Attitude of B.Ed. Teacher-trainees Toward Continuous Internal Assessment in Manipur

Abstract

The one-time examination overburdens the learner, and also, it cannot assess the progress of the learner properly, as learning is a continuous process. Continuous internal assessment maintains a cumulative record of teacher trainees’ progress in learning and provides information to the teacher to improve their own effectiveness. Teacher trainee’s attitude need to be studied for effective and proper implementation of continuous internal assessment. Therefore, an attempt has been by the authors to study B.Ed. teacher trainees’ attitude towards Continuous Internal Assessment. A sample of 600 B. Ed. teacher trainees studying in B.Ed. Colleges of Imphal East and Imphal West District under Manipur University during the academic year 2023-24 have been selected through stratified random sampling techniques. A descriptive method was adopted for the study, and a standardized questionnaire was used for data collection. Data were analyzed using mean, t-test, and ANOVA. The findings highlight that male and female teacher trainees have almost the same attitude toward Continuous Internal Assessment. Furthermore, it is also evident from the analysis that arts and science teacher trainees and rural and urban teacher trainees have an equal attitude toward Continuous Internal Assessment. The finding revealed that the teacher trainees who belonged to the female, rural, and private categories had less favorable attitudes than their counterparts. Therefore, to encourage a highly favorable attitude toward continuous internal assessment among teacher trainees, they must be provided with adequate guidance, teaching-learning materials, and appropriate infrastructure.