Browsing by Author "Venkateswar Meher"

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    Assessing Academic Resilience Among Prospective Teachers: A Descriptive Study of Western Odisha
    (Chitkara University Publications, 2026-02-11) Venkateswar Meher; Kshetramani Bariha
    Background: Academic resilience is a vital quality that enables students to withstand pressure, recover from setbacks, and remain committed to their learning journeys. Purpose: This study explored the resilience of prospective teachers in Western Odisha. It also focuses on how demographic factors such as age, gender, and locality impact the academic resilience of prospective teachers. Methods: A total of 524 prospective teachers were randomly sampled from different teacher education institutions in Western Odisha using simple random sampling. A descriptive survey design and a quantitative method were adopted to collect data using a standardized Academic Resilience Scale. The collected data were analyzed using descriptive statistics and an independent sample t test. The research revealed that resilience emerges not only as a personal strength but also as a response shaped by social and contextual conditions. Results: The findings suggest that most future teachers display moderate to high levels of resilience, managing academic demands while navigating stress and uncertainty. Age and gender did not significantly influence resilience levels. However, students from urban backgrounds showed greater resilience compared to their rural counterparts. Conclusions: Based on these findings, this study suggests the importance of developing resilience in teacher education programs, especially in rural communities, through peer support, mentors, and socio-emotional learning. On the other hand, teacher education can contribute not only to academically competent teachers but also to emotionally strong teachers, who can facilitate successive generations to evolve, change, adapt, and thrive during learning and life.
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    Perception of Teachers and Students towards the Implementation of Choice Based Credit System at Undergraduate Level
    (Chitkara University Publications, 2019-03-04) Sonia Mahakur; Rajashree Baral; Venkateswar Meher
    The present study examines the perception of teachers and students of undergraduate colleges towards the implementation of Choice Based Credit System (CBCS) by investigating the significance of difference in the perception of teachers in relation to stream and students in relation to sex, streams and types of colleges. For this purpose near about 60 teachers and 120 students were selected through random sampling from 4 undergraduate colleges of Bargarh district affiliated to Sambalpur University, Odisha. The descriptive survey method was used by the researchers. The data were collected through five point perception scale developed by the researchers for teachers and students separately. For the analysis of the obtained data test was used. The result indicated that arts, science and commerce teachers did not differ significantly in their perception towards implementation of CBCS at undergraduate level. The science students differed significantly from the commerce and arts students in their perception towards the implementation of CBCS at undergraduate level. But arts and commerce students did not differ significantly in their perception. There was no significant difference in the perception of male and female students. The students of Government College differed significantly from the students of private college and government aided colleges in their perception towards the implementation of CBCS at under graduate level.