Rajendra K U M A R Shah | Tribhuvan University (original) (raw)

Papers by Rajendra K U M A R Shah

AMC journal, Dec 31, 2023

International Journal of Advance Research and Innovative Ideas in Education, 2016

The major objective of the present study is to evaluate the curricular relevance and appropriaten... more The major objective of the present study is to evaluate the curricular relevance and appropriateness of the present primary education curriculum in Nepal. Accordingly, this study intended to identify the problems and challenges associated with the curriculum. Altogether 400 headmasters, assistance head masters and subject teachers were selected on the purposive sampling. The findings of the present study envisage that the existing curriculum is unsatisfactory in the changed context of the nation. Most of the teachers of present study felt that contents and activities mentioned in the curriculum and textbooks are not adequate for the development of the necessary knowledge, skills and attitudes. In the implementation side, the curriculum has not been effectively delivered due to the lack of instrumental resources, trained teachers and dearth of seriousness in its implementation Hence, the overall situation hints that there is need for some curriculum adjustment, improvement in the tex...

Gender representation in school textbooks has been researched and discussed extensively in a seri... more Gender representation in school textbooks has been researched and discussed extensively in a serious academic tone since the early classic studies by second wave feminists in the 1970s and 1980s using content analysis approach. The feminist poststructuralists, using qualitative approaches, asserted that textbooks are gender bias: these carry significantly more males than females, and both females and males are portrayed within their traditional gender roles. Keeping in view the persistent gender in textbooks, the study examines gender bias in primary level social studies textbook of grade V in Nepal. Content analysis approach that involves the descriptive statistics tool was used to count the number of male and female and calculate the percentage. The frequency and percentage of male and female gender characters are calculated. It reveals that 52% (176) male and 48% (160) female characters are utilized in the existing primary level social studies textbooks of grade V. 16 more male c...

The Greek word for child (usually a boy) is pais (the stem of this is paid), and leader is agogus... more The Greek word for child (usually a boy) is pais (the stem of this is paid), and leader is agogus-so a paidagogus or pedagogue was literally a leader of children. And yet this confines us to a very limited understanding of what pedagogy is, or has the potential to become. Although the terminology pedagogy is not a recent invention, it has been a major concern of the educationist in the twentieth century. Later, the word pedagogue became synonymous with the teaching of our young. Taken in this context, we would probably all agree that pedagogy is about children's education. Pedagogy, literally translated, is the art or science of teaching to children. The major aim of the present article is to conceptualize and define pedagogy from different perspectives. For this purpose, I have made in-depth study of the related literature during the course of the study.This paper offers a thematic analysis of the ten topics such as etymological meaning of pedagogy and pedagogue; difference bet...

The present study is carried out in order to analyze the existing Masters’ Degree curriculum of F... more The present study is carried out in order to analyze the existing Masters’ Degree curriculum of Foundation of Education (ED 511). Descriptive survey design has been used in present study. 10 teachers of different college of Tribhuvan University and 20 post-graduation (M ED) students who studying at Sanothimi campus were selected as samples using purposive sampling methods. Results reveals that sufficient indigenous knowledge related contents are not instrumented in the existing curriculum of ED 511. Similarly, the results of the present study reveals that although the major general and specific objectives, contents, pedagogical activities and assessment procedures are satisfactory, sufficient indigenous knowledge friendly objectives and contents are not incorporated in the ED 511 curriculum. Only one topic related to indigenous knowledge is instrumented in the curriculum. Accordingly, general, specific objectives and assessment procedures cover some indigenous knowledge friendly con...

International Journal of Multidisciplinary Educational Research (IJMER), 2020

The present study is carried out in order to revisit the prevailing the primary education curricu... more The present study is carried out in order to revisit the prevailing the primary education curriculum
in Nepal. Descriptive survey design has been used in present study. 200 primary school teachers,
200students and 100 parents were selected as samples using purposive sampling. The results of
the present study indicated that although the general objectives, levelwise objective, and specific
objectives of primary education appropriate and relevant, some levelwise, and gradewise
objectives, contents, pedagogical practices and student evaluation procedures are not satisfactory
and appropriate. Level wise and grade wise objectives are vague and are not important for further
learning. Some important content areas are also missing from the curriculum. All of the teaching
learning activities are based on the rote learning and student evaluation procedures are only based
on paper and pencil test. Thus, it can be concluded that existing primary education
curriculumshould be improved as per the changed need of the society.

