A Study of Pedagogical Practices of Successful Teachers and its Effect on Analytical Ability, Application

based Cognition, Academic Achievement and Consciousness

A SYNOPSIS

SUBMITTED TO PUNJABI UNIVERSITY ,PATIALA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT

FOR THE DEGREE OF

MASTER OF EDUCATION

(2023-25)

SUPERVISOR
INVESTIGATOR

Lovely
M.Ed STUDENT

GURU NANAK DEV COLLEGE OF EDUATION

Majatri, Distt- Mohali
Introduction:
Teaching is a dynamic process that opens up a world of knowledge, information, and experiences. Teachers
take on multiple roles, from instructor and pedagogue to trainer and educator (Mani, 1988). With the right
motivation from their teachers, students can achieve remarkable things through learning. Teachers don't just
deliver knowledge; they also need to show how it can be applied in real-life situations. They are the leaders and
influencers in the classroom (Campbell & Wahi, 1998). The effectiveness of the education system hinges on the
commitment of teachers (Sodhi and Suri, 2000). It's increasingly recognized that teachers play a crucial role in
ensuring the quality of education (Indian Education Commission, 1964-66). They should foster a classroom
environment that is motivating, supportive, inclusive, and adaptable for students (Thompson, 2010).
Every student deserves an outstanding teacher who not only masters their subject but also employs effective
teaching methods. While the concept of an effective teacher isn't precisely defined, various researchers offer
different perspectives on what makes a teacher effective. Taylor et al. (2002) suggest that an effective teacher
engages students in challenging discussions and writing tasks related to their readings. Anderson et al. (2001)
argue that an effective teacher fosters positive outcomes across three key areas: student attitude, behavioral
commitment to the content, and cognitive learning. According to Cotton (1995), an effective teacher maintains
clear standards for classroom behavior, provides focused instruction, uses effective questioning techniques,
offers feedback, and employs diverse assessment strategies. Good et al. (1994) emphasize that effective
teachers set high yet realistic goals, present information in ways that meet students' needs, monitor student
progress, and provide opportunities for students to apply their learning.
Demmon (1986) identified 15 characteristics and techniques common among effective teachers, including a
strong grasp of the subject matter, systematic instruction methods, high expectations, adaptability to students'
needs, confidence in their own effectiveness, varied teaching strategies, preventative discipline, care for
students, a democratic approach, task orientation, focus on perceptual meanings rather than mere facts, good
management skills, accessibility outside of class, and flexibility in ideas.
However, possessing these qualities doesn't necessarily guarantee teaching success. Given the evolving
demands of today’s global society, it's worth questioning whether traditional pedagogical approaches remain
effective.
Research into what defines a successful teacher today and their pedagogical practices reveals that successful
teachers have high expectations for all students, fostering positive attitudes, academic achievement, and social
outcomes that benefit society (Glass, 2011). Chase & Cross (1999) assert that successful teachers must be
talented, idealistic, and dedicated to connecting with students. The interaction between teacher and student is
reciprocal, with both influencing each other through classroom activities. This dynamic is illustrated in a model
by Mac Gilchrist, Myers, & Reed (1997), which outlines how both teacher and learner inputs affect their
outcomes.
Pedagogical practices and students’ analytical ability
Pedagogical practices refer to the methods and strategies that teachers use to facilitate learning. This can
include instructional techniques, classroom management, assessment methods, and ways of engaging students
in the learning process.
Students’ analytical ability refers to the capacity of students to think critically, evaluate information, and
solve problems. It involves skills such as reasoning, interpreting data, making connections, and drawing
conclusions.
1. Pedagogical Strategies:
- Active Learning: Techniques such as group discussions, problem-solving sessions, and interactive exercises
can enhance students' critical thinking and analytical skills.
- Differentiated Instruction: Tailoring teaching methods to individual learning styles and needs can help
students engage more deeply with material and develop analytical abilities.
- Inquiry-Based Learning: Encouraging students to ask questions, conduct research, and explore topics
independently fosters analytical thinking.
- Formative Assessment: Using regular assessments to gauge understanding and provide feedback helps
students develop and refine their analytical skills over time.
2. Analytical Ability:
 - Critical Thinking: Assessing how students evaluate arguments, identify biases, and synthesize information.
- Problem-Solving: Exploring how students approach complex problems and apply analytical techniques to
find solutions.
- Reflective Practices: Encouraging students to reflect on their learning processes and outcomes can deepen
their analytical abilities.
3. Research Methodologies:
- Quantitative Approaches: Surveys and assessments to measure the impact of specific pedagogical practices
on students' analytical skills.
- Qualitative Approaches: Interviews, case studies, and observations to gain insights into how teaching
methods influence students' analytical development.
4. Literature Review:
- Existing Studies: Review existing research on the effectiveness of various pedagogical practices in
enhancing analytical skills.
- Theoretical Frameworks: Explore theories related to learning and cognitive development, such as Bloom’s
Taxonomy or Vygotsky’s Zone of Proximal Development.
5. Implementation and Evaluation:
- Intervention Programs: Design and test specific pedagogical interventions aimed at improving analytical
skills.
- Assessment Tools: Develop or use existing tools to evaluate the effectiveness of these interventions on
students' analytical abilities.
Pedagogical practices and application based cognition
Pedagogical practices play a crucial role in shaping students' cognitive development and their ability to apply
knowledge effectively. Effective teaching strategies, such as active learning and inquiry-based methods, engage
students in hands-on activities that require them to analyze, synthesize, and apply information in practical
contexts. By encouraging students to tackle real-world problems and explore concepts through interactive
exercises, educators can enhance students' application-based cognition, fostering deeper understanding and
more robust problem-solving skills.
Furthermore, differentiated instruction and formative assessment are vital in supporting students' cognitive
growth. Tailoring teaching methods to individual learning styles and providing continuous feedback allows
