Gopalkrishnan, Vinita S. (2016). Impact of Educational Ergonomics Programme (EEP) on Critical Thinking amongst Students of XI grade. Unpublished. Ph.D., Education. Banasthali Vidhyapeeth, Rajasthan.
11.To study the effectiveness of Educational Ergonomics Programme (EEP) in terms of critical thinking amongst students of XI grade. 2. 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. 3. To study the effect of Treatment, academic stress and their interaction on Critical Thinking of students by taking pre-scores as co-variate. 4. To study the effect of treatment, Risk-taking and their interaction on critical thinking of students by taking pre-scores as co-variate. 5. To study the effect of Treatment, Group Intelligence and their interaction on Critical thinking of students by taking pre-scores as co-variate. 6. To study the treatment, Academic – Motivation and their interaction on critical Thinking of students by taking Pre-scores as co-variate. 7. To study the effect of treatment, Emotional Intelligence and their interaction on critical thinking of students by taking pre-scores as co-variate. 8. To study the change in reaction towards Educational Ergonomics Programme (EEP) of the students.
1. The Pretest mean scores of critical thinking is not significantly different from post test mean scores of Critical Thinking of Educational Ergonomics Programme (EEP) group. 2. The mean scores of Critical Thinking of educational EEP group is not significantly different from those of Conventional Method Group when Pre scores are considered as co-variate. 3. There is no significant effect of treatment, Academic stress and their interaction of critical thinking of students when pre-scores are taken as co-variate. 4. 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. 5. 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. 6. 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. 7. 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. 8. The mean scores of reaction towards EEP before and after the treatment are not significantly different.
Multi-stage sampling procedure was used. The randomly selected school was Government Inter-College, Sisauli, Muzaffarnagar. 70 XI grade students were selected through snowball sampling. Half of the class (35 students) were assigned as experimental group while the other half was named as control group.
To measure the critical thinking of students, a tool entitled Critical thinking Appraisal was developed and standardized. To measure the reaction towards Educational Ergonomics Program (EEP) EEP inventory was developed.To measure the Stress of students a tool named Stress Inventory for School Students developed by Seema Rani and Dr. Basant Bahadur Singh has been used. To measure Risk-Taking among the students tool named Verbal Measure of Risk-taking developed by Smita Bhawalkar was used.To measure the Group Intelligence of students one tool named Group test of Intelligence developed by G.C Ahuja was found appropriate.To measure the Academic-motivation of students one tool namely Academic –Motivation Scale by Robert J.Vallerand ,Luc G. Pelletier,Marc R.Blais, Nathalie M. Briere,Caroline Senecal and Evelyne F. Vallieres was found to be contextual.To measure Emotional Intelligence of students one tool namely Emotional Competence Scale developed by R.L Bhardawaj and H.Sharma (1998) is used.
The study was experimental in nature.1. For studying the effectiveness of Educational Ergonomics Programme (EEF) in terms of critical thinking, the co-related t-test was used. 2. For comparing the mean scores of critical thinking of educational ergonomics programme (EEP) Group with conventional Method group by considering pre-test scores as co-variate,2X 2 factorial design ANCOVA was used. 3. For studying the effect of treatment, Academic Stress and their interaction on critical thinking of students by taking pre-scores as co-variate, 2X2 factorial design ANCOVA was used. 4. For studying the effect of treatment, Risk-tasking and their interaction on critical thinking of students by taking pre-scores as co-variate, 2X2 factorial design ANCOVA was used. 5. For studying the effect of treatment, group intelligence and their interaction on critical thinking of students by taking pre-scores as co-variate, 2X2 factorial design ANCOVA was used. 6. For studying the effect of treatment, Academic –motivation and their interaction on critical thinking of students by taking pre-scores as co-variate, 2X2 factorial design ANCOVA was used. 7. For studying the effect of treatment, emotional intelligence and their interaction on critical thinking of students by taking pre scores as co-variate, 2X2 factorial design ANCOVA was used. 8. The co-related t-test was used for studying the change in reaction towards Educational Ergonomics Programme (EEP) of students treated through Ergonomics Design.
1. The critical thinking of EEP group enhanced by the end of the treatment. 2. The critical thinking of EEP group was more than the conventional group.
3. The critical thinking was found to be independent of interaction between treatment and academic stress. 4. The interaction of treatment and risk-taking had little effect on critical thinking. 5. Critical thinking found to be independent of interaction between treatment and intelligence. 6. Interaction between treatment and academic motivation had a great effect on critical intelligence. 7. The treatment and emotional intelligence affected critical thinking to a great extent. 8. Favorable reaction towards educational ergonomics program was found throughout the treatment, which increased by the end of the treatment, which increased by the end of the programme.
Keyword(s): Educational Ergonomics Programme, Critical Thinking , XI grade