This study report has been arranged with six chapters. The chapters have been discussed in the following session:
7.2.1 Chapter one: Introduction
This chapter explains the overall evaluation and impact of In-service training, which the trainees earn from the In-service training programs for the long term sustenance of the training results in their higher secondary levels institutions. This chapter also includes the following issues such as what are the aims and objectives of HSTTI, duties and responsibilities of HSTTI trainers, training materials, training facilities etc. On the basis of historical background of this necessity and the importance of training the government of Bangladesh has established five (5) Higher Secondary Teachers Training Institutes (HSTTI) in five major cites in Bangladesh to train up the higher secondary level college teachers and these institution cover the seven divisions of the country. Statement problem has been included for justifying the research title and objective, research questions are set to find out the real scenario about the evaluation and impact of the educational management, subject and pedagogy and computer training courses of Higher Secondary level colleges. Different role and impact and effectiveness of In-service training related literature have been included to justify the research topic for the research work. Rationale, justification, limitations, feasibility,
significance and scope of the study have also been included in the introduction chapter.
Operational definition or key terms/words, research concept and theory, conceptual frame work and lastly quality education definition, indicators and framework have also been included in this chapter.
7.2.2 Chatper two: Research methodology
This chapter includes the type of the research, selection of the study area and research design. The type of the respondents/participants, 2 HSTTI has been selected purposively as the study area out of 5 HSTTIs. Study area has been selected randomly from two hundred higher secondary level colleges from the previously mentioned 02 HSTTIs Rajshahi and Barisal working area. Respondents in HSTTI, Rajshahi trained principals 50, subject teachers 186 and computer teachers 50, total 286. Respondent in HSTTI Barisal principals 20, subject teachers 112 and computer teachers 20, total 152. Others respondent data have been collected from higher officials and stake holders 82 of 5 HSTTIs through interview schedules. Here total number of respondents of this research is 520. Primary sources of data, secondary sources of data, sampling procedures and nature of sample, nature of respondents, sample and sample techniques have also been explained in the research methodology chapter. In this study different tools such as questionnaires, interview schedule observation and document analysis have been used for the collecting of data. The observational tool has been used to find out the research gap and help to minimize the gap. Qualitative and quantitative data have been analyzed in the research through different statistical tools such as mean, standard deviation, frequency tables, graphical forms, two-away ANOVA, SPSS 15.0 others statistical formula in depth interview, discussion with concerned persons, inductive and deductive methods etc.
Validity and reliability of the questionnaires, data collection process and data collection period have also been included in this chapter to ensure the quality of research work.
7.2.3 Chapter three: In-service training program in Bangladesh
This chapter of the research has been arranged on the basis of the secondary data and related literature. Mainly the researcher focuse on relavence and status of In-service Training programs and Institutions. Here this chapter discribed Education system,Education structure, Aims and objecttives of secondary and higher secondary Education, Aim and objective of teacher training Education. In-service training
institutions NAEM, BMTTI profile, training activities and statictics of training summary. HSTTI Rajshahi and Barisal In-service training status, training objective, Training activities, Overall facilities of HSTTIs, Statictics of training summary, Manpower and budgetary informations of the HSTTIs in-service training program are also taken into account. HSTTI, Rajshahi arranged subject and pedagogy based In- service training for 4225 higher secondary level college teacers (1995 June, 2013 training duration 56/40 days). Here male perticipants are 3539 (83.76%) and female perticipants are 686 (16.23%). HSTTI Rajshahi conducted educational management In- service training for 371 Higher secondary level principals (duration 20 days) here male are 366 and only 05 female and in conducted computer based In-service training for 468 higher secondary levels computer teachers (training duration 27 days) where male perticipants were 414 and female perticipants were only 54. HSTTI, Barisal rendered subject and pedagogy based In-service training for 3362 higher secondary level college teacers (1996 June, 2013 training duration 56/40 days). Here male perticipants were 2737 (81.40%) and female perticipants were 625(18.59%). HSTTI Barisal conducted educational management In-service training for 250 Higher secondary level principals (duration 20 days) where male perticipants were 244 and only 06 female and rendered computer based In-service training for 380 higher secondary levels computer teacher (training duration 27 days) where male perticipants were 335 and female perticipants were only 45.
