Savitribai Phule Pune University

(formerly University of Pune)

Syllabus for M.Phil./Ph.D. (PET) Entrance Exam : Education

Research Methodology

1. Fundamentals of Research

a. Meaning, Nature, Characteristics, Need and Scope of research in the

field of Education/ Physical Education.
b. Distinction between Research, Invention and Discovery
c. Scientific inquiry and theory development
d. Source of knowledge
e. Interdisciplinary in research : need and importance

2. Types and Methods of Educational Research

a) Types: Fundamental, Applied, Action research

b) Research Methods:

Historical: Sources of data, internal and external validity

Descriptive: Surveys, Case Study, developmental, co- relational and
ex-post-facto research

Experimental: research designs - pre, quasi and true experimental
researches, internal and external validity of the experiment

Multimethod Research
c) Qualitative Research : Need and importance, Characteristics, Difference
between Qualitative and Quantitative Research
3. Research Problem, Variables, Hypothesis Population and Sampling

a) Selection and finalization of research problem,

Operational/dictionary/conceptual definitions
b) Review of related literature
 Sources (Data Bases)
 Searching (Use of technology)
 Review writing
c) Variables: Concept, Nature, Characteristics and Types
d) Hypothesis: Concept, Characteristics and Forms, hypothesis testing
e) Assumptions: Meaning and Role
f) Population: Concept
g) Sampling and Sample: Need of Sampling, Probability and non-Probability
h) based sampling, characteristics of good sample, errors in sampling

4. Data Collection tools/techniques:

1. Questionnaire
2. Interview
3. Observation
4. Psychological tests
5. e-tools

Qualities of good data collection tools.

5. Data Analysis and interpretation

a) Scales of Measurement
b) Measures of central tendency and variability
c) Measures of relative positions: Deciles, Percentiles, Percentile rank and
standard scores
d) Correlation - Concept, types and uses
e) Concepts of: Parameter and statistic, Type I and Type II errors, Degrees of
Freedom, Confidence limits and intervals, Parametric and non-Parametric
tests
f) t- test, F test, Chi-Square test
6. Report writing and other
a) Format of research report
b) Characteristics of good research report
c) Research ethics
d) Plagiarism, Citation guidelines
e) Use of computers in various phases of research

Subject Concerned Syllabus

Education

I. Philosophical Foundation of Education

Relationship of Education and Philosophy

Western Schools of Philosophy : Idealism, Realism, Naturalism, Pragmatism,

Existentialism, Marxism with special reference to the concepts of
knowledge, reality and values their educational implications for aims,
contents and methods of education.

Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic

traditions) with special reference to the concept Of knowledge, reality and
values and their educational implications Contributions of Vivekananda,
Tagore, Gandhi and Aurobindo to educational thinking National values as
enshrined in the Indian Constitution, and their educational implications

Modern concept of Philosophy : Analysis—Logical analysis, Logical

empiricism and Positive relativism -( Morris L.Prigge)

Sociological Foundations of Education :

Relationship of Sociology and Education

Meaning and nature of Educational sociology and Sociology of education

Education- as a social sub-system—specific characteristics

Education and the home

Education and the community with special reference to Indian society

Education and modernization

Education and politics

Education and religion

Education and culture

Education and democracy

Socialization of the child

Meaning and nature of social change

Education as related to social stratification and social mobility

Education as related to social equity and equality of educational
opportunities

Constraints on social change in India (caste, ethnicity, class, language,
religion, regionalism)

Education of the socially and economically disadvantaged sections of
the society with special reference to scheduled castes and scheduled
castes, women and rural population

2. Meaning and nature, Education and Social change, constraints on

social change (caste, ethnicity, class, language, religion, population and
regionalism)
Education as related to social equity and equality of educational
opportunities Education of socially and economically disadvantaged section
of society with special reference to scheduled castes and scheduled tribes,
women and rural population

3. Psychological Foundations of Education

Relationship of Education and Psychology
Process of Growth and Development
— Physical, social, emotional and intellectual
—development of concept formation, logical reasoning, problem
solving and creative thinking; language development
 — individual differences---determinants; role of heredity an
environment; implications of individual differences for organizing
educational progammes

Intelligence—its theories and measurement

Learning and Motivation
Theories of learning—Thorndike is connectionism; Pavlov's classical
and Skinner's operant conditioning; Learning by insight; Hull's reinforcement
theory and Tolman's theory of learning; Lewin's-Field theory

• hierarchy of learning
• Factors influencing learning
• Learning and motivation
• Transfer of learning and its theories
Psychology and education of exceptional children—-creative, gifted.
backward, learning disables and mentally retarded
Personality—type and & trait theories—measurement of personality
Mental health and hygiene—process of adjustment. conflicts and defence
mechanism, mental hygiene and mental health. Sex Education Guidance

4. Concept and principles of guidance and counseling, types of guidance

and counselling
Tools and Techniques of Guidance—records. scales and tests, techniques.
interview
Organizing Guidance services at different levels of education, occupational
information, kinds of services, like information, testing, counselling and
Follow -up.

