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The purpose of this study was to examine the interaction effects of gender and programs of study on attitudes of postgraduate diploma in teaching (PGDT) students towards the teaching profession. The main aim of the study was to find out whether there are any significant interaction effects of gender and programs of study of PGDT students’ attitude towards the teaching profession. A descriptive survey was carried out among PGDT students during the year 2016/2017 regular session with a population of 371 students. The survey was conducted between science and non-science students in the department of teacher education at Mekelle University, Ethiopia. Using a stratified random sampling method, 130 student-teachers were selected as samples for the study. A scale entitled “attitude towards teaching profession” was developed and validated by the researchers based on established procedures in the literature (Aliyu Musa and Ado Abdu Bichi, 2015). A scale contained 15 items to be scored on the five-point Likert scale as Strongly Agree (SA), Agree (A), Neutral(N), Disagree (D) and Strongly Disagree (SD) was used. The data analysis of descriptive statistics through quantitative analysis by computing SPSS 16.0 (Statistical Package for the Social Sciences) for Windows 10 was employed. Statistical techniques which include percentage analysis for levels, mean, standard deviation, and two-way analysis of variance (ANOVA) were also used for data analysis and interpretation. The findings of the two-way ANOVA demonstrated that there are no significant interaction effects of gender and programs of study on attitude towards the teaching profession of PGDT students. Correlation analysis of gender and programs of a study indicated that the student teachers’ attitude towards the teaching profession was positively related to gender and programs of study. &nbsp

The present study aims to find out the level of social intelligence and metacognition of adolescents and the correlation between social intelligence and metacognition of adolescents. Since it is a fact finding expedition, survey method was adopted by the investigator. Stratified random sampling techniques of 120 adolescents falling in the age group of 18-20 years were taken for this investigation. The above samples were taken from the undergraduate students who are studying in two Government arts and science colleges in Tiruchirappalli District which are the Colleges, affiliated to Bharathidasan University, Tiruchirappalli, Tamil Nadu, India, of whom 69 are boys and 51 are girls. Special attention was given to such factors like gender and subjects. Social Intelligence Scale is developed and validated by the investigator (2011) and Metacognition Inventory by Punitha Govil (2003) was used to collect the data. The data are analysed by percentage analysis, mean, standard deviation,‘t’ test and correlation. The findings of the study results reveal that (i) the 54.2 percent of adolescents have high level of social intelligence and 67.5 percent of adolescents have moderate level of metacognition, (ii) there is significant difference between boy and girl adolescents with regard to social intelligence and its dimensions namely social information processing, social awareness and social skills (iii) there is no significant difference between boy and girl adolescents with regard to metacognition and its dimensions such as regulation of cognition and knowledge of cognition (iv) there is significant difference between arts group and science group adolescents in their social intelligence and in their metacognition, (v) there is no significant relationship between social intelligence and metacognition of adolescents with regard to boy, arts group and science group respondents, but there is no significant relationship between social intelligence and metacognition of adolescents with regard to girl respondents., {"references":["Sekar, J.M.A. (2016). Social Intelligence and Metacognition of Adolescents. North Asian International Research Journal of Social Science and Humanities, 2(9), 1-14"]}

Teacher competence refers to the right way of conveying units of knowledge, application, and skills to students. This paper also highlights the various competencies like the use of appropriate techniques, efficacy in Teaching, effective use of Aids, rapport with students and collogues, and catering to individual differences. The present study is undertaken to study the teaching competency of B.Ed. female teacher trainees. The major objective of the study is to find out the difference between (i) Rural and urban (ii) Government and Self-financing college (iii) girls and Co-education College and (iv) Undergraduate, Postgraduate and M.Phil. degree B.Ed. female teacher trainees. The 148 samples were taken from the B.Ed. female teacher trainees who are studying in the ten colleges of education in Thanjavur and Pudukottai districts which are the colleges of education, affiliated to Tamil Nadu Teacher Education University, Chennai. The data were collected by Teaching Competency Scale standardized by Dorathi Rani (2000). Special attention was given to such factors as the nature of college, type of college, and the degree of B.Ed. female teacher trainees. The data are analyzed by t-test and ANOVA. The results revealed that there is a significant difference between (i) urban and rural (ii) Government college and Self-financing college and (iii) girls' college and Co-education College B.Ed. female teacher trainees in their teaching competency and (iv) there is no significant difference among undergraduate, postgraduate, and M.Phil. degree B.Ed. female teacher trainees.

The present study aims to investigate whether there is any significant relationship between adjustment and academic achievement of higher secondary school students. In this survey study, the investigators used a stratified random sampling technique for selecting the sample from the population. The stratification was done on the basis of gender and locality of students. The sample consists of 350 higher secondary school students from ten schools in Thanjavur District, TamilNadu, India. The tools used for the present study were Adjustment Inventory developed by A.K.P. Sinha and R.P. Singh (2007) and academic achievement constructed by the investigator. The statistical techniques used for analyzing the data for the present study were Karl Pearson's product-moment coefficient of correlation. The finding shows that there is a significant relationship between emotional, social, educational adjustment of higher secondary school students in relation to academic achievement.