International Journal of Multidisciplinary Educational Research (IJMER), 2019

The aim of this study was to explore the primary level social studies teachers’ perceptions and e... more The aim of this study was to explore the primary level social studies teachers’ perceptions and
experience on implementation of constructivist approach in their classroom. Narrative inquiry, a
form of qualitative method, was employed in the present study. Samples were selected on the
basis of purposive sampling. A semi-structured interview was conducted with 12 primary level
social studies teacher from the grades 2, 3, and 4. Four primary level social studies teachers were
voluntarily selected from each grade for interview. Each interview lasted about 20 minutes. The
recorded interviews were transferred to written texts and later analyzed. The responses were
examined by descriptive and content analysis. Although primary level social studies teachers
were very positive about constructivism as a teaching and learning approach, they have major
hesitations in its implementation in the schools due to the lack of experience in such an approach
during their education and the lack of motivation for constructivism resulting from the
weaknesses of knowledge. They also think that the lessons and practices in the faculty of
education are not very sufficient to become a constructivist teacher. They had very limited and
superficial knowledge of constructivism.

APH Publishing Corporation, 2016

The major intention of this article is to shed light on the relevance of Freire’s philosophical i... more The major intention of this article is to shed light on the relevance of Freire’s philosophical ideas to the classroom
and its impact on the world of educator and educatee. The paper is a reflection of Freire’s reaction to banking
education, problem posing model, culture circle, codifications, praxis dialogue and concientization. The readings
of his work show that he rejects the banking education system where the teacher is considered as the only source
of knowledge and which stands for preserving the existing order. He emphasized dialogical education based on
full participation of pupils and teachers. According to him dialogical education helps to develop critical thinking
with a focus on transforming society. In most contemporary educational systems to reach a pre-determined goals,
without considering critical reflection with a focus on high competition and keeping the status-quo are the
standards. To challenge this neoliberal and conservative trends, Freire’s dialogical, problem based, critical and
transformative pedagogy is more vital today than any other time. Freire has been able to draw upon and weave
together a number of strands of thinking about educational practice and liberation. His theoretical innovations
have had a considerable impact on the development of educational practice all over the world. Although he has
developed an innovative concept of education and pedagogy there are some critics to his work which he tackled
accordingly on different occasions.

International Journal of Creative Research Thoughts (IJCRT), 2020

The present study is carried out in order to analyze the existing Masters' Degree curriculum of F... more The present study is carried out in order to analyze the existing Masters' Degree curriculum of Foundation of Education (ED 511). Descriptive survey design has been used in present study. 10 teachers of different college of Tribhuvan University and 20 post-graduation (M ED) students who studying at Sanothimi campus were selected as samples using purposive sampling methods. Results reveals that sufficient indigenous knowledge related contents are not instrumented in the existing curriculum of ED 511. Similarly, the results of the present study reveals that although the major general and specific objectives, contents, pedagogical activities and assessment procedures are satisfactory, sufficient indigenous knowledge friendly objectives and contents are not incorporated in the ED 511 curriculum. Only one topic related to indigenous knowledge is instrumented in the curriculum. Accordingly, general, specific objectives and assessment procedures cover some indigenous knowledge friendly contents. These provisions are not sufficient form the perspectives of indigenous knowledge. Similarly, indigenous knowledge that exists in society has historically been ignored and neglected. So, a majority of the respondents agreed that there is sufficient room for indigenous knowledge in the existing curriculum that could be incorporated in the Foundation of Education curriculum (ED 511). In this context, explicit and tacit indigenous knowledge could be instrumented in the existing ED. 511 curriculum easily. Accordingly, specific pedagogical practices and assessment procedure should be added for the effective implementation of these contents. Thus, it can be concluded that existing syllabus of ED 511 should be improved as per the norms of the changed need of the society and indigenous knowledge perspectives.

