SYLLABUS FOR

Master of Philosophy in Education

(M.Phil)

2012-2015

DEPARTMENT OF EDUCATION
RAVENSHAW UNIVERSITY, CUTTACK
 The Course Structure for M.Phil (Education)
The duration of M.Phil (Education) Course is one academic sessions. There will be two
semesters in one academic session i.e. I & II.
SEMESTER-I
S. Paper Name of the Papers Full Page No.
No Code Marks
1. 1.1.1 Methodology of Educational Research and Statistics 100 1-3
2. 1.1.2 Trends and Issues in Education 100 4-7
3. 1.1.3 Educational Technology 100 8-11
Total marks 300
SEMESTER-II
S. Paper Name of the Papers Full Page No.
No Code Marks
4. 1.2.4 Research Proposal and Book Review 100 12
5. 1.2.5 Preparation and Presentation of Seminar Paper 50 13
6. 1.2.6 Dissertation 150 14
Total 300
marks
Grand 600
Total

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 M.Phil (Education) Syllabus
Semester-I

Paper- 1.1.1: Methodology of Educational Research and Statistics

Full Marks - 100

Course Objectives
On completion of the course the students shall be able to:
• describe the nature, purpose, scope, areas and types of research in education.
• explain the characteristic of qualitative, quantitative and mixed research
• select and explain an appropriate method for a research study
• select appropriate tools and techniques for the collection of data
• explain the importance of documentation and dissemination of researches in
education
• understand and apply various methods of sampling
• prepare and review research proposals and research reports
• develop ability to use statistical methods for analysis of research data
• understand and apply various qualitative techniques of data analysis
• become familiar and will able to use statistical packages for data analysis

Course Contents:
Section: A: Methodology of Educational Research
Unit –I Research in Education
1) Methods of acquiring scientific knowledge: Authority, Tradition, Experience,
Reasoning- deductive and inductive, empiricism and rationalism.
2) Meaning, nature and scope of educational Research; scientific inquiry and theory
development; Fundamental, Applied and Action Research; Quantitative and
qualitative Research.
3) Formulation of Research Problem and Hypothesis criteria and sources for identifying
the problem; Testing of Hypotheses and errors in testing of Hypotheses; preparation
of research proposal
Unit- II Methods and Procedures
1) Paradigms of Research: Qualitative, mixed and Quantitative
2) Review of related literature: Purpose and Resources; internet search tools.

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 3) Collection of Data: Concept of population and sample; sampling designs and
sampling Errors
4) Major Approaches to research: Descriptive Research, Ex-post facto, Historical,
Experimental, Exploratory, Case study research. Ethnographic research and
Naturalistic inquiry
5) Designs of Research: Meaning, purposes and principles; Experimental Designs and
their applications.
Unit-III Methods of data collection and Research Report
1) Tools and Techniques of Research: Questionnaire, interview, observation, checklist,
psychological tests (Intelligence, personality, creativity), Scales and interest inventory
2) Semantic Differentials and content Analysis
3) Organization, Analysis and Interpretation of data.
4) Writing and Evaluation of Research Report.

Section-B: Educational Statistics

Unit-IV Data Analysis in Quantitative Research
A. Correctional Statistics:
1) Examining Relationship- Product moment, Rank-difference, Scatter gram, Biserial,
Point-biserial, tetrachoric correlation, Partial and multiple correlations.
2) Regression Analysis – Concept of regression, regression equation, regression line and
their uses, accuracy of prediction.
3) Factorial Analysis- Concepts, Basic Assumptions, Factor loading, methods of factor
analysis
B. Inferential Analysis of Quantitative Data:
1) Hypothesis Testing- Null and Directional, Type-1 and Type-11 error, one-tailed vs.
two-tailed test. Testing the significance difference between the means.
2) Analysis of Variance- Assumptions, one-way and two-ways ANOVA
3) Analysis of Co-Variance- Assumptions, Computational procedures
4) Non- parametric statistics- Assumptions and uses of chi-square test, sign test, rank test
and median test
C. Use of Computer for Data Analysis:
Software for statistical analysis- Statistical Package for Social Science (SPSS), Spread
Sheets.