students to develop and refine their analytical abilities and apply their knowledge more effectively. This
personalized approach not only addresses diverse learning needs but also helps students internalize and apply
cognitive skills in various contexts, ultimately leading to more profound and versatile cognitive development.
Emergence of the problem
The problem of determining what makes a teacher successful is complex, as there is no clear-cut list of criteria.
Some researchers measure a teacher's success by how well their students perform academically, while others
consider high ratings from supervisors or positive feedback from students and administrators (Stronge, 2007).
According to Cruickshank and Haefele (2001), good teachers have been described in many ways, such as ideal,
analytical, competent, expert, and respected.
Defining a successful teacher is challenging because it’s hard to pinpoint exactly what outcomes indicate
success and how to measure them. Moreover, various factors beyond the teacher's control can influence these
outcomes. Despite these challenges, it's widely accepted that successful teachers leave a significant and lasting
impact on their students' lives. These teachers are often recognized by students as particularly influential or
effective.
With this in mind, the researcher aims to explore and understand what contemporary teaching methods are
being used or could be used by successful teachers to enhance student learning. The goal is to identify the
specific characteristics, strategies, techniques, and general teaching practices that are common among the most
successful teachers.
Justification for the problem:
While most teachers possess fundamental qualities, there are a few who stand out due to their unique techniques
that make their teaching exceptionally effective. These teachers are often recognized as successful by their
students, colleagues, and administrators. Their influence extends directly to various aspects of student life,
including how students learn, what they learn, how much they learn, and how they interact with the world
around them.
Given the significant impact that teachers have on students, it’s crucial to understand what successful teachers
do to foster positive outcomes, such as academic achievement, a positive attitude toward learning, and other
desirable results. In today’s educational context, understanding who qualifies as a successful teacher and what
characteristics define them is essential for making student learning more engaging and effective.
For teaching to be successful, mastery of content is important, but in the current educational landscape,
integrating technology into teaching is also crucial. Therefore, the proposed research aims not only to test the
identified traits of successful teaching but also to explore these within a technology-enhanced learning
environment. By identifying effective pedagogical practices, these methods can be applied to achieve the
educational goals we strive for. This will benefit all stakeholders in the education system and provide the entire
teaching community with the tools to meet the challenges of modern education.
Statement of Problem
A study of the pedagogical practices of successful science teachers and its effect on analytical ability,
application based cognition, academic achievement and consciousness of middle school students.
Variables of the Study:
Independent Variable:
Pedagogical Practices Dependent Variables:
(a) Analytical ability (b) Application based cognition
(c) Academic Achievement (d) Consciousness
Objectives of the Study:
1. To establish criteria for identifying successful teachers.
2. To apply the established criteria to identify successful teachers.
3. To examine the pedagogical practices of these identified successful teachers.
4. To design an intervention based on the effective pedagogical practices used by successful teachers.
5. To evaluate the impact of successful pedagogical practices on students' analytical abilities, application-based
cognition, academic achievement, and awareness in an online learning environment.
6. To assess the impact of successful pedagogical practices on students' analytical abilities, application-based
cognition, academic achievement, and awareness in an offline learning environment.
Hypotheses of the Study:
1. There will be no significant difference between the pre-test and post-test scores of analytical ability among
students in the experimental group taught in an online learning environment.
2. There will be no significant difference between the pre-test and post-test scores of application-based
cognition among students in the experimental group taught in an online learning environment.
3. There will be no significant difference between the pre-test and post-test scores of academic achievement
among students in the experimental group taught in an online learning environment.
4. There will be no significant difference between the pre-test and post-test scores of consciousness among
students in the experimental group taught in an online learning environment.
5. There will be no significant difference between the pre-test and post-test scores of analytical ability among
students in the control group taught in an offline learning environment.
6. There will be no significant difference between the pre-test and post-test scores of application-based
cognition among students in the control group taught in an offline learning environment.
7. There will be no significant difference between the pre-test and post-test scores of academic achievement
among students in the control group taught in an offline learning environment.
8. There will be no significant difference between the pre-test and post-test scores of consciousness among
students in the control group taught in an offline learning environment.
Operational Definition of the terms
(a) Middle School : Commonly referred to as upper primary or secondary school under the Central Board of
Secondary Education (CBSE), the Kothari Commission (1964-66) categorizes classes 6, 7, and 8 as higher
primary classes. The terminology for this stage of education varies across different countries. For the purposes
of this study, middle school refers to classes 6, 7, and 8.
(b) Pedagogy : Pedagogy is defined as both the art and science of teaching within the classroom setting.
(c) Successful Teacher : A successful teacher is one who effectively meets the specified educational objectives
through the appropriate use of pedagogical practices.
(d) Analytical Ability : Analytical ability involves simplifying complex information by breaking it down into
more manageable parts. It includes identifying a problem and analyzing it to develop a solution.
(e) Application-Based Cognition : Application-based cognition refers to the ability to apply the knowledge
acquired by students to practical or real-life situations.
Method of the Study
Sampling Procedure: Fifteen schools will be selected from Mohali using purposive sampling. From these
schools, 30 successful science teachers will be identified (details provided in Section Stage I, Table 1). This
process is visually represented in Figure 1.

