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This study is to analyze the factors of cognitive engagement in
content of the courses at AIOU. For this purpose, the unit entitled
'Futurology and Education of course "Trends and Issues in
Education" code 3701for MS Leading to PhD program of AIOU was
selected. The objectives of the project work were to identify and
analyze the factors of cognitive engagement and to give suggestions
for the improvement of the said course in the light of opinions of
faculty members and students. The population of study was all
faculty members of AIOU Faculty of education and all students of MS
Leading to Ph.D. Program enrolled in semester spring 2009 who
studied the said course. In view of the time and resources
constraints, unit #1 entitled 'Futurology and Education of course
"Trends and Issues in Education" code 3701for MS Leading to Ph.D
program of AIOU was selected in order to collect the data through
structured questionnaire designed for the purpose. The data was
analyzed and the results were converted into percentages and mean
scores. Findings were drawn and conclusion were made The language
of the content is simple.
The purpose of the present study is to investigate the behavioral
problems in the disabled students, thus explaining the poor social
and behavioral functioning associated with learning disabilities
and emotional disturbances. Students with physical disabilities
were used as sample for the purpose of study. A checklist of liking
and disliking, perceptions of self-worth and social acceptance, and
teacher ratings of conduct problems, anxiety-withdrawal, and
attention problems was considered to obtain data. Students with
disabilities were less accepted and liked and also perceived their
self-worth and social acceptance to be lower than normal students.
Group interactions were apparent for several of the peer rating and
behavioral variables, indicating that different patterns of social
and behavioral functioning distinguished them from the normal
students. The findings highlight that majority of the disabled
students have bitter behavioral expressions, and low achievement.
The study supports the notion that there may be a common cognitive
cause for both disability and behavior problems. The study is
equally beneficial for trainers, researchers and special education
trainee teachers.
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