“The Impact of Kolb’s Experiential Learning Model on Pedagogical

Skills and Creativity on Pre-service Teacher Educators in

Jharkhand”

Submitted by
Sanchana Srivastava
(24DEDUC009)
Research Scholar
Department of Education
Central University of Karnataka

Under the Guidance of

Dr. Ashalatha S.
Assistant Professor
Department of Education
Central University of Karnataka

Department of Education
Central University of Karnataka- Kalaburagi

September 2025
“The Impact of Kolb’s Experiential Learning Model on Pedagogical
Skills and Creativity on Pre-service Teacher Educators in
Jharkhand”

1. Introduction

In today’s rapidly evolving educational landscape, the role of teacher educators has expanded
beyond the transmission of knowledge to the cultivation of critical thinking, creativity, and
adaptive pedagogical skills. Pre-service teacher educators—those preparing to shape the minds
of future generations—must be equipped with theoretical understanding and the ability to
innovate, reflect, and respond to diverse classroom realities. However, in many regions of India,
including Jharkhand, teacher education programs rely heavily on traditional, lecture-based
methods that often fail to engage learners in meaningful, transformative experiences.
With its rich cultural diversity and unique educational challenges, Jharkhand presents a
compelling context for reimagining teacher preparation. The state’s pre-service educators
frequently encounter resource constraints, multilingual classrooms, and varying student needs. In
such an environment, fostering creativity and pedagogical agility becomes desirable and
essential. This calls for a shift from passive learning to active, experience-driven engagement.
Enter Kolb’s Experiential Learning Model (ELM)—a dynamic framework that views learning as
a continuous process grounded in Experience. Kolb’s model comprises four interconnected
stages:
 Concrete Experience (doing),
 Reflective Observation (reviewing),
 Abstract Conceptualisation (thinking), and
 Active Experimentation (applying).
By cycling through these stages, learners construct knowledge through direct involvement,
reflection, and Experimentation—an approach that aligns closely with the demands of modern
teaching.
This research seeks to explore the impact of Kolb’s Experiential Learning Model on the
pedagogical skills and creativity of pre-service teacher educators in Jharkhand. It aims to
investigate how experiential learning can transform teacher training from a static curriculum into
a vibrant, learner-centered process. By integrating Kolb’s model into teacher education, the study
hopes to uncover new pathways for developing reflective, innovative, and responsive educators
who are prepared to meet the challenges of contemporary classrooms.
Ultimately, this research aspires to contribute to the growing discourse on experiential learning
in India, offering insights that could inform curriculum design, instructional strategies, and
policy decisions in teacher education—especially in underserved and diverse regions like
Jharkhand.
 2. Review of Literature

