THE EFFECT OF TECNOLOGICAL ACADEMIC GRIT INTERVENTIONS TO IMPROVE PROSPECTIVE TEACHER’S BOTANY LEARNING

Abstract

The academic grit practices involve student teachers to make perennial learning process, self-reliant of their abilities, preserve their skills even at the time of difficulties at later stages of life, interest over time to attain academic progress. This assertion proposed the present investigation in which 90 student teachers were selected by purposive sample from IGNTU (Indira Gandhi National Tribal University), Amarkantak, M.P (Madhya Pradesh), India and results showed that the process sigma in the learning deficiencies are lesser in the experimental group (1.68) than the traditional group (1.53) and control group (1.22). The mean of Defects per Million Opportunities (DPMO) value is lesser in the experimental group (270000) than traditional learning group (396000) and control group (640666) in achievement test. The academic yield was more in the experimental group student teachers (73) than the traditional (60.4) and control group student teachers (35.9). Further control chart showed defects limit for Academic grit group – 12.5 % for traditional group student teachers – 21.2% and for control group – 24.7%.