Dheeran, Anuradha. (2017). IMPACT OF EDUCATIONAL ERGONOMICS PROGRAMME (EEP) ON CRITICAL THINKING AMONG STUDENTS OF XI GRADE”. Unpublished. Ph.D., Education. Banasthali Vidyapith.
To study the effectiveness of Educational Ergonomics Programme (EEP) interms of Critical Thinking amongst students of XI grade.
To compare the mean scores of Critical Thinking of Educational Ergonomics Programme (EEP) Group with Conventional Method Group by considering pre scores as co-variate.
To study the effect of Treatment, Academic stress and their interaction on Critical Thinking of students by taking pre scores as co-variate.
To study the effect of Treatment, Risk Taking and their interaction on Critical Thinking of students by taking pre scores as co-variate.
To study the effect of Treatment, Group Intelligence and their interaction on Critical Thinking of students by taking pre scores as co-variate.
To study the effect of Treatment, Academic Motivation and their interaction on Critical Thinking of students by taking pre scores as co-variate.
To study the effect of Treatment, Emotional Intelligence and their interaction on Critical Thinking of students by taking pre scores as co-variate.
To study the change in Reaction towards Educational Ergonomics Programme (EEP) interms of the students.
The pretest mean scores of Critical Thinking is not significantly different from posttest mean score of Critical Thinking of Educational Ergonomics Programme (EEP) group.
The mean scores of Critical Thinking of Educational Ergonomics Programme (EEP) Group is not significantly different form those of Conventional Method Group whenpre scores are considered as co-variate.
There is no significant effect of Treatment, Academic stress and their interaction on Critical Thinking of students when pre scores are taken as co-variate.
There is no significant effect of Treatment, Risk Taking and their interaction on Critical Thinking of students when pre scores are taken as co-variate.
There is no significant effect of Treatment, Group Intelligence and their interaction on Critical Thinking of students when pre scores are taken as co-variate.
There is no significant effect of Treatment, Academic Motivation and their interaction on Critical Thinking of students when pre scores are taken as co-variate.
There is no significant effect of Treatment, Emotional Intelligence and their interaction on Critical Thinking of students when pre scores are taken as co-variate.
The mean scores of Reaction towards Educational Ergonomics Programme (EEP) before and after the treatment is not significantly different.
70 XI grade students where selected of which 35 were selected as experimental group while the other group was allowed to continue with their normal activities and termed as control group.
Critical Thinking Appraisal
Educational Ergonomics Program Inventory
Stress Inventory for School Students
Verbal Measure of Risk- Taking
Group Test of Intelligence
Academic Motivation Scale
Emotional Competence Scale
The present study was experimental in nature. The design of the study was Pre -test post test control group design.
t-test
ANCOVA
The critical thinking of EEP Group enhanced by the end of the treatment.
The critical thinking of EEP Group was more than the Conventional Group.
The critical thinking was found to be independent of interaction between treatment and Academic Stress.
The interaction of Treatment and Risk Taking had little effect on critical thinking.
Critical thinking found to be independet of interaction between treatment and Intelligence.
Interaction between Treatment and academic motivation had a great effect on Critical Thinking.
The treatment and Emotional Intelligence affected Critical Thinking to a great extend.
Favorable Reaction towards Educational Ergonnomics Program was found throughout the treatment, which increased by the end of the programme.
The present study can guide policy makers to formulate a legal provision for organization to follow the ergonomic criteria while setting up the schools, framing a curriculum, conducting the learning activities in schools.
With the help of EEP, students critical thinking maximizes. So administration can instruct the teachers to use Educational Ergonomiics while teaching the subjects.results shows that the Risk Taking strengthens the critical thinking of a student. So teachers can give challenging task where learners take risk and become critical thinkers.
The study also reveals that academic-motivation is helpful in developing critical thinking. Moreover the study exhibits critical thinking enhancement with highly Emotional Intelligence enhances while working in group, they can be inspired to balance their Emotional Intelligence level and try to work cooperatively.
Keyword(s): Educational Ergonomics Program, Critical thinking, Academic stress, Risk taking, Intelligence, Academic Motivation, Emotional Intelligence