the future of the nation.
The table further indicates the level of teaching aptitude of male student-teachers. About 17.52
percent male student-teachers were having above average teaching aptitude, about 39.17 percent
Average; about 26.80 percent below average and about 16.49 percent low teaching aptitude in
male student-teachers group.
The table-4 also reveals the level of teaching aptitude percentages of female student-
teachers. About 31.32 percent female student-teachers were having above average teaching

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aptitude, about 37.34 percent Average; about 27.71 percent below average and about 3.61
percent low teaching aptitude in female student-teacher group.
FINDINGS OF THE STUDY
The findings of the study pertaining to teaching aptitude of B.Ed. student-teachers of
teacher education institutions of Odisha have been presented below
 The Study revealed that about 31.32 percent Female student- teachers are having above
average teaching aptitude, whereas only about 17.52 percent male student-teachers are qualified
for this group.
 About 37.34 percent Female and 39.17 percent Male student-teachers are having average
teaching aptitude.
 About 27.71 percent Female and 26.80 percent Male Student –teachers are having below
average teaching aptitude.
 About 3.61 percent Female and about 16.49 percent Male student-teachers are having low
teaching aptitude.
 In most of the levels of teaching aptitude, Female student-teachers are better than male
student-teachers.
 No single student-teacher is having high teaching aptitude.
 There exists significant difference in teaching aptitude between the male and female
B.Ed. student-teachers. The female student-teachers possess better teaching aptitude than male
student-teachers.
 The mean value of teaching aptitude scores of female student- teachers is more than
the mean value of male student-teachers.

EDUCATIONAL IMPLICATIONS
The quality of education depends on the quality of teachers. In turn, the quality of
teachers depends upon the quality of teacher education. The quality of teacher education also
depends on many factors out of which teaching aptitude is minutely studied in this study and
vividly narrated. In educational hierarchy there are pre-primary, primary, secondary, higher
secondary and higher education where teachers play a key role with slight difference. The quality
in teacher education is a matter of priority. Teaching is a royal road for learning. It is a

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profession where teachers are not born but also made. Students having Positive attitude with
appropriate value can fulfill the aspirations of the nation.

The investigation shows a fair comparison between male and female student-teachers taking all
factors such as samples in to consideration. Female student-teachers are having better teaching
aptitude and attitude towards teaching profession in relation to male student-teachers. Quality
students are only nurtured in the womb of good teachers.To minimize these differences adequate
provisions shouldbe made. Workshops and different programmes should be organized for the
student-teachers so that their teaching aptitude maybeboosted.

CONCLUSION
It is pertinent to mention here that quality in teacher education is not an independent
phenomenon. It is influenced by a number of factors like teaching aptitude, attitude towards
teaching profession and values components of student-teachers. Quality can never be maintained
and improved unless capable teachers with a high and above average people are chosen for this
profession. The entry level entrance tests must be so designed to scout talents for teaching
profession. This small study is an indicator of the teaching aptitude of student-teachers of Odisha
where a single student-teacher could qualify for high teaching aptitude level. The study revealed
the fact that the aptitude is both inborn and acquired, hence the government must think of the
modalities for enhancing the level of teaching aptitude of the student-teachers as it is one of the
very important characteristic of good teacher. Educational implication

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