Unit-V Data Analysis in Qualitative Research

1) Characteristics and Application

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 2) Coding of qualitative data- Axial coding, selective coding and other types
3) Methods of qualitative data analysis- Content analysis, Analytic induction,
4) Constant comparison, Hermeneutical analysis, Meta analysis, Domain analysis, Event
analysis/ Microanalysis

References:
Ary, D., Jacobs, L. (2002). Introduction to Research in Education. Belmont-USA:
Wadsworth Thomason Learning
Best J.W. (1986). Research in Education. New Delhi: Prentice Hall of India.
Borg, W.R. & Gall, M.D.( 1989). Educational Research: An Introduction. New York:
Longman.
Corey, S. M. (1953), Action Research to Improve School Practice, New York: Teachers
College Press
Creswell, J.W. (2007). Qualitative Inquiry and Research Design: Choosing Among Five
Approaches. London: SAGE Publication.
Ferguson, G.A. (1971). Statistical Analysis in Psychology and Education. Kogakusha, Tokyo:
McGraw-Hill
Garrett, H.E. (2005). Statistics in Psychology and Education. New Delhi: Paragon
International Publisher.
Johnson, B. & Christensen, L. (2008). Educational Research: Quantitative, Qualitative, and
Mixed Approaches. London: Sage Publication
Kaul, L. (1984). Methodology of Educational Research. New Delhi: Vikas Publication
Kerlinger, F.N. (1973). Foundation of Behavioral Research. New York: Holt Rinehart &
Winston.
Mangal, S.K. (2008). Statistics in Education and Psychology. New Delhi: Prentice-Hall of
India Private Limited
McMillan, J.H. & Schumacher, S. (1989). Research in Education- a Conceptual Introduction.
New York: Harper Collins.
Mertler, C.A. (2006). Action Research: Teachers as Researchers in the Classroom. London:
Sage Publication
Moore, G.W. (1983). Developing and Evaluating Educational Research. Canada: Little
Brown & Co.
Ravid, Ruth. (2000). Practical Statistics for Education. New York: University Press of
America

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 M.Phil (Education) Syllabus
Semester-I

Paper- 1.1.2: Trends and Issues in Education

Full Marks - 100

Course Objectives
On completion of the course the students shall be able to:
• understand the meaning, nature and scope of education;
• justify education as a field of study;
• characterize education as a distinct discipline;
• understand the meaning of pedagogy and critically reflect upon emerging
pedagogy;
• explain how knowledge is constructed by the learners in a diverse socio-cultural
context;
• develop a critical perspectives of learning and knowledge and construction;
• understand the philosophical, sociological and psychological foundations of
curriculum;
• explain various approaches of curriculum construction;
• describe various evaluation process of curriculum;
• critically reflect upon the contemporary trends and issues in education;

Course Contents:
Unit I-Concept of Education
1) Concept and Scope of Education.
2) Education as a Field of Knowledge.
3) Characterizing Education.

Unit II-Process of Education

1) Emerging Pedagogy
2) Learning and knowledge: Forms of Learners Engagement in the Process of
Knowledge Construction
3) Understanding the Changing Profile of the Teachers.

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 4) Contextualizing learning: Use of Local Knowledge/wisdom in the Process of
Learning.
5) Development of Critical Perspectives and Teacher’s Reflection on his own Practices.

Unit-III Learning, Cognition and Development

1) Perspectives of learning: Piaget, Vygotsky, Novak and Brunner
2) Concept formation and concept attainment
3) Concept of Holistic Development.
4) Knowledge about the Students: Cognition and Adolescent Development.
5) Learning Environment.
6) Individual Differences.

Unit-IV Curriculum Development, Transaction and Evaluation

1) Foundations of curriculum-Philosophical, Sociological and Psychological.
2) Principles of Curriculum Construction.
3) Approaches to Curriculum Construction- Dialogic and Social Constructivist
Approaches; Differentiated Curriculum; Diversity and Equity Challenges in
Curriculum.
4) Transaction of Curriculum and Evaluation.

Unit-V Contemporary Issues in Education:

1) Globalization, liberalization and privatization of Education
2) Right to Education Act.2009: Historical perspective and implementation status
3) Education and Women Empowerment
4) Equal opportunities in Education, Access and Reservation in Education.
5) Language and Medium of Instructions.
6) Assessment of Learning and examination.
7) Peace and Human Right Education.
8) Multiculturalism, Cultural Conflict, Ethnicity and Diversity.

References:
Barris, K. (1979) Education and Knowledge: The structured Misrepresentation of reality;
Routledge & Kegan Paul, London.
Blaug, Mark (1972). An introduction to Economics of Education. Allen Lane, London.
Penguin.