7.2.4 Chapter four: Socio-economic conditions of the respondents
In this chapter the basic information of the respondent teachers principals, subject teachers and computer teachers have been presented in brief and from the description one can get primary idea about the study area, respondent working area, rulal, urban area of institions and their status of training category, teachers category, subject and demografic characteristics and socio-economic income range, job experience and their institutions. In this study total number of respondents in two HSTTIs Rajshahi and Barisal is Higher Secondary level College Principals 70 (15.98%), classroom subject teachers 298 (68.04%) and computer teachers 70 (15.98%) out of total 438 respondents.
All respondents/participants have got masters degree (Master of Science, Arts and Commerce) but do not have satisfactory number of professional degree such as BEd, MEd, M.Phil and PhD. In this study total number of respondents is 438 who fall in the
age group 30-50 years. Among them 275 (67.35%) respondents are in the age group 30- 40 years. Among 438 respondents 318 (72.60%) are male and 12 (27.40%) are female.
Most of the respondent teacher’s monthly income range is very poor. 224 (51.14%) respondents teachers fall only 10,000-15,000 in range out of total 438 and secondly, income 1500-20000 range respondent teacher 114 (26.03%). Here HSTTI Rajshahi and Barisal Respondent Colleges (Higher Secondary Level) selected of 200. Selected colleges are two types of Rural and urban, Urban 81 (40.5%) and Rural 119 (59.5%) are out of 200. In the research rural and urban area selected college information collected data. There is gap between higher secondary level teaching learning practice, quantitive and qualatitive measurement by the in-service HSTTIs training program in the urban and rural areas.
7.2.5 Chapter five: Existing situation of quality education through In-service training of HSTTIs in Bangladesh
This chapter has been arranged on the basis of primary and secondary data. The study has used several method such as survey method, questionnaire and observation method for collecting data. This research has also used pre-test and post-test evaluation score of the trainee respondents. pre-test and post-test comparative analysis, two-way ANOVA test, DMRT test of pre-training evaluation and post training evaluation of the HSTTIs in-service training program. HSTTI In-service program is able to increase the knowledge regarding pre-test evaluation and post test evaluation. Result indicating progress towards improvement from pre-test to post have grater impact on quality education. Primary data have been collected from the trained principals, subject teachers and computer teacher and documents of the colleges have been collected to find out the training evaluation and impact of the In-service training provided by HSTTIs. In this chapter it has been disscussed that the training has increased the positive knowledge, skill and attitude of the trained principals, subject teachers and computer teachers. In-service training information of Rajshahi and Dinajpur education boards under HSTTI Rajshahi shows that 54.69%, teachers of 140 colleges have taken their training and performance of these colleges in HSC result shows a quantitative and qualitative change within five years. Training information of HSTTI Barisal shows that 57.17% teachers of 60 colleges have taken their training and perormance of these colleges in HSC result show a quantitative and qualitative change withing five years.
As for the results, these concerned trainees take inititive to overall development of their respective service.
7.2.6 Chapter six: Qualitative analysis of HSTTIs In-service training program and institutions
The qualitative analysis chapter explains the training in the quantitative approach.
Training institutes, trainers, resource persons, training materials etc have been explained in different angles. Training knowledge, skill and attitude are the important key factors for the effective training. For measuring the impact of HSTTIs’ training, a conceptual framework has been designed. Different issues have been included in the framework to sum up the training effectiveness. Evaluation methods of training are different from normal evaluation system. The evaluation method’s include pre-test, post-test, written examination, observation etc evaluation tools.
Aims and objectives are the important parts of the training activities. HSTTIs’ training and other related training objectives have been discussed qualitatively in this chapter.
Training has the different components that comprehensively affect the whole activities.
Multiple training methods have been applied in the training courses. Report presentation, portfolio presentation, syndicate presentation etc are some special techniques to evaluate the trainees. Combination skills are helpful to transfer the training results in the working places. Measuring HSTTIs’ training impact, maximum of the information has been collected from trainees and colleagues of trainees. Both groups have been explained through sharing direct and indirect training ideas. The qualitative data have been collected from the field level environment. Trainees give the information about resource persons' knowledge, skill, attitude and behavior. They also evaluate the resource persons' using of materials and time management. After training period, they evaluate the HSTTIs’ facilities and HSTTIs’ faculties which are directly and indirectly involved in the training program. The strengths and weakness of training and resource persons have been measured through the open-ended questionnaires which have been collected from the field level institutions. The qualitative information has been collected from the field through the researchers observation. This study has found out shortcomings of training and training institution through (i) institutional shortcomings (ii) participants/trainees' (iii) Positive change of trainees and his institutions and (iv) Others.