5. Universalization of elementary education in India

Vocationalization of education in USA and India
Educational administration in USA, UK (Britain and Ireland) and India
Distance education and continuing education in Australia, UK and India
6. Construction and Development of Curriculum
• different models
• administrative
• grass root
• demonstration
• system analysis
Curriculum Evaluation
• formative
• summative
• interpretation of evaluation results
7. Development of Modern Concept of Educational Administration from
1900 to Present-day
 Taylorism
 Admisistration as a process
 Administration as a bureaucracy
 Human Relations Approach to Administration

Meeting the Psychological needs of employees, systems approach specific

trends in Educational Administration as (a) Decision making, (b)
Organizational Compliance, (c) Organizational Development, (d) PERT, (e)
Modern Trends in Educational Management.

Leadership in Educational Administration :

Meaning and Nature of Leadership
Theories of Leadership
Styles of Leadership
Measurements of Leadership

Educational Planning .
Meaning and Nature
Approaches to Educational Planning
 Perspective Planning Instructional Planning
Educational
Supervision :
Meaning and
Nature
Supervision as service activity
Supervision as a process
Supervision as functions
Supervision educational leadership
Modern supervision
Functions of supervision
Planning the supervisory programme
Organizing supervisory programme
Implementing supervisory programme

8. Educational Measurement and Evaluation concept, scope, need and

relevance
Tools of measurement and evaluation subjective and objective tools. essay
test, objective test, scales, questionnaires, schedules, inventories,
performance tests.
Characteristics of a good measuring instrument :
Validity
Reliability
Norms
Usability, etc.
Test standardization .
Norm-referenced and criterion-referenced tests. scaling-
standard scores.
T-scores and C-scores
 Steps in the standardization of a test
Measurement of achievement, aptitudes, intelligence, attitudes,
interests and skills
Interpretation of test-scores and methods of feedback to students

New trends :
Grading, semester, continuous internal assessment, question
bank, uses of computer in evaluation, qualitative analysis

9. Meaning and Scope of Educational Technology

educational technology as systems approach to
education
— systems approach in educational technology and its
characteristics
— components of educational technology, software, hardware
Multi-media approach in Educational Technology
Modalities of Teaching—difference between teaching and instruction,
conditioning and training
Stages of teaching—pre-active, interactive and post-active
Teaching at different levels—memory, understanding and reflective.

Modification of teaching behaviour : Microteaching, Flander's

Interaction Analysis, simulation
Programmed Instruction (origin, types, linear and branching,
development of programmed instruction material—linear
/branching model, teaching machines. computer assisted instruction
Models of Teaching : Concept, different families of teaching
models Designing Instructional System
— formulation of instructional objectives
— task analysis
— designing of instructional strategies, such as lecture,
 team teaching discussion, panel discussion, seminars and
tutorials
Communication Process : Concept of communication, Principles,
Modes and Barriers of communication, Classroom communication
(interaction verbal and non-verbal)
Distance Education : Concept, Different contemporary systems, viz.,
Correspondence, Distance and open; Student support services;
Evaluation Strategies in Distance Education; Counselling Methods in
Distance Education
Development of Evaluation Tools—Norm-referenced and criterion-
referenced tests
10. Concept and nature of special education
— objectives
types
— historical perspective
— integrated education
Education of Mentally Retarded
characteristics of the retarded
— educable mentally retarded
— teaching strategies
— enrichment programmes
— remedial programmes
— etiology and prevention
— mental hygiene as remediation
Education of the visually impaired :
—characteristics
— degree of impairment
— etiology and prevention
— educational programmes
Education of the Hearing Impaired
— characteristics
— degree of impairment
 — etiology and prevention
— educational programmes
Education of the Orthopaedically Handicapped
— Types of handicap
— characteristics
— educational progammes
Education of the Gifted and Creative Children
— characteristics
— creativity and identification process
— educational progammes
Learning Disabled Children
— characteristics
— identification
— educational programme
Education of Juvenile Delinquents
— characteristics
— problems of alcoholion, drug adiction
— anti-social and character disorder
— educational progammes for Rehabilitation
11. Teacher Education : Historical perspective Recommendations Of
various commissions on teacher education; Kothari Commission
National Policy on Education
Aims and objectives of teacher education at—
— elementary level
— secondary level
— college level
Teaching as a Profession :
Professional organizations for various levels of teachers and their
role;
performance appraisal of teachers
Faculty improvement programme for teacher education
 Types of teacher education programmes and agencies :
Inservice teacher education
Preservice teacher education
Distance education and teacher education
Orientation and refresher courses
Current Problems .
Teacher education and practicing schools
Teacher education and other institutions
Preparing teachers for special schools
Implementation Of curricula of teacher education
Areas of Researeh .
Teaching effectiveness
Criteria of admission
Modification of teacher behaviour
School effectiveness