Reviews related to Experiential learning

1. Reshmad & Vijaya Kumari (207) – Effect of Kolb's Experiential Learning Strategy
on Enhancing Pedagogical Skills of Preservice Teachers of Secondary School Level. In
this i-manager Publications study, Reshmad and Vijaya Kumari set out to compare Kolb's
Experiential Learning Strategy with traditional teaching using a 2×3 factorial design. The
results were striking—preservice secondary school teachers trained with Kolb's approach
demonstrated clear improvements in lesson planning, classroom delivery, management,
and reflective practice. By immersing teachers in an active, hands-on learning cycle, the
strategy nurtured critical thinking and adaptability, preparing them more effectively for
real-world classroom challenges than conventional lecture methods ever could.
2. Pamungkas, Putranto, & Rachman (209) – Kolb's Experiential Learning for
Vocational Education in Mechanical Engineering. Published by AIP Publishing, this
literature review examines how Kolb's Experiential Learning Model is applied in
vocational education, especially in mechanical engineering. The authors show that Kolb's
four stages—Concrete Experience, Reflective Observation, Abstract Conceptualisation,
and Active Experimentation—help bridge the gap between theory and practice. By
directly enabling students to apply what they learn in hands-on settings, the model boosts
cognitive and practical skills, making graduates more confident, capable, and ready for
industry demands.
3. Taneja, Rathi, & Kaur (2022) – Critical Analysis of Kolb Experiential Learning
Process: Gender Perspective. This ScienceScholar publication on ResearchGate takes a
closer look at Kolb's Experiential Learning Process through the gender lens. The authors
discovered that male and female learners often interact differently with specific stages—
particularly Reflective Observation and Abstract Conceptualisation. While the model
benefits all students, these differences suggest that teacher educators adopt a gender-
sensitive approach to maximize engagement and skill development, ensuring every
learner benefits fully from the experiential cycle.
4. Akella, Devi (200 / 205) – Learning Together: Kolb's Experiential Theory and Its
Application. First shared on ResearchGate in 200 and later published by Cambridge
University Press in 205, Akella's work explores how Kolb's model creates inclusive and
collaborative classrooms. The model promotes cultural responsiveness and empathy
alongside academic growth by valuing learners' personal experiences and encouraging
shared reflection. Through real-world classroom examples, Akella shows how adapting
the experiential cycle can build skills, mutual respect, and adaptability—key qualities for
thriving in today's diverse educational environments.
5. Laveena Reshmad'sa & S. N. Vijaya Kumari (207) — Effect of Kolb's Experiential
Learning Strategy on Enhancing Pedagogical Skills of Preservice Teachers of
Secondary School Level. This experimental study in Mangaluru, India, applied Kolb's
four-stage learning cycle (Concrete Experience → Reflective Observation → Abstract
 Conceptualization → Active Experimentation) in B.Ed. Training sessions. Preservice
teachers trained under this model showed statistically significant improvements in lesson
planning, classroom management, and instructional delivery compared to a control group
taught by conventional methods. The findings support the effectiveness of structured
experiential interventions for enhancing practical teaching skills in teacher education
programs.
6. Karima Mechouat (2024) — The Impact of Aligning Kolb's Experiential Learning
Theory with a Comprehensive Teacher Education Model on Preservice Teachers'
Attitudes and Teaching Practice Conducted in Morocco. This mixed-methods study
integrated Kolb's ELT into an expanded teacher education curriculum. Quantitative data
revealed enhanced teaching confidence and positive attitudes post-intervention, while
qualitative reflections and focus-group feedback illustrated deeper reflective awareness
and a stronger connection between theory and practice. The study demonstrates that
Kolb-based experiential strategies do more than improve technique—they foster
professional identity and self-efficacy in preservice teachers.
7. Amy Burns & Patricia Danyluk (207) — Applying Kolb's Model to a Nontraditional
Preservice Teaching Practicum. In this qualitative case study, preservice teachers
implemented Kolb's learning cycle during a practicum in a nontraditional environment (a
construction site). Through reflective journals, field observations, and interviews,
participants described how this context demanded creativity, adaptability, and
resourcefulness in teaching. The study highlights how ELT supports flexible and
innovative pedagogy when applied beyond standard classroom settings
8. Abdul Hasan Saragih et al. (2025) — Kolb's Experiential Learning Model to Improve
Students' Critical Thinking Skills in Educational Research Methodology Courses.
Presented at ICIESC 2024, this Indonesian study assessed ELT's impact on critical-
thinking development in educational research methodology coursework. Participants
engaged in experiential tasks aligned with the four ELT stages, followed by pre- and
post-assessments of analytical reasoning and methodological justification skills. Results
showed significant improvements in critical thinking, suggesting that Kolb's model's
reflective, iterative nature can enhance complex cognitive skills—parallels useful for
cultivating creativity as well.
9. Puja Mushahari & Hitesh Sharma (2022) — Experiential Learning in Preservice
Teacher Education: Attitude of Teacher Trainees and Challenges Faced. This
descriptive Indian study surveyed B.Ed. Preservice teacher trainees will examine their
attitudes toward experiential learning and the obstacles to its implementation. Trainees
rated experiential methods highly for engagement and relevance; however, they identified
significant barriers, including time constraints, infrastructural limitations, and
institutional resistance. The study emphasizes the importance of context-aware
intervention design, especially in resource-limited settings like many teacher-training
colleges.
2.1 Reviews related to Experiential learning impact on Pedagogical Skills and Creativity
in Teacher Education

