2. An Innovative Soft Ware
for Learning to Write Tamil Lesson Plan
Dr. S. K. Panneer Selvam
Assistant Professor, Department of Education,
Bharathidasan University, Tiruchirappalli,TN
skpskpbdu@gmail.com
Introduction
Quality Education is indispensable for ameliorating the secondary education to stand on the platform
of globalization. It can be acquired by revamping the quality of Secondary Teacher Education through
the degree course of Bachelor of Education. Teachers are responsible facilitators for ensuring the
quality education. Teacher Education can assist to enrich the quality of teachers by implementing
innovative methods in teaching learning process. Most of the students are unable to read and write
Tamil without mistakes in Tamilnadu. Even if the Tamil is the mother-tongue of the learners, they are
unable to write correct Tamil. Parents and learners are attracted by learning English and neglect
learning Tamil language. It paves way to the learners for committing more mistakes. Errors of
learning Tamil can be rectified through effective teaching learning process. Innovative effective
method has to be investigated for easy understanding of the language. Hence innovative teaching-
learning software was prepared for error free successful learning to write Tamil lesson plan.
Need of the Study
Effective teaching is based on the planning of lesson plan which is depending upon unit plan. Writing
and preparing a lesson plan for macro-classroom is essential for a perfect teacher-trainee or in service
teacher. Most of the teacher-trainees of selecting their optional-I as Tamil at Bachelor Education level
were unable to write lesson plan in Tamil from some Educational colleges situated around the Trichy
district. Lesson plan is the skeleton of the teaching learning process. If the student-teacher is unable to
write an appropriate lesson plan for particular unit of the lesson for /poem/prose/grammar, his
teaching can not be more effective. Acquiring practice in lesson plan writing may eliminate the
problems of the teacher-trainees in teaching learning process. Learning to write Tamil lesson plan
among the teacher-trainees was identified by administering a diagnostic-test .Teacher-trainees of
Tamil scored very less mark in writing lesson plan. Hence the researcher endeavoured to prepare
innovative Software for the teacher-trainees to eliminate the problems in conventional methods of
learning to write Tamil lesson plan.
Statement of the Problem
Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan
in Tamil by conventional method.
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3. Objectives of the study
1. To measure the learning hurdles in writing Tamil lesson plan.
2. To find out the significant difference in achievement mean score between pre-test of control
group and post-test of control group in learning to write Tamil lesson plan.
3. To find out the significant difference in achievement mean score between pre-test of
experimental group and post –test of experimental group in learning to write Tamil lesson
plan.
4. To measure the effectiveness of innovative software in learning to write Tamil lesson plan.
Hypotheses of the study
1. Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing
lesson plan in Tamil by conventional method.
2. There is no significant difference in achievement mean score between pre-test of control group
and post-test of control group in learning to write Tamil lesson plan.
3. There is no significant difference in achievement mean score between pre-test of experimental
group and post-test of experimental group in learning to write Tamil lesson plan.
4. Innovative software is more effective than conventional methods in learning to write Tamil
lesson plan.
Methodology
Experimental method was followed in the study.
Sample
One hundred Teacher trainees of B.Ed were selected from Indira Ganesan college of Education, Trichy
as sample for the study. Fifty Teacher-trainees were considered as Controlled group and another Fifty
Teacher-trainees were considered as Experimental group.
Tool
Researcher’s self-made criterion reference test was used as a tool for the study.
Reliability of the tool
The co-efficient correlation was found 0.78 in the tool through split-half method.
Validity of the tool
Face validity and Content validity was established for the test through expert suggestions. Hence
reliability and validity were properly established for the study. ‘t’ test was used as a statistical
technique for the study.
Procedure of the study
1. Problems identification by administering diagnostic test.
2. Preparation of innovative software and validation.
3. Pre-test-treatment-post-test.
4. Finding the effectiveness of the software.
5. Implementation of the study.
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4. Data collection
The researcher administered a diagnostic test to identify the problems of the Teacher-trainees in
learning to write Tamil lesson plan with permission of Principal of the college. Pre-test –Treatment-
Post-test was used for the control group in conventional method. Pre- test- using the innovative
software and post -test was administered for the research.
