The relationship between learning objective of online learning acquired by students and learning outcome achieved by them is studied through understanding the association 24 factors in learning benefits and learning satisfaction. Learning objective under the research were assumptions or statements which are expected to be achieved by a student or learner at the end of a course or unit or qualification. They can be consequences a student or learner must know, evaluate and be able to exhibit after completion of a process of learning. Association of factors were studied through Exploratory Factor Analysis with principal component with 173 respondents of students with Kaiser-Meyer-Olkin Measure of Sampling Adequacy value of 0.932 and Bartlett’s Test of Sphericity giving 0.00 sig. value. The Cronbach’s alpha is 0.995, which indicates a high level of internal consistency in the variable of study to understand online learning among students. After the rotation and extraction of fixed 3 factor component, given by scree plot and Varimax with Kaiser Normalization, F1 factors are derived comprising of 12 factors. These 12 factors were studied through linear regression model assuming these 12 factors as independent variable on dependent variable significant benefit in online learning. The model summary gave the values of R = 0.665, R Square = 0.443 and Adjusted R Square = 0.401 with ANNOVA significant value = 0.00. With the backward regression applied of range of 0.05 to 0.51, there were 8 excluded factors.The regression equation can be predicated as follows:-Y (Significant benefit in online learning) = a (Constant) + b1 (Coefficient of Better Learning retention) × 1 (Better Learning retention) + b2 (Coefficient of Cost effective score) × 2 (Cost effective score) + b3 (Coefficient of Helps to increase interest) × 3 (Helps to increase interest) + b4 (Coefficient of Learning on own’s pace) × 4 (Learning on own’s pace) + b5 (Coefficient of Mobility and ease of use of online learning tools) × 5 (Mobility and ease of use of online learning tools).

Both West Bengal and Kerala have significant influence in socio-economic and political field of India. Therefore a comparative study of the status of school education between these two is very significant in Indian context. The objective of the study was to comparatively analyse the status of school education of West Bengal and Kerala in terms of school profile, school infrastructure, teaching and non-teaching staff for the period of 2016-2017 based on DISE data. The study explored interesting aspects of the status of school education in both the states. It made some important suggestions for the stakeholders.

Teachers are the prime agents in bringing about social change. This huge responsibility is resting on teachers’ shoulders, and as a result, it makes this profession a very demanding career. Even teachers require leisure-time. They need to be recreationally motivated, which includes fulfilling personal goals such as the need for affiliation, liberation from stress or the boredom of daily routines, and the pursuit for a challenge. For this study, the tool used was the Intrinsic Leisure Motivation scale (ILM) developed by Ellen Weissinger and Deborah L. Bandalos (1995). The sample of the study consisted of 92 prospective teachers from Aligarh Muslim University. The analysis revealed that the Intrinsic Leisure Motivation of prospective teachers had scores above the average. Intrinsic Leisure Motivation sub-dimensions like self-determination, challenge and competence had almost the same highest mean while commitment had the least mean. A significant difference was found in favour of prospective male teachers in the Intrinsic Leisure Motivation (on sub-dimensions like self-determination, commitment and challenge). Another finding of this study was that no significant difference was found in rural and urban prospective teachers’ mean scores. Lastly, the sample under study did not share a meaningful relationship between Intrinsic Leisure Motivation (with its respective sub-dimensions)and academic achievement. The educational implications have been drawn and discussed, according to the findings, in the research paper.

This paper is related to the professional commitment among secondary school teachers. The purpose of present research was to study the relationship between professional commitment and self-esteem of secondary school teachers. Survey method is adopted for the present study. A sample of 136 secondary school teachers (63 Male & 73 Female) was selected from the Aligarh District of Uttar Pradesh. Self-esteem questionnaire developed by Dr. Santosh Dhar and Dr. Upinder Dhar is used to assess the level of self-esteem. Professional commitment questionnaire developed by Ravinder Kaur, Sarbjit Kaur Ranu and Sarvjeet Kaur Brar is used to assess the level of professional commitment of teachers. Mean, SD, t-test & correlation techniques are employed to analyze the data. Significant correlation was found between professional commitment and self-esteem of teachers. However, no significant difference was found in the professional commitment and self-esteem of male and female teachers. Also, there was no significant difference in the professional commitment and self-esteem of teachers having less than 10 years experience and teachers having more than 10 years experience. Therefore, it is better to enhance self-esteem of teachers to ensure higher level of professional commitment.

The paper examines the Impact of Problem Solving Ability and Self-esteem on Academic Achievement of Secondary School Students. Samples of 400 Secondary School Students were selected through random sampling technique. Survey method was employed to collect the data. The schools are responsible to develop scientific attitude among the students so that they may solve their problems independently for better adjustment in the future complex society. An adolescent lacking Self-esteem appropriate to normal personality, experiences insecurity because he fails to perceive in himself those qualities that are necessary to cope with the exigencies of the world or he/she will also be depreciated of his/her achievements as they surpass their self-image. In this regard, the researcher felt the need to study the Academic Achievement with its interaction on Problem Solving Ability and Self-esteem. The tools included A Four Point Rating Scale on Self-esteem with five components was prepared and validated by the Researcher. A Problem Solving Ability Test with four components was prepared and validated by the Researcher. With the objective to find the Main and Interaction effect of Problem Solving Ability and Self-esteem on Academic Achievement among the Secondary School Students, the major findings concluded, Self-esteem has a significant effect on Academic Achievement. Academic Achievement of Students with High Self-esteem is significantly greater than students with Average and Low Self-esteem. Academic Achievement of Students with Average Self-esteem is significantly greater than students with Low Self-esteem.

Educational objectives are soul for any educational Programme and it is the prime pillar for sustainable socio-economic development. The holistic educational objectives need to changes according to the social change. To achieve the holistic educational objectives the educational opportunities were decentralized; as a result worldwide the rate of literates and the percentage of educated people are increased; especially in India was successfully achieved elementary, secondary, and higher education too. Further, the new education policy-2020 insisted to increase the enrolment ratio in higher education from 26.3% (2018) to 50% by 2035. Along with the objectives of increasing the quantitative students’ enrolment percentage in higher education, it is the need of the hour to insist on outcome-based education (OBE) for holistic development. Keeping these as a background the researcher intended to describe the OBE as a need of the hour.

This study investigates the effects of self-concept transformation package on secondary school students’ attitude toward quantitative aspect of Economics in Northern Senatorial Zone, Plateau State, Nigeria. This study used a quasi-experimental research design the non-equivalent control- group design. The population of the study consisted of all the 9,597 senior secondary two students (SSSII), in the 210 secondary schools in the study area. Multi-Stage Cluster sampling techniques was used for this study The sample size consisted of 105 economics SS2 students from intact classes of the four sampled schools. The experimental group was made up of 30 males and 20 females while the control group was made up of 29 males and 26 females. Therefore there are 50 and 55 students in the experimental and control group respectively. Multidimensional Self-concept Scales (MSS) and Quantitative Economics Attitude Scale (QEAS) instruments were used for data collection. The t-test of independent sample and Analysis of Covariance (ANCOVA) was used to analysed the data with the aid of statistical package for social sciences (SPSS) version 23 was used for the analysis. The finding indicated that; the pretest mean scores of Experimental group was not statistically significant different from the pre-test attitude mean scores of control group, the post-test mean scores of Experimental group was statistically significant different from the pre-test students’ self- concept mean scores of control group and there is significant effect of gender on students’ attitude toward quantitative Economics. The study recommended that parents as well as economics teachers should encourage the students to develop positive attitude towards quantitative economics. Economics teachers should direct more attention particularly to female students among other recommendations were made.