1. Rohmah, Susilo, and Yuliani (207) conducted an experimental study to determine the
effectiveness of Kolb's Experiential Learning Model in improving pedagogical skills of
preservice secondary teachers. The findings revealed significant gains in lesson planning,
instructional delivery, questioning techniques, and classroom management after
participating in structured experiential cycles. The study concluded that ELM's emphasis
on active participation, reflection, conceptualization, and application bridges the gap
between theory and practice. The authors recommended systematically integrating ELM
into teacher education curricula to develop well-rounded pedagogical competencies and
foster creativity in teaching approaches.
2. Haryanto, Kurniawati, and Nurkhasanah (2023) implemented a quasi-experimental
design with preservice elementary mathematics teachers to evaluate ELM's impact on
pedagogical skills in teaching place value concepts. Results indicated that participants in
the ELM group demonstrated higher teaching proficiency, more precise content delivery,
and greater adaptability than the control group. The study attributed these improvements
to repeated experiential cycles involving lesson enactment, peer feedback, and reflection.
The authors emphasized that such structured, hands-on experiences not only enhance core
teaching skills but also encourage innovative problem-solving and creative lesson
planning.
3. Mutiah and Fauziah (2023) explored the application of Experiential Learning Theory in
professional teacher development workshops. Participants engaged in authentic teaching
simulations, reflective discussions, and collaborative lesson design projects. Post-
intervention analysis showed marked improvements in creating interactive classroom
resources, adaptive teaching strategies, and the use of formative assessment. The study
highlighted that the experiential cycle deepens pedagogical understanding by allowing
teachers to test and refine methods in real-world contexts. Furthermore, the process
promoted creative thinking by encouraging participants to design engaging, learner-
centred activities.
4. Naidoo and Mphahlele (2020) investigated the role of microteaching as an experiential
learning strategy in South African teacher education. Using a mixed-methods approach,
the study found significant enhancement in pedagogical competencies such as set
induction, reinforcement, classroom questioning, and closure techniques. Video analysis
and peer feedback played a key role in reflective observation and conceptualization. The
authors concluded that microteaching embedded within ELM not only builds technical
skills but also nurtures creativity, as trainee teachers learn to adapt strategies to diverse
classroom situations and learner needs.
5. Ali, Hassan, and Khalid (2025) conducted a literature review on microteaching and
experiential learning in teacher education. The review synthesized evidence showing that
 iterative practice, feedback, and re-teaching cycles enhance teaching quality, learner
engagement, and confidence. The authors linked these improvements to the ELM cycle,
where authentic performance leads to conceptual refinement and re-application. They
argued that when microteaching is used within an experiential framework, it encourages
teachers to experiment with creative lesson formats and adapt content dynamically to
maintain learner interest.
6. Saeed, Baig, and Hussain (2023) applied design thinking principles within an
experiential learning framework to enhance creativity in preservice teachers' technology-
integrated lesson planning. The study compared observation-based and interview-based
empathy strategies in the design process. Results showed that observation produced
significantly higher creative problem-solving performance and creative confidence. The
authors explained that experiential, field-based data collection deepened reflective
observation, which in turn informed innovative lesson designs. They recommended
integrating observation tasks within teacher training to strengthen both pedagogical
effectiveness and creative instructional design.
7. Rahman and Nordin (2025) conducted a systematic review on experiential learning and
creative self-efficacy in higher education. Their findings indicated that experiential
projects, community-based placements, and studio work consistently foster creativity
through mastery experiences, peer feedback, and reflective critique. While not limited to
teacher education, the review emphasized that these mechanisms translate effectively to
B.Ed. Programmes, enhancing pedagogical adaptability and willingness to innovate in
classroom practice. The authors stressed the importance of validated creativity
assessment tools to measure these outcomes accurately.
8. Boushaba and El Amrani (2024) examined the integration of Kolb's Experiential
Learning Model in Moroccan teacher education programmes. Through a mixed-methods
approach, they reported improvements in pedagogical preparedness, reflective capacity,
and creative teaching strategies. Preservice teachers who engaged in school-based tasks
followed by guided reflection demonstrated a greater ability to adapt instructional
methods and design innovative learning experiences. The study recommended embedding
ELM across all teacher education modules to ensure sustained skill and creativity
development.
9. Kaur and Singh (2024) analyzed experiential pedagogies in relation to academic
achievement and teaching practice. Drawing on multiple classroom-based interventions,
they found that authentic learning tasks and feedback-rich cycles improved both student
learning outcomes and teachers' pedagogical competencies. The study also revealed that
such practices encouraged teachers to adopt more creative, learner-centred lesson
designs. The authors concluded that the underlying mechanisms—active engagement,
reflection, and application—are critical to sustaining both pedagogical growth and
creativity in educational contexts.
10. Martinez and Rogers (202) reviewed motivational and engagement factors in
experiential learning environments. They concluded that ELM's learner-centred structure
increases intrinsic motivation, supporting deeper pedagogical practice and the confidence
to experiment with creative teaching methods. The review stressed that high-quality
facilitation during reflective stages is crucial for converting practical experiences into
conceptual growth. For teacher education, this means training mentors to guide reflection
 effectively, ensuring that experiential activities translate into both skill mastery and
innovative instructional approaches.