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Bodner, a.M. (1986). ConstlUclivism: A Thcory of Knowledge. Journal of Chemical
Education.
Bruner, J.C. (1997). The Culture and Education. London: Harvard University
Deway, J. (1956) The School and society, Phonex Books, University of Chicago Press.
Deway, J. (1963) Democracy and Education, Macmillan, New York.
Deway, J. (1963) Experience and Education, Collier-Macmillan.
Edgerton, Susan Huddleston (1997). Translating the Curriculum: Multiculturalism into the
Cultural Studies. Rutledge.
Etta, R. Hollings (1996): Transforming Curriculum for a Culturally Diverse Society.
Lawrence Erlbaum Associates Publishers. Mahwah, New Jersey.
Freire, P. (1970) Cultural Action for freedom, Penguin Education special, Ringwood,
Victoria, Australia.
Freire, P. (1973) Pedagogy of the oppressed, Penguin Education special, Ringwood,
Victoria, Australia.
Government of India (2001). national Human Development Report 2001. New Delhi:
Planning commission.
Hergenhahn, B.R. & Matthew H. Olson (2007). An Introduction to Theories of Learning. (7th
edition). Prentice Hall of India.
Hirst, P.H. and Papers, R.S. (1963). The logic of Education, Routledge & Kegan Paul,
London.
Hirst, P.H. (Ed.) (1963) Educational theory and its Foundation, Disciplines, Routledge &
Kegan Paul, London.
IIlich, I.D. (1970). Deleberation of Awareness, Penguin Education specials, Ringwood,
Victoria Australia.
IIlich, I.D. (1970). Deschooling Society Penguin Education specials, Ringwood, Victoria
Australia.
Maureen T. (2000). Constructivism, Illstructional Desigll and TechlloLogy: Implications for
Transformillg Distant Learning.
Naik, J.P. (1975). Equality, Quality and Quantity. The Illusive Triangle in Indian Education.
Bombay: Allied.
Ornstein, Allen C. & Hunkins, Francis P. (2003). Curriculum, Foulldatiolls, Principles and
Issues
Peters, R.S. (1967). The concept of Education. Routledge & Kegan Paul, London.
Resnick, L. Knowledge. Learning and Illstruction. Englewood Cliffs, NJ: Erlbaum.

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Schon, D.A. (1983). The Reflective Practitioller. New York. Basic Books.
Sen, Amartya K (1970). Crisis ill Indian Education. Lal Bahadur Shastry Memorial Lectures.
Hyderabad. Administrative Staff College of India.
Shukla, Suresh C (1985). Sociological Perspective in Education: A Reader. Delhi: Chankya.
Slattory (1995): Curriculum Development is Postmodern Era. (Critical Education &
Practice).
Smith, Edward E. & Kosslyn, Stephen M. (2007). Cognitive Psychology: Mind and Brain.
Prentice Hall oflndia.
Sri Aurobindo (1924). A System oJNationai Education. Calcutta: Arya Publishing House.
Tilak, Jandhyala B.G. (2003). Education, Society and Development. New Delhi: APH
publishing Corporation for UEPA.
Tilak, Jandhyala B.G. (2006). Education: A Saga of Spectacular Achievements and
Conspicuous Failures in India: Social Development Report. New Delhi. Oxford
University Press.
Wiles, Jon (2004). Curriculum Essentials- A Resource or Educators. Allyn & Bacon.
Wyne, J.P. (1973). Theories of Education to the Foundations of Education Harper and Row,
Publishers, London.
Young, M.F.D. (Ed.) (1971). Knowledge and control: New Directions for sociology
education Collier-MacMillan, New York.

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 M.Phil (Education) Syllabus
Semester-I

Paper- 1.1.3: EDUCATIONAL TECHNOLOGY

Full Marks - 100

Course Objectives
On completion of the course the students shall be able to:
• understand the meaning, nature and scope of educational technology;
• explain with examples various approaches to educational technology;
• describe systems approach and its application in educational context;
• understand the functioning of major institutions of educational technology in India;
• review some case studies on educational technology in India;
• explain the concepts, principles, modes, process and barriers of communication and
their implications in educational context;
• demonstrates different models of communication and their classroom implications;
• differentiate among correspondence, distance and open education;
• understand the student support services in distance education;
• critically evaluate the evaluation system in distance education;
• Compare the status of distance education system in some Asian countries;
• explain the instructional design and its underlying principles;
• express about the process of development of self learning materials
• review the researches on Instructional Design;
• explain the recent innovations and future perspectives of Education Technology such
as, ICT, teleconferencing, E-Learning, Use of Satellite in Education, etc.;
• review the researches on ICT in Education.
• understand the systems approach to Education and communication theories and
modes of communication,
• develop the ability for critical appraisal of the audio-visual media,
• develop basic skills in the production of different types of instructional material,
• know the recent innovations and future perspectives of Education Technology.

