Teaching and Learning in CBCS: Matter and Prospects

Sana Arif Ansari

AMU, Aligarh

The teaching-learning world had a new experience when

Choice Based Credit System (CBCS) was introduced in 2015 in
India. Since its inception it has been receiving mixed reviews
80 Research Design • Survey was selected as the strategy of inquiry for data collection.

70
from the academia world. A framework which has been the
strength of education systems of a number of developed 60 • Mixed Approach: Quantitative as well as Qualitative approach used in
Time Factor collecting data.
countries has not yet been accepted whole-heartedly in our Non-uniformity in Syllabus
country. While majority of the universities realized the worth of Teacher-Student ratio
50
Approach • Questionnaire: ‘Teaching and Learning in CBCS’- Information solicited
from teachers and students.
• Data Collection: Predefined series of questions on paper to collect
40
CBCS and brought it to effect, others found some issues Too much Assessment information from individuals.
regarding the practicality of CBCS and have abstained from it Lack of infrastructure 30
or are in the process of implementing it. Different stakeholders Agree%
Irregularity of students 20 • Sample Size: 48 respondents- 12 teachers, 36 students
of this field, such as the ministry of education, administration,
educationalists, and researchers have varied opinions about
Shifting focus to Electives
Lack of Teacher Training
10
Disagree%
Sample • Inclusion Criteria: Individuals teaching and learning in CBCS.
• Sampling Strategy: Stratified and Simple Random Sampling

CBCS. However, it is the teachers and the students whose Lack of Alternative Assessment 0
opinions matter the most as they are the closest subjects to deal Slow acceptance among Teachers • Microsoft Office Excel 2007
• Descriptive and Inferential Statistics used.
with the implementation and its consequences. Lack of adaptability in both teachers & students Analysis • Percentage was used.

CBCS allows for a departure from the single-discipline approach

in higher studies by providing the students choices of courses
from different disciplines. Also, it gives the freedom to complete
the course at one’s own pace with the help of credit transfer.
However, when it comes to practicality there can be several
ISSUES
issues. In this light a survey was conducted in Aligarh Muslim AMU, although being one of the earliest universities to implement
University (AMU) involving the teachers and students. The CBCS, is not yet fully adept with the system. A number of teachers at
present research paper is based on this survey and following Lengthy Syllabus. Recommended the Department of English think that the objectives of CBCS are
research questions were considered while conducting the No time for Self Books attainable, however there is a serious need to work on the syllabus,
survey- Are the students of AMU aware of the purpose/outcome Study or Extra inefficacious. time management, teacher-student ratio, examination and evaluation
of the guidelines of UGC regarding CBCS? What are their curricular system. Students on the other hand find the syllabus lengthy and less
thoughts about its proposal on the first hand? Do they find any Alternative Assessment activities. Not Available. time for self study. There is a problem of appropriate material for
difficulty in coping with the guidelines? If yes, what suggestions Application-based tasks study and its availability. Also, students are not much satisfied with
can they give to improve it? As far as teachers are concerned Activity-based tasks the grade system.
do they think CBCS is helpful or not, why? If not, what are the Collaborative learning
Too much CBCS -
factors that cause hindrance in achieving its objectives? What Discussion based Assessment.
Using smart classrooms
confusing.
are the strategies they adopt in following the guidelines? Grading
Training students in self-directed Assessment is
Attempt has been made to consolidate these System –
learning there but no
Feedback. vague.
Material adaptation for students of The preliminary survey shows a hint of confusion prevailing among the
different lexiles teachers and students regarding the attainability of the objectives of CBCS.
Lecture Method Clarity of the fundamentals of CBCS among teachers and students is a pre-
Giving handouts of material requisite.
There is a need for teachers’ counseling directed towards adaptability of the
SUGGESTIONS norms of CBCS.
There is a need to bring uniformity in the syllabus and accordingly
allotting number of periods to each paper.
• Number of Classes
be managed Teacher-student ratio needs to be reduced.
TIME • Syllabus be
MANAGEMENT More options regarding the electives can be made available.
Clarity of fundamentals of CBCS to managed
accordingly Proper material needs to be made available to the students.
Students & Teachers-a pre-requisite.
Syllabus be modified in accordance with Students should be given regular feedback regarding their performance.
CBCS. Also, there is a need to put more emphasis on the employability factor .
Lack of infrastructure be considered • Alternative
seriously. Assessment
Reduction of the workload of students & SUGGESTIONS EVALUATION
• Transparent Grading
teachers. System
Reconsideration of Examination pattern.
Reduction of Teacher-Student disparity. •Altbach, Philip G. & Agarwal, Pawan. (2012). A half-century of Indian higher
Need of Awareness Raising regarding • More electives be education : essays by Philip G. Altbach. New Delhi : SAGE Publications
•Chaturvedi, H. (2016). Transforming Indian Higher Education. Bloombury
CBCS. included India
ELECTIVES • Suitable material •UGC guidelines on adoption of choice based credit system. Retrieved on
be recommended March 14, 2017 from
and made available • collegesat.du.ac.in/UGC_credit_Guidelines.pdf