2.2 Major Findings from Review of Literature

The review of literature reveals that Kolb’s Experiential Learning Model (ELM) has been
recognized globally as an effective pedagogical approach for enhancing learner engagement,
critical thinking, and practical skill application. Studies consistently highlight that ELM supports
active participation and reflective practice, leading to improved learning outcomes in various
educational settings such as science, business, nursing, and technical training.

Several research works establish that ELM positively influences pedagogical skills, enabling
teachers to design lessons that are more interactive, learner-centered, and connected to real-life
contexts. Similarly, literature shows that creativity among learners can be significantly fostered
through experiential learning, as it encourages problem-solving, innovation, and flexible
thinking.

However, the review also uncovers that most studies have been conducted in developed countries
or in Indian metropolitan contexts, with very limited evidence from rural or semi-urban
regions like Jharkhand. Further, while separate studies explore ELM’s effect on either
pedagogical skills or creativity, few have examined both outcomes together in a teacher
education framework.

In summary, existing literature supports the potential of ELM to transform teacher education, but
there is a clear lack of integrated, context-specific research addressing its combined impact on
pedagogical skills and creativity among preservice teachers in Jharkhand. This gap provides the
foundation for the present study.

2.3 Research Gap

Kolb’s Experiential Learning Model (ELM) has long been recognized as a robust framework for
fostering active, reflective, and transformative learning. Its effectiveness has been validated
across nursing, engineering, business management, and science education disciplines. However,
its application within teacher education—particularly in the context of preservice teacher
educators—remains significantly underexplored. Most existing studies treat pedagogical skills
and creativity as separate domains, rarely investigating how these competencies interact and
evolve when nurtured through experiential learning cycles.

This siloed approach overlooks the reality of classroom teaching, where pedagogical
effectiveness and creative adaptability are deeply intertwined. Teachers must not only master
instructional techniques but also innovate, improvise, and respond dynamically to diverse learner
needs. The absence of integrated studies that examine both pedagogical and creative
development under Kolb’s model leaves a critical gap in understanding how experiential learning
can holistically prepare future educators.

Furthermore, the Indian context presents a distinct set of challenges and opportunities that global
research often fails to address. Jharkhand, in particular, stands out as a region with unique socio-
cultural dynamics, infrastructural limitations, and educational disparities. These factors can
significantly influence how experiential learning is perceived, implemented, and sustained.
However, a striking lack of empirical research investigates ELM’s impact on preservice teacher
educators in this region. Most available literature either generalizes findings from urban or well-
resourced settings or treats ELM as a theoretical construct without measuring its practical
outcomes.

This gap is not merely academic—it has real implications for teacher training programs,
curriculum design, and educational policy. Without region-specific insights, efforts to modernize
teacher education risk being misaligned with local realities. By conducting a focused study in
Jharkhand, this research aims to generate actionable knowledge on how Kolb’s model can be
adapted to foster both pedagogical competence and creative thinking in preservice educators.
Such findings could inform more inclusive, context-sensitive approaches to teacher preparation
across India and beyond.

3. Need and Significance of the Study

In an era where education must respond to rapid technological, cultural, and pedagogical shifts,
the role of teacher educators is more critical than ever. Traditional lecture-based methods, still
prevalent in many Indian teacher education programs, often fail to prepare preservice educators
to navigate the complexities of modern classrooms. These methods emphasise theoretical
knowledge while neglecting the experiential, reflective, and creative dimensions essential for
effective teaching. Kolb’s Experiential Learning Model (ELM) offers a transformative
alternative. ELM fosters more profound understanding, adaptability, and innovation by engaging
learners in a cyclical process of concrete experience, reflective observation, abstract
conceptualisation, and active experimentation. This model can bridge the gap between theory
and practice for preservice teacher educators, cultivating pedagogical competence and creative
confidence.

The need for this study is particularly acute in Jharkhand—a region marked by linguistic
diversity, infrastructural challenges, and under-resourced educational institutions. Preservice
educators here often face limited exposure to modern teaching strategies and lack hands-on,
reflective learning opportunities. Despite these challenges, there is a dearth of empirical research
exploring how experiential learning can be tailored to meet the specific needs of this context.
This study is significant because it:

- Addresses a critical research gap by investigating the dual impact of ELM on pedagogical skills
and creativity—two competencies rarely studied together.