Hypothesis testing
Alternative Hypothesis-1
Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson
plan in Tamil by conventional method.
Teacher-trainees scored 24% of marks in writing Tamil lesson plan. Seventy six percentages of teacher-
trainees committed the mistakes in writing lesson plan. It substantiates that the problems existing in
writing lesson plan among the teacher-trainees in Tamil by conventional method. Hence the Teacher-
trainees of optional I as Tamil in Bachelor of Education have problems in writing lesson plan in Tamil
by conventional method.
Null-Hypothesis-2
There is no significant difference in achievement mean score between pre-test of control group and
post-test of control group in learning to write Tamil lesson plan.
Table-1
Tests N Mean S.D. do t- value Result
Pre-test control group 50 8.62 2.32
Insignificant
98 0.214
Post- test control
50 8.68 2.42
group
Achievement means scores between pre-test of control group and post-test of control group.
The calculated t value is (0.214) less than table value (1.96). Hence null hypothesis is accepted at 0.05
levels. Hence there is no significant difference between the pre-test of control group and post-test of
control group in achievement mean scores of the teacher-trainees in writing Tamil lesson plan through
conventional methods.
Null Hypothesis- 3
There is no significant difference in achievement mean score between pre-test of experimental group
and post-test of experimental group in learning to write Tamil lesson plan.
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5. Table-2
Level of
Tests N Mean S.D. df t- value
significance
Pre-test Experimental
50 14.39 3.68
group P>0.05
98 9.32
Post- test Experimental significance
50 18.12 3.02
group
Achievement means scores between pre-test of experimental group and post-test of
Experimental group.
The calculated‘t’ value is (9.32) greater than table value (1.96). Hence null hypothesis is rejected at 0.05
levels. Hence there is significant difference in achievement mean score between the pre-test of
Experimental group and post-test Experimental group in achievement mean scores of the teacher-
trainees of B.Ed College in learning to write Tamil lesson plan.
Hypothesis- 4
Innovative software is more effective than conventional methods in learning to write Tamil
lesson.
The above two tables prove and confirm the innovative software is more effective than traditional
approaches in learning to write Tamil lesson plan. Mean scores in pre-test of Experimental group by
conventional method is (14.39) less than the mean score of post-test of Experimental group by using
innovative software in learning to write Tamil lesson plan (18.12). It substantiates that innovative
software is more effective than conventional methods in learning to write Tamil lesson plan.
Findings
1. Teacher-trainees of optional I as Tamil in Bachelor of Education have problems in writing
lesson plan in Tamil by conventional method.
2. There is no significant difference in achievement mean score between pre-test of control group
and post-test of control group in learning to write Tamil lesson plan.
3. There is significant difference in achievement mean score between pre-test of experimental
group and post-test of experimental group in learning to write Tamil lesson plan.
4. Innovative software is more effective than conventional methods in learning to write Tamil
lesson.
Recommendation of the study
1. Preparing more software’s for learning of Tamil may simplify the learners of Tamil in mother
tongue as well as Tamil as second language learners.
2. It may be implemented in Diploma in Teacher Education also.
3. It may be implemented in School Education also.
4. It may be implemented in Collegiate Education also.
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6. Conclusion
Like this study can eliminate the problems of the learners in all levels of education.
References
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48 by The Chinese Universityof Hong Kong Faculty of Education,
2. Wahab, Norshahriah and Zaman, Halimah Badioze (2007) Multimedia courseware Package
for learning English based on learning styles (mel-e). in: ICEEI2007 Bandung, Indonesia.
3. Britten, J.S. and Cassady, J.C. (2005) The Technology Integration Assessment
Instrument: Understanding Planned Use of Technology by Classroom Teachers: Computers in
the Schools Vol. 22, No. 3/4, pp. 49-61.
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