International Journal of Creative Research Thoughts (IJCRT), 2021

Studies on beliefs dates back to the field of psychology in the early 1900s. After the 1920s, how... more Studies on beliefs dates back to the field of psychology in the early 1900s. After the 1920s, however, interest in beliefs waned. It was not until the 1960s with the work of some psychologists such as Rokeach that the subject was revisited. In the 1970s, the inception of cognitive science opened the door to further pursuits of beliefs research. A transformation in the focus of education research began at this time. Heretofore, the focus had included only a behavioral emphasis wherein teachers' intentions were largely ignored. But the development of cognitive science provided a venue for education researchers to give increased attention to teacher cognition. This focus involves teacher thinking, including teacher beliefs. This development catapulted the study of beliefs in the 1980s in a variety of fields, including education. The major aim of the present study is to explore the concept, meaning and definition of the teachers' belief. Secondary sources such as internet, online resources, journal articles, thesis, and dissertation have been utilized to prepare this article. Accordingly, a specific literature search strategy was used in the present study. For this purpose, a literary search and selection of the related studies focusing on the teachers' belief generated mainly two types of studies-the qualitative and the quantitative type of studies. I searched scholarly and online databases (Google Scholar, JStor, Proquest) for studies published between 1950 to till the date that focus on the teachers' belief and related policies, trends, and issues in various countries. Results of the present study shows that it is very difficult to define teachers' belief and teachers' beliefs are an intangible construct' as they are made up of rational ideas developed over a period of time, through experiences gained while trying to understand a students' mind, and monitoring classroom behavior how students react to lectures. As a mental construct, beliefs are not easily defined, and indeed most scholars come to the consensus that beliefs are notoriously difficult to define. Accordingly there is difference among belief, knowledge and attitudes and teachers' belief is developed on the basis of personal experiences; experiences with schooling and instruction; and experience with formal Knowledge. Anthropologists, social psychologists, and philosophers have contributed to an understanding of the nature of beliefs and their effects on actions. There is considerable congruence of definition among these three disciplines in that beliefs are thought of as psychologically-held understandings, premises or propositions about the world that are felt to be true.

Abstract Learner centered teaching (LCT) have been focuses of discussion from 1980s and particula... more Abstract
Learner centered teaching (LCT) have been focuses of discussion from 1980s and particularly the 1990s in developing countries.
From the 1980s there have been quite a lot of concerns and arguments over the appropriateness of learner centered teaching (LCT)
for developing countries where the social and cultural values, educational traditions, and available resources are so different from
the Western countries. Most of the educationists argue for the teacher centred formalistic approach which is believed to be more
suitable for contexts where resources are limited and teacher professional capability is low. Although, most of the educationists
of the world support LCT, there are a number of complexities and contradictions regarding the concepts and the implementation
of LCT. Thus, the major intention of the present article is to shed light on the various aspects of complexities and contradictions of
LCT. Six main topics such as: learner centered teaching and the teaching learning methods; cultural beliefs that contradict learner
centered teaching; teachers and students’ culture; teaching and learning resources; and language complexity; and top-down reform
have been presented one by one in the present article.

Many developing countries has been attempting to bring a paradigm shift from TCT to LCT classroom... more Many developing countries has been attempting to bring a paradigm shift from TCT to LCT classrooms for years, particularly through annual in-service training, yet most of the classrooms remain dominated by rote-learning. One potential reason is that although scholars have suggested that LCT is grounded in deeply rooted cultural values resistant to change, research and training programmes have rarely attempted to identify and address these underlying beliefs. To address this gap, this study explores how teachers' beliefs relate to their practice, and whether there are certain prevalent beliefs that conflict with a learner centred paradigm. Several prevalent cultural beliefs that are indeed antithetical to LCT. This research should generate useful insights for teacher educators and policymakers and other developing countries, regarding the need for engaging with teachers' beliefs, and the need for contextualizing Western-originating progressive pedagogies in keeping with local cultural contexts. In the present article, barriers in the implementation of LCT have been discussed. Eleven main topics such as: constraints in the school environment; teachers' beliefs; professional capacity; parents' attitudes; student perceptions; assessment practices; top-down reform; lack of systemic alignment around LCT; policy issues; culture; language; readymade materials; lack of proper teaching methodology; and lack of well-equipped libraries have been discussed in this article.