For the experiment, 48 science B.Ed. student-teachers will be randomly assigned to different groups:
1. Experimental Group 1 (EG1) (n1=12) : B.Ed. student-teachers in this group will be exposed to identified
successful pedagogical practices, in addition to general pedagogy, within an online teaching-learning
environment.
2. Experimental Group 2 (EG2) (n2=12) : B.Ed. student-teachers in this group will be exposed to identified
successful pedagogical practices, along with general pedagogy, within an offline teaching-learning
environment.
3. Control Group 1 (CG1) (n3=12) : B.Ed. student-teachers in this group will be exposed to general
pedagogical practices within an online teaching-learning environment.
4. Control Group 2 (CG2) (n4=12) : B.Ed. student-teachers in this group will be exposed to general
pedagogical practices within an offline teaching-learning environment.
In this context, general pedagogy refers to the standard teaching methods that student-teachers are typically
exposed to during their teacher education program. Additionally, the experimental groups of B.Ed. student-
teachers will receive an intervention, which involves being trained in successful pedagogical practices, for
duration of 10 weeks (one lesson per day). Feedback on these successful pedagogical practices, along with
general pedagogy, will be provided to the experimental groups.
To assess the impact, 10 students will be randomly selected from each class taught by both the experimental
and control groups (10 students x 48 student-teachers = 480 students in total). The study will evaluate the
analytical ability, application-based cognition, academic achievement, and consciousness of these 480 students
taught by the B.Ed. student-teachers in both experimental and control groups.
Design of the Study
The present research will be pre-test-post-test control and experimental group design. The research design for
the present study is as follow.

Procedure of the study Stage-I: Identification of successful science teacher First of all the permission will be
sought from each school’s principal to collect the data related to science teachers working over there. The list of
sources for collection of data from schools for identification of successful teachers is presented in table 1.
Table 1
Identification of successful science teachers
S.No Source of Evidence Tool Type of Measure
1 Principal/ Vice Principal Interview Schedule Judgmental review of
principal for science teachers
2 Peer-Teachers Interview Schedule Judgmental review
3 Teacher Interview Schedule Self-reflection
4 Records Teacher’s Profile (Teaching Judgmental
Awards, recognition,
achievement, etc.)
5 Student Interview Schedule and Judgmental reviews
Questionnaire
6 Classroom Observation schedule Self observation
7 Parents Interview Schedule Judgmental reviews