Information and Communication Technology has involved any product that will store, retrieve, manipulate, transmit, or receive information electronically in a digital form. This paper highlights the various awareness B.Ed. students towards ICT. The present study is undertaken to study the level of B.Ed. students towards the awareness of ICT. The major objective of the study is to find out the difference between (i) male and female and (ii) Government and Unaided Colleges B.Ed. students towards the awareness of ICT and to find out the difference between undergraduate, postgraduate, and M.Phil. Students. 236 samples were taken from B.Ed. students from ten colleges of education (B.Ed. College) in Thanjavur and Pudukottai Districts affiliated to Tamil Nadu Teacher Education University, Chennai, Tamil Nadu. The data were collected by self-made questionnaire. Special attention was given to factors like gender, type of college and degree of B.Ed. Students. The data were analyzed by using percentage analysis,‗t‘ test, and ANOVA. Results revealed that the level of awareness of ICT was moderate, there is no significant difference between (i) male and female and (ii) Government and Unaided Colleges B.Ed. students towards ICT and there is no significant difference among undergraduate, postgraduate, M.Phil. degree B.Ed. students towards ICT., {"references":["Master Arul Sekar, J. (2016). Awareness of B.Ed. Students towards Information and Communication Technology (ICT). Higher Education in the Knowledge Age: Techno-Pedagogical Perspectives and Innovations, St., Joseph's College (Autonomous), Tiruchirappalli and Department of Educational Technology, BARD, Tiruchy. Pp:01-07."]}

The present study aims to explore the relationship between affect intensity and study involvement of B.Ed. college teacher trainees. Since it is a fact-finding expedition, the survey method was adopted by the investigator. The samples for this investigation were taken from the students studying in six colleges of education (B.Ed. College) in Thanjavur district. Special attention was given to such factors as gender, locality, and educational qualification. 150 B.Ed. college teacher trainees were taken for this investigation as a sample by a simple random sampling technique. Study Involvement Inventory by Bhatnagar (1982) and Affect Intensity Measure (AIM) by Larsen (1984) was used to collect the data. To analyze the data mean, standard deviation, t’ test, and correlation analysis were used as statistical techniques. The findings show that (i) there is no significant difference between male and female B.Ed. college teacher trainees in their study involvement, (ii) there is no significant difference between male and female B.Ed. college teacher trainees in their affect intensity, and (iii) there is a significant relationship between affect intensity and study involvement of B.Ed. college teacher trainees., {"references":["Sekar, J.M.A. & Lawrence, A.S.A. (2015). Relationship between Study Involvement and Affect Intensity of B.Ed. College Teacher Trainees. Journal of Contemporary Educational Research and Innovations, 3(4), 167-170."]}

The present study aims to examine the attitude of B.Ed. students towards ICT. The investigator has adopted the survey method of research. The sample consists of 250 B.Ed. students from four colleges of education selected by stratified random sampling technique. The investigator developed a self-made questionnaire of 25 items to measure the attitude of the B.Ed. students towards ICT. The investigator established content validity and reliability by the split-half method, and the value is 0.76. To find out the meaning, interpretation of the raw scores, the data were analyzed using mean, standard deviation ‘t’ test. The findings show (a) there is no significant difference in the attitude of B.Ed. students towards ICT with regard to (i) gender, (ii) discipline, (iii) course of study, and (iv) locality, and (b) aided colleges of education B.Ed. students are better than government college students in their attitude towards ICT., {"references":["Sekar, J.M.A. & Lawrence, A.S.A. (2015). Attitude of B.Ed. students towards information and communication technology (ICT). International Journal of Applied Research; 1(8): 785-787."]}

Study skills are very important in helping students to learn and achieve good gadgets. According to Merriam-Webster's Online Dictionary (2007), the study skills are the application of the mental faculties to the acquisition of knowledge. It is the ability of any learner to study successfully that depends to a great extent on his fundamental study skills, namely his ability to concentrate, to perceive correctly and accurately, as well as the ability to remember what has been perceived. The study skills are the cognitive skills amenable to manipulation and improvement through cognitive training. To be a good student, it is necessary to be able to read, memorize, and write fastly and effectively. It has been researched and suggested that learning or study skills of college students could benefit from using these several skills with necessary intelligence. The researcher attempts to gain valuable insight into the study skills of arts and science college students., {"references":["Sekar, J.M.A. & Rajendran, K.K. (2015). Study Skills of Arts and Science College Students. Indian e-Journal on Teacher Education, 3(2). 46-55."]}

The purpose of the study to examine the relationship between metacognition and study skills of arts and science college students. The survey method was employed, 237 arts and science college students were taken as a sample size for this investigation and stratified random sampling techniques were used. Special attention was given to such factors as gender, subject, locality, and educational qualification. The tools used for the present study, Metacognition Inventory by Punitha Govil (2000) and study skills checklist by Annaraja and Thomas Alesander (2001). Finally, the results of the study, there is a significant relationship between metacognition and study skills of arts and science college students., {"references":["Sekar, J.M.A. & Rajendran, K.K. (2013). Metacognition and Study Skills of Arts and Science College Students.International Journal of Humanities Education 2(1):72-76."]}