- Provides region-specific insights that can inform teacher education practices in Jharkhand and
similar underserved areas.

- Offers practical recommendations for integrating experiential learning into M.Ed. Curricula,
making teacher training more responsive and effective.

- Supports policy and curriculum reform by generating evidence to guide educational

stakeholders in adopting innovative, context-sensitive teaching models.

- Empowers future educators by equipping them with the tools to think creatively, teach
reflectively, and adapt dynamically to diverse classroom environments.

In essence, this study is not just timely—it is transformative. It aims to reimagine teacher
education in Jharkhand by demonstrating how experiential learning can unlock the full potential
of preservice educators, ultimately enriching the quality of education across the region.

4. Statement of the Study

This study aims to investigate the effectiveness of Kolb's Experiential Learning Model (ELM) in
enhancing both pedagogical skills and creativity among preservice teacher educators in
Jharkhand. Recognising that traditional teacher education often emphasises theoretical
instruction at the expense of practical engagement and innovation, this research explores how
experiential learning can serve as a transformative approach to teacher preparation.
By applying Kolb's four-stage learning cycle—concrete experience, reflective observation,
abstract conceptualisation, and active experimentation—the study will assess whether preservice
educators show measurable improvements in their teaching competencies and creative thinking
abilities. The research will be conducted using a proper experimental design, enabling a rigorous
evaluation of ELM's impact within a region that faces distinct educational challenges.
Through this inquiry, the study intends to generate empirical evidence to inform curriculum
development, teacher training methodologies, and policy decisions to modernise and localise
teacher education programs in Jharkhand and similar contexts.

5. Operational Definition of Key Terms:

1. Kolb’s Experiential Learning Model (ELM):

In this study, ELM refers to the instructional approach proposed by David A. Kolb, which
 is based on a four-stage learning cycle—Concrete Experience, Reflective Observation,
Abstract Conceptualization, and Active Experimentation. For the purpose of the research,
ELM will be implemented as a structured teaching-learning strategy in selected teacher
education classrooms.
2. Pedagogical Skills:
Pedagogical skills, in this study, denote the abilities of preservice teacher educators to
design, deliver, and assess effective lessons. This includes classroom management,
instructional planning, questioning techniques, use of teaching aids, and strategies for
engaging learners.
3. Creativity:
Creativity refers to the ability of preservice teacher educators to produce novel, useful, and
contextually appropriate ideas, approaches, or solutions in their teaching practice. In the
present study, creativity will be measured in terms of originality, flexibility, elaboration,
and fluency of ideas demonstrated in classroom tasks.
4. Pre-service Teacher Educators:
This term refers to individuals enrolled in Bachelor of Education (B.Ed.) programs in
Jharkhand who are undergoing professional preparation to become teachers but have not yet
entered full-time teaching service.

5. Objectives of the Study

 To develop an instructional programme based on Kolb’s Experiential Learning Model for
preservice teacher educators.
 To compare the pre-test pedagogical skills of the experimental and control groups.
 To compare the pre-test creativity of the experimental and control groups.
 To evaluate the post-test pedagogical skills of the experimental and control groups after
the intervention.
 To evaluate the post-test creativity of the experimental and control groups after the
intervention.
 To determine the change in pedagogical skills from pre-test to post-test within the
experimental group.
 To determine the change in creativity from pre-test to post-test within the experimental
group.
 To determine the change in pedagogical skills from pre-test to post-test within the control
group.
 To determine the change in creativity from pre-test to post-test within the control group.
 The adjusted post-test mean scores of pedagogical skills between experimental and
control groups were compared using pre-test scores as covariates.
 The adjusted post-test mean creativity scores between experimental and control groups
were compared using pre-test scores as covariates.
 6. Hypotheses

1. There is no significant difference in the pre-test pedagogical skills between the

experimental and control groups.

2. There is no significant difference in the pre-test creativity between the

experimental and control groups.

3. There is no significant difference in the post-test pedagogical skills between the

experimental and control groups after the intervention.

4. There is no significant difference in the post-test creativity between the

experimental and control groups after the intervention.

5. There is no significant change in pedagogical skills from pre-test to post-test

within the experimental group.