Course Contents:
Unit I- Development and Approaches of ET
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 1) Education and Technology: Learning about technology, learning from technology and
learning with technology.
2) Historical development – programmed learning stage; media application stage and
computer application stage;
3) Approaches of educational technology: Hardware, Software and system approach
4) Major institutions of educational technology in India – CIET, SIET, IGNOU, NIOS,
Consortium for Educational Communication (CEC), and their role in education.
5) Case Studies: Hole in the Wall; Bhandup Muncipal School Project; SITE-1976;
EDUSAT; (Sidhi); and CLASS-2000.
6) Research Trend in Educational technology

Unit II- Communication Process

1) Concepts, principles, modes, Process and barriers of communication
2) Models of Communication: Classical Communication models, Early linear models,
Non-linear models, Multi-dimensional models
3) Classroom Communication (Verbal and non-verbal)

Unit III- Distance Education

1) Concept and Contemporary Systems, viz. Correspondence, Distance and Open
Learning;
2) Need of Distance Education in India;
3) Learner Support Services in Distance Education
4) Learner Evaluation Strategies in Distance Education;
5) International Perspectives: Distance Education in India, China, UK, Canada
6) Research Trend in Distance Education

Unit IV-Instructional Design

1) Instructional Design: Concept, dimensions and evolution.
2) Models of Instructional Design: ADDIE Model; Instructional Design for Competency
Based Teaching; Development of Self Learning Materials; Models for Development
of Classroom Lesson plans- 5E Approach and Interpretation Construction (ICON)
Design model.
3) Models of Teaching: Overview of different families (Social, Information processing,
Behavioural systems, and Personal family)
4) Researches on Instructional Design-a review

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Unit V: Information and Communication Technology (ICT) in Education
1) ICT in Education: Meaning, Nature and Scope
2) Teleconferencing: Audio, Video and Computer Conferencing.
3) E-Learning, Blended Learning, Web. 2.0 tools.
4) Pedagogy- Technology-Content Integration
5) Use of Satellite in Education: SITE, INSAT and EDUSAT
6) National ICT Policy
7) Researches on ICT in Education

References:
Allen, D.W. et al. (1969). Micro-teaching- A Description. London: Stanford University Press.
Das, R.C. (1993). Educational Technology – A Basic Text. New Delhi: Sterling Publishers
Pvt. Ltd.
Dikshit, H. P., Garg, S., Panda, S. & Vijayshri (Eds.) (2002). Access & Equity: Challenges
for open and distance learning. New Delhi: Kogan Page.
Garg, S., Panda, S., Murthy, C. R. K. & Mishra, S. (Eds) (2006). Open and Distance
Education in Global Environment. New Delhi: Viva Books.
Garg, S., Puranik, C., Venkaiah, V., & Panda, S. (Eds) (2006). Four Decades of Distance
Education in India: Reflections on policy and practice. New Delhi: Viva Books.
Garrison, D.R. and Anderson, T. (2003). E-Learning in the 21st Century: A Framework for
Research and Practice. London: Routledge.
Jangira, N.K. & Singh, A. (1992). Core Teaching Skills – A Microteaching Approach. New
Delhi: NCERT.
Mishra, S. (2008). Developing E-Learning Materials: Some Pedagogical Concerns. Indian
Journal of Open Learning, 17 (2).
Mishra, S. (2005). Distance Teacher Education, Process-issues and Concern. New Delhi:
Mahamaya Publisher.
Mukhopadhyay, M. (2001). Educational Technology: Challenging Issues. New Delhi:
Sterling.
Mukhopadhyay, M. (2001). Instructional Science in Indian Schools. in Rajput J.S. and others
(Eds), Experiences in School Education.NCERT, NewDelhi.
Mukhopadhyay, M., Panda, S. K. et al (Eds) (1991). Educational Technology: Third
Yearbook, Vol.I & II. New Delhi: All India Association for Educational Technology.

