Abstract

Good habits are prerequisites for achieving anything meaningful in life. Not surprisingly, it is important to have a proper study habits in order to have significant achievements in one’s academic pursuits. Good study habits form the foundation upon which students build their academic success. Students’ academic success and achievements are largely influenced by their study habits. Multiple studies have revealed that students differ greatly in their study habits. To ensure academic success. it is very important that students not only have good study habits but that their study habits are systematic, efficient and effective. The present study is a systematic deep dive in to the study habits of science and arts students in higher secondary schools at Champhai district and a comparison of the same.

Authors: Dr. Zodinsanga Sailo, Dr. Lalhlimpuii

Keywords: Study habits, Science Students, Arts Students, Government Higher Secondary School Students, Private Higher Secondary School Students

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Abstract

The study aimed to assess and compare the science achievement of elementary school students using the State Council of Educational Research and Training (SCERT) and Oxford 'Connect with Science' textbooks in Aizawl. A descriptive research design was adopted, with a sample of 200 students of Class VIII —100 students using the SCERT textbook and 100 using the Oxford textbook. Data were collected using a 40-item multiple-choice Science Achievement Tool developed by the investigators. Descriptive statistics (percentages, mean, standard deviation) were used to assess achievement levels, and an independent sample t-test was used to compare the mean scores of the two groups. Findings revealed that a significantly larger proportion of students using the Oxford ‘Connect with Science’ textbook (50%) achieved the 'Distinction' level compared to students using the SCERT textbooks (38%). The t-test result (t = 2.33) confirmed that the difference in mean achievement scores was statistically significant, leading to the rejection of the null hypothesis. The study concluded that textbook type is a significant factor influencing science achievement, with the Oxford textbook showing a more noticeable association with higher achievement.

Authors: Dr. Lalchawimawii Ngente, Dr. Lalmawipuii Chawngthu

Keywords: Science achievement, Elementary School Students, SCERT, Oxford, Descriptive research.

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Abstract

Role models for young girls are extremely important in their journey to becoming empowered and valuable members of society. The choice of the role model thus becomes highly imperative for educators in determining curricula. This paper observes that a scrutiny of role models and their achievements, such as the case of Ropuiliani, shows important nuances of empowerment; and claims that such nuances would be lost on the minds of young minds especially girls – simply because they are yet to garner sufficient life experiences; and because their knowledge and meaning-making mechanisms are highly attuned with idealistic conventional moral codes taught through primary and even secondary socialisation.

Herein, this paper would like to achieve two goals. The first is to throw light on why Ropuiliani can indeed be considered a role model and paragon of woman empowerment by going deeper into colloquially used semantics such as “bravery”, “strength” etc. Secondly, I would like to highlight a dilemma of dissemination of such a deeper and accurate understanding of empowerment to young girls. Furthermore, certain suggestions are recommended regarding the same.

This paper is part of the ICSSR special project “The Mizo Queen Lalnu Ropuiliani: Her Legacy in the Context of Nation-Building”.

Author: Samuel L Chuaungo

Keywords: Ropuiliani, Woman Empowerment, Young Girls, Pedagogy

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Abstract\

Problem-solving ability embodies the practical wisdom and knowledge an individual acquires through life experience, education and a deeper intuitive understanding shaped by one’s cultural and spiritual values, enabling them to address both anticipated and unforeseen challenges effectively. The present study examined the problem-solving abilities of higher secondary school students in Lunglei District, Mizoram, with a focus on variables including gender, academic stream, and school management type. Employing a descriptive survey approach, data were gathered from 284 students across four randomly chosen schools—comprising two private and two government schools. The findings of the study indicated that the majority of both male and female students demonstrated very low levels of problem-solving ability. Further, a significant difference was found between genders, academic streams, and school management type. Male students exhibited higher problem-solving abilities than their female counterparts, with science students displaying superior problem-solving skills compared to those in the arts stream. Additionally, students from private schools significantly outperformed those from government schools. These findings emphasize the need for to take required reforms which will incorporate critical thinking across all subjects and call for enhanced resources and teaching standards in government schools to promote equitable cognitive development.

Authors: Pc Lalremruatpuii, Dr. Pooja Walia

Keywords: Problem-Solving Ability, Gender Differences, Streams of Studies, Type of School Management, Higher Secondary Students

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