Methodology of the Study

Development of the Identification Tool:
Many screening tools have been developed by experts to identify effective teachers, but no standardized tool
exists for identifying successful teachers due to the complexity of defining success in teaching. Researchers
have examined teacher effectiveness from various perspectives, including classroom teaching, administration,
discipline, social activities, and personal attributes. However, a comprehensive set of parameters that
encapsulates all the qualities of successful teachers has yet to be established. This study aims to develop a self-
constructed tool to identify successful teachers, as outlined in Table 1.
Steps for Identifying Successful Teachers:
The following steps outline how evidence will be gathered from different sources to make informed decisions
about identifying successful teachers. The tool's administration is based on the study by Berk, R.A. (2005):
1. Interview Schedule for Principal/Vice Principal :
An interview schedule will be developed and administered to the school principal and vice principal to
identify successful science teachers from the selected schools. The judgments of the principal and vice principal
will serve as key evidence in identifying successful teachers.
2. Interview Schedule for Peer Teachers :
Peer reviews offer an alternative source of evidence for identifying successful teachers, covering aspects of
teaching that students may not be able to evaluate. An interview schedule will be constructed for peer teachers
to gather their assessments of successful science teachers.
3. Interview Schedule for Teachers :
Self-evaluation is crucial for making both formative and summative decisions. Teachers' self-assessments
provide a third dimension of direct observation, complementing feedback from students and peers. An
interview schedule will be constructed for teachers to conduct self-evaluations.
4. Teacher Profile :
A comprehensive teacher profile, including past performance, awards, training, innovations, and participation
in faculty development programs, will be collected from school records as evidence of a teacher's success.
5. Students’ Group Interview :
Students are a primary source for evaluating a teacher's success. Group interviews with students will be
conducted as another vital source of evidence for identifying successful teachers.
6. Classroom Observation :
The researcher will observe classroom teaching using an observation schedule to gather additional evidence.
7. Parents’ Interview :
Parents can provide valuable insights into a teacher's success. An interview schedule will be developed to
include parents' opinions as part of the evidence-gathering process.
All collected evidence will be analyzed, and a unanimous decision will be made, in consultation with teacher
educators, to identify successful teachers based on the combined results of these evaluations.
Stage II: Identification of Pedagogical Practices Used by Successful Science Teachers
After identifying successful science teachers, the researcher will observe their pedagogical practices using an
observation form to identify the successful methods they employ.
Stage III: Intervention on Successful Pedagogical Practices
The researcher will develop an intervention by consolidating the successful pedagogical practices observed in
the identified teachers, supported by literature review and recommendations from teachers, educators, and
experts. This intervention will be used to train the experimental group of B.Ed. student-teachers. The
orientation program will last 20 days, including simulated teaching sessions for practicing successful
pedagogical methods. The researcher will observe 20 lessons during simulated teaching, providing feedback for
improvement. The control group will continue with the usual pedagogy practiced in the institution for the same
duration. The intervention will then be implemented by the experimental group during their macro-teaching
phase over 40 working days in middle schools in Agra.

Stage IV: Evaluating the Effect of the Intervention on Study Variables

To evaluate the intervention's effect, tools will be administered to measure students' analytical ability,
application-based cognition, academic achievement, and consciousness in both online and offline learning
environments. These tools will be administered twice—pretest and posttest—to both the experimental and
control groups of students.
Tools for the Study
1. Consciousness :
The Consciousness Quotient Inventory (CQ-i) by Dr. Ovidiu Brazdau (2014) will be used. The CQ-i assesses
seven dimensions of conscious experience—physical, emotional, mental (cognitive), spiritual, social-
relationship, self-consciousness, and inner growth—using 287 items. The first section includes 257 items
evaluated on a 6-point Likert scale, while the second section includes 30 items evaluated with YES/NO
responses.
2. Analytical Ability :
The researcher will construct an analytical ability test.
3. Application-Based Cognition :
The researcher will develop a test to assess application-based cognition, focusing on the practical application
of learned content.
4. Academic Achievement :
An academic achievement test in science will be constructed by the researcher, assessing knowledge,
understanding, application, and comprehension.
Statistical Techniques
1. Descriptive Statistics :
- Mean : Used as a measure of central tendency.
- Standard Deviation (S.D.) : Used as a measure of variability.
2. Inferential Statistics :
- ANOVA : Used to compare mean scores of consciousness, analytical ability, application-based cognition,
and academic achievement among students.
- t-test : Used as a post-hoc test for further analysis.
Significance of the Study
Improving the quality of education fundamentally hinges on enhancing teacher performance. Therefore,
identifying the factors that contribute to a teacher's competence is essential. The effectiveness of teachers is
crucial in addressing the challenges posed by globalization, liberalization, and the rapid proliferation of
educational institutions. Only successful teachers can uncover the latent potential of students and guide their
behavior in positive directions. A successful teacher serves as a vital instrument in achieving the desired
educational outcomes. Understanding who a successful teacher is and identifying their key attributes are critical
to the success of educational programs.
In this era of science and technology, the future of students is strongly influenced by their experiences in
middle school education. Since effective teaching is a significant determinant of student learning, it is important
to identify the factors that contribute to teachers' success. Teachers are the backbone of the educational system,
and the nation's future largely depends on their ability to educate effectively. To enhance the quality of
education, there is an urgent need to invest in teacher training, which in turn can lead to the delivery of quality
education.
This study will be valuable for administrators, educationists, and teacher training institutions. It aims to
highlight the factors that impact the quality of education provided to students and may assist teachers, parents,
educationists, and administrators in planning and implementing strategies for improvement by reinforcing the
positive factors identified. Teachers must teach students how to learn, but they must also engage in ongoing
professional development and embrace technological advancements to align with the modern education system.
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