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Kulkarni, S.S. (1996). Introduction to Educational Technology. New Delhi: Oxford and IBH.
Kumar, K.L. (2008). Educational Technology. New Delhi: New Age International Pvt. Ltd.
NCERT (2006). National Curriculum Framework 2005 Position Paper National Focus
Group on Educational Technology. New Delhi: Author.
Panda, S. K. (Ed.) (1996). Staff Development in Indian Universities. New Delhi: Association
of Indian Universities.
Panda, S., Satyanarayana, P. & Sharma, R. C. (1994). Open and Distance Education
Research. Warangal: Indian Distance Education Association.
Panda, S. (Ed.) (1999). Open and Distance Education: Policies, practices and quality
concerns. New Delhi: ABI.
Panda, S. (Ed.) (1997). Staff Development in Higher and Distance Education. New Delhi:
Aravali Books International.
Panda, S. (Ed.) (2003). Planning and Management in Distance Education. New York:
Routledge Falmer.
Passi, B.K. (1976). Becoming Better Teacher: Micro-teaching Approach. Baroda : Centre for
Advanced Study in Education, M. S. University of Baroda.
Roblyer, M.D. (2008). Integrating educational technology into teaching. New Delhi:
Pearson.
Sampath et. al. (1981): Introduction to Educational Technology. New Delhi: Sterling
Publishers Pvt. Ltd.
Senapaty, H.K. and Pradhan, N. (2005). Designing Instruction for Constructivist Learning.
Staff and Educational Developmental International. 9 (2&3), 93-102
Singh, L. C. (2010). Educational Technology for Teachers and Educators. New Delhi:
Vasunandi Publication.
Singh, L. C. et al. (1987). Micro-teaching- Theory and Practice. Agra: Psychological
Corporation.
Venkataiah, N. (1996): Educational technology. New Delhi: APH Publishing Corporation.
Walia, J.S. (??). Essentials of Educational Technology. Jalandhar: Ahim Paul Pub.
UNESCO (2002). Information and communication technology in education: A curriculum for
schools and programme of teacher development. Paris: UNESCO.
UNESCO (2002). Open and distance learning: Trends, policy and strategy considerations.
Paris: UNESCO.
UNESCO (2005). How ICT can create new, open learning environments: Information and
communication technologies in schools: A handbook for teachers. Paris: UNESCO.
Rout, S.K. (2008). Educational media in India. New Delhi: Sai Pub.
Joyce, B. and Weil, M. (2003). Models of teaching (7th ed.). Englewood Cliffs, NJ: Prentice-
Hall.

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 SEMESTER-II
M.Phil (Education) Syllabus

Paper- 1.2.4: RESEARCH PROPOSAL AND BOOK REVIEW

Full Marks - 100

A. PREPARATION AND PRESENTATION OF RESEARCH

PROPOSAL
Full Marks - 50
Each student is required to select a problem on which he/she has to do intensive study during
second semester under the guidance of a supervisor. The research proposal will be presented
through power-point. Students of the P.G. and U.G. (Hons.) of the department will remain
present and participate in discussion of the paper. There will be an open viva-voce. Marks
shall be awarded to each student on the basis of relevance of the research proposal, standard
and quality of the proposal, style of presentation and clarification of doubts raised by the
participants.

B. Book Review FM:50

marks
Each student is required to select and review a standard reference book, published recently, in
his/her area of proposed research.

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 SEMESTER-II
M.Phil (Education) Syllabus

Paper- 1.2.5: PREPARATION AND PRESENTATION OF SEMINAR

PAPER

FM-50 marks
Each student shall prepare three seminar papers on the topic of his/her choice with research
evidence and in-text references. The seminar papers will be presented through power-point.
Students of the P.G. and U.G. (Hons.) of the department will remain present and participate
in the discussion of the paper. Marks shall be awarded to each student on the basis of
relevance of the paper, standard and quality of the paper, style of presentation and
clarification of doubts raised by the participants.

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 SEMESTER-II
M.Phil (Education) Syllabus

Paper- 1.2.6: DISSERTATION

FM-150 marks
Each candidate for the M.Phil. examination shall have to submit a dissertation on a
relevant educational topic under the supervision of a member of the staff of the department.
The dissertation must be submitted prior to the date prescribed for filling in the application
form for admission into the said examination failing which the candidate shall not be allowed
to sit for the examination.

The dissertation shall be evaluated jointly by an external and internal examiner

(supervisor) on the basis of relevance of the topic, quality of research input and the quality of
presentation. There shall also be an open viva-voice test where all the students of the P.G.
and U.G. (Hons.) of the department will remain present and participate in the discussion of
the paper. The candidate will be evaluated on the basis of his/her knowledge of the topic,
research methodology followed, style of presentation and clarification of doubts raised by the
participants or any other aspect of the research work that the examiners would consider
suitable.

Distribution .of marks shall be as follows:

a) Dissertation 100 Marks

b) Viva- voce Test 50 Marks

Total 150 Marks

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