Learner centred education is one of the most widely discussed and admired phenomenon in the 21 st... more Learner centred education is one of the most widely discussed and admired phenomenon in the 21 st century. The major aim of the present study to gain insight in the perceptions and practices of secondary school teachers and pupils in Dhangadhi Sub-metropolitan city, Kailali, Nepal with regard to child-centered education. In the present study, qualitative research was adopted. For this purpose, samples were selected on the basis of purposive sampling method.12 teachers, 12 students, and 2 officers working in Dhangadhi Sub-metropolitan City, Education Section were selected as the samples in this study. Information was collected using in-depth interview, observation, and focus discussion. The results of the present study reveals the most of the secondary school teachers in faovur of learner centred education, but their classroom delivery is teacher centred teaching. The poor physical facilities, crowed classroom,lack of support of the parents are some major hurdles of learner centred education. Socialinfluences are not always supportive. Adjustments can be made to improve the program and to increase the use oflearner-centered education in Dhangadhi Sub-metropolitan city. There could be more focus on the involvement of the wholecommunity and on possibilities as opposed to difficulties in the specific context.

In the field of pedagogical practices, two aspects have been studied with great interest. Educato... more In the field of pedagogical practices, two aspects have been studied with great interest. Educators have long been researching how to make classroom delivery effective in the 21st century. In this context, the difference between LCT and TCT has been studied for the long time. Some scholars have emphasized on TCT while many other scholars educators have emphasized on LCT. TCT is a very old and prevalent teaching and learning method. This method has its own advantages and disadvantages. Due to this reason this method is still prevalent today and many classrooms are being used unhindered. But philosophers such as Rousseau, Pestalozzi, Froebel, and Dewy have criticized TCT and advocated for LCT. Now, it is important to be clear about the difference between LCT and TCT. This study also attempts to clarify the differences between the two teaching methods. This article is prepared on the basis of in-depth study of various articles, research reports, books, various levels theses, etc. published in different literatures over the past few years, as well as my own long teaching-learning experience. In the present article, topic such as: learning theories: from teachercentered to learner-centered; TCT-characteristics; teacher-centered classrooms, teacher-centered pedagogy; LCT-characteristics, learner-centered classrooms, learner-centered pedagogy and comparison and contrast between TCT and LCT have been analyzed and described from the different perspectives.

Social studies is in the position of an important course that includes topics related to the disc... more Social studies is in the position of an important course that includes topics related to the discipline of social sciences such as geography, economics, sociology and history. History topics among these social science disciplines have a very important place in the social studies curriculum. It seems important to determine the opinions of the social studies teachers, the practitioners of this course, and their suggestions for this problem in order to increase the effectiveness of teaching of history topics in the social studies course. Thus, in the present study, it was aimed to analyze opinions of primary school teachers regarding the teaching of history topics in the 5th grade social studies. At the same time, in order to offer suggestions for teaching history topics effectively, this study is carried out. A survey method was used in this study. In the analysis of the data, descriptive analysis technique was used. Findings of this study indicated that the primary school social studies curriculum was not adequate, sufficient, and relevant. The history topics incorporated in the social studies curriculum were not intensive, the teaching hours were not adequate, the number of learning outcomes was high, and the concepts with which the most of students were not familiar. Accordingly, there was no integrity between the history topics. The topics were disjointed and no link could be established between them; besides, the chronological order was not followed and both teachers and students had difficulty in going through these topics. The number of historical places and museums to which they could take their students were limited and that they could not go to the historical places in the neighboring cities due to negative circumstances such as financial impossibilities, failure to acquire permits and climatic conditions. It was also understood that there were not historical personalities or elderly people accessible to them in their area. The methods that teachers use were not interested to the learner and that the classrooms were over crowed. At the same time assessment, procedures were also not defective from various perspectives.

Philosophy is essential for the development of any kind of curriculum. Curriculum objectives, con... more Philosophy is essential for the development of any kind of curriculum. Curriculum objectives, content, classroom delivery, and evaluation process are determined on the basis of philosophical bases. Without philosophy, educators will have no direction as to what and how to organize and implement whatever we are trying to achieve within the school system. It is an established fact that our philosophy influences and do to a large extent determines our educational decisions, choices and alternatives. This is because curriculum consists of the totality of the environment that the school creates in order to stimulate and guide the wholesome growth and development of the children. This however, could not have been made possible without philosophy. Philosophy provides the starting point in curriculum development as it reflects on the total needs of the children, environment, schools and the society. From this, philosophy becomes the source of the development of curriculum. The major aim of the present article is to propose a philosophical foundation for the curriculum development in Nepal. Thus, this study is of descriptive nature and based on the In-depth Desk Review (IDR). In this study, published books, library documents, research reports, articles as well as online documents have been taken as samples and as a data collection tools. In the reviewing process, major challenges of the Western and drawbacks of the Eastern philosophy have been sought. On the basis the findings, a model of philosophy for the curriculum development was developed. Result of the present reveals that a combination of the Vedic and Buddhist philosophy could be a philosophical bases for the curriculum development process in Nepal.

