Mollykutty, T M. (1991). Effectiveness of Modular Approach in Teacher Education and requisites for implementation. Unpublished. Ph.D., Education. University of Kerala,Thiruvananthapuram, Kerala.

The objectives of the study were: (1) To survey and asses existing conditions in institutions of Teacher Education in terms of modular approach. (2) To test the effectiveness of modular approach in Teacher Education. (3) To identify the facilitating institutional conditions for effectiveness of modular approach in Teacher Education Institutions.

The hypotheses of the study were: (1) Modular approach is more effective than the approaches adopted at present by teachers in institutions of Teacher Education. (2) Certain implementation requisites are required for effective introduction of modular approach in Teacher Education Institutions.

 All the nineteen training colleges of Kerala state and the whole faculty of 160 teacher educators formed the sample for the study. 170 trainees in small groups of 20-25 were selected for the experimental study

Tools used were: Check-list and Observation to identify the existing physical and academic conditions of teacher education institutions; Interviews with principals, teachers, librarians and other members of the teacher education institutions; Questionnaire for Teacher Educators to assess adequacy of physical and academic facilities; Modular awareness response sheet to teacher educators; Achievement test for teacher trainees; and Content analysis of B.Ed. curriculum.

Survey and experimental methods have been used in the study. Method group experimental studies for four groups under different physical and academic conditions have been conducted to test the effectiveness of modular approach.

The data were statistically treated by calculation of appropriate indices.

Major findings of the study were: (1) Achievement of trainees through modular approach was significantly higher than achievement through existing approaches adopted in teacher education institutions. (2) Existing physical and academic conditions in teacher education institutions were inadequate for the effective implementation of modular approach. (3) Teacher awareness of modular approach was very low. (4) The relationship between socio-economic status and achievement of trainees through modular approach was positive and significant. (5) The relationship between previous achievement of the trainees and achievement through modular approach was positive and significant. (6) The degree of effectiveness of modular approach was alone limited by varying facilities in teacher education intuitions.

Keyword(s): Modular Approach , Teacher Education