6. There is no significant change in creativity from pre-test to post-test within the

experimental group.

7. There is no significant change in pedagogical skills from pre-test to post-test

within the control group.

8. There is no significant change in creativity from pre-test to post-test within the

control group.

9. There is no significant difference between the adjusted post-test mean scores of

pedagogical skills of the experimental and control groups.

10. There is no significant difference between the adjusted post-test mean scores of
creativity of the experimental and control groups.
8. Methodology

8. Method:

An Experimental method will be used in this research to find out the effectiveness of Kolb’s
Experiential Learning Model on enhancing pedagogical skills and creativity among pre-service
teacher educators in Jharkhand.

8.2 Research Design:

Quasi-Experimental Research Design

Quasi-experimental Design

Group Pre-test Treatment Post-test

G1 T1 X T2

G2 T3 C T4

 T₁, T₃: Pre-test observations of pedagogical skills and creativity

 X: Intervention using Kolb’s Experiential Learning Model
 C: Conventional teaching method (no experiential component)
 T₂, T₄: Post-test observations after the instructional period

8.3 Population:

The population for the present study consists of preservice teacher educators in Hazaribagh,
Jharkhand.

8.4 Sample:
A total of 60 M.Ed. students from Vinoba Bhave University (VBU), Hazaribagh, Jharkhand, will
be selected for the study. The sample will be divided into two groups:

• Experimental Group (G₁): 30 students receiving instruction through Kolb’s Experiential

Learning Model

• Control Group (G₂): 30 students receiving conventional instruction

8.5 Variables Used in the Study:

According to Creswell (204), a variable is a characteristic or attribute that varies among subjects
and can be measured or observed. The study involves the following variables:

 Independent Variable: Kolb’s Experiential Learning Model-based instructional

programme and Conventional teaching method.
 Dependent Variables: Pedagogical skills and Creativity of preservice teacher educators.

8.6 Tools to be used for the Study:

The following tools will be used for data collection:

1. Instructional module based on Kolb’s Experiential Learning Model

2. Conventional lesson plans
3. Pedagogical Skills Checklist
4. Creativity Rubric for Lesson Plans
5. Self-Assessment Questionnaire

8.7 Statistical Techniques to be Used for the Study:

The collected data will be analyzed using the following statistical methods:

1. Descriptive statistics (Mean, Standard Deviation)

2. Independent Samples t-Test
3. Paired Samples t-Test

9. Scope and Limitations of the Study

9. Scope of the Study:

This study is confined to examining the impact of Kolb's Experiential Learning Model (ELM) on
the development of pedagogical skills and creativity among M.Ed. students enrolled at Vinoba
Bhave University (VBU), Jharkhand.
The Scope includes:
 Population: M.Ed. students currently pursuing teacher education at VBU
 Geographical Context: Institutions affiliated with Vinoba Bhave University, located in
Jharkhand
 Instructional Focus: Comparison between ELM-based instructional strategies and
conventional teaching methods
 Variables Studied: Pedagogical skills and creativity as influenced by instructional
approach
 Design: Quasi-experimental pre-test–post-test design with non-equivalent control and
experimental groups
  Duration: The intervention and data collection will be conducted within a defined
academic term
This study does not extend to in-service teachers or undergraduate B.Ed. Students, or institutions
outside the VBU jurisdiction. The findings are intended to inform instructional practices and
curriculum design within postgraduate teacher education programmes in similar regional
contexts.

9.2 Limitations of the Study:

The present study is confined to M.Ed. students from Vinoba Bhave University, which may
restrict the generalizability of its findings to other regions or educational contexts. Since the
groups are not randomly assigned, there is a possibility that pre-existing differences between
participants could influence the outcomes, even though statistical techniques are used to control
for such variations. The intervention is conducted over a limited duration, which may not fully
capture long-term changes in pedagogical skills or creativity. Additionally, some of the tools
used in the study may rely on self-assessment or observer ratings, which introduces the potential
for bias. If standardized instruments are adapted for local relevance, their reliability and validity
may be affected unless rigorously re-evaluated.

0. Proposed Plan of the Study:

PERIOD NATURE OF WORK

0-6 Months Course Work (Pre-PhD)

Reviewing the Related Literature

6-12 months and

Preparation of the Research Proposal

12-18 Months Tool preparation and Standardization of

Research Tool

8-24 Months Conducting Experiment

(Data Collection)

24-30 Months Data Analysis

30-36 