Social studies as a subject is one of the important subject in the field of primary education in ... more Social studies as a subject is one of the important subject in the field of primary education in Nepal. In the context of Nepal, the need of social studies was felt in the early 1950s. The present study is carried out in order to study the problem and prospective of primary education social studies curriculum in Nepal. Descriptive survey design has been used in present study. Utilizing a convenient sample, a total of 30 school teachers from primary schools participated in this study. The study group of the research consisted of the primary level social studies teachers who worked in Tikapur Municipality, Kailali, Nepal. The researcher constructed a questionnaire titled 'primary education social studies curriculum in Nepal: problem and prospect'. The questionnaire consisted of seven sections namely; curriculum dissemination of primary education curriculum; Philosophy of the primary level social studies curriculum; objectives of the primary level social studies curriculum; content of the primary level social studies curriculum; teaching learning of the social studies curriculum; assessment and evaluation of the social studies curriculum; and other common problems. Results of this study reveals that most of the primary school teachers rarely get opportunity to participate in the dissemination program. Similarly, philosophy of the primary education social studies curriculum is not clear and is not reflected in the educational materials and contents and objectives of the curriculum are also not seemed relevant, suitable and adequate from the different perspectives. Pedagogical practices lacks child centred perspectives. Last aspects of curriculum, assessment is not also suitable. It calls for further detailed study of the curriculum and needs improvement in the primary level social studies curriculum.

The major objective of the present study is to evaluate the curricular relevance and appropriaten... more The major objective of the present study is to evaluate the curricular relevance and appropriateness of the present primary education curriculum in Nepal. Accordingly, this study intended to identify the problems and challenges associated with the curriculum. Altogether 400 headmasters, assistance head masters and subject teachers were selected on the purposive sampling. The findings of the present study envisage that the existing curriculum is unsatisfactory in the changed context of the nation. Most of the tea chers of present study felt that contents and activities mentioned in the curriculum and textbooks are not adequate for the development of the necessary knowledge, skills and attitudes. In the implementation side, the curriculum has not been effectively delivered due to the lack of instrumental resources, trained teachers and dearth of seriousness in its implementation Hence, the overall situation hints that there is need for some curriculum adjustment, improvement in the textbooks and serious need for the effective implementation to make the curriculum more relevant to the needs of the society and to the level of primary level children as the implication of this study.

AMC journal, Dec 31, 2023

International Journal of Advance Research and Innovative Ideas in Education, 2016

International Journal of Multidisciplinary Educational Research (IJMER), 2020

International Journal of Multidisciplinary Educational Research (IJMER), 2019

APH Publishing Corporation, 2016

International Journal of Creative Research Thoughts (IJCRT), 2020

International Journal of Creative Research Thoughts (IJCRT), 2021

The major objective of the present study is to evaluate the curricular relevance and appropriaten... more The major objective of the present study is to evaluate the curricular relevance and appropriateness of the present primary education curriculum in Nepal. Accordingly, this study intended to identify the problems and challenges associated with the curriculum. Altogether 400 headmasters, assistance head masters and subject teachers were selected on the purposive sampling. The findings of the present study envisage that the existing curriculum is unsatisfactory in the changed context of the nation. Most of the tea chers of present study felt that contents and activities mentioned in the curriculum and textbooks are not adequate for the development of the necessary knowledge, skills and attitudes. In the implementation side, the curriculum has not been effectively delivered due to the lack of instrumental resources, trained teachers and dearth of seriousness in its implementation Hence, the overall situation hints that there is need for some curriculum adjustment, improvement in the textbooks and serious need for the effective implementation to make the curriculum more relevant to the needs of the society and to the level of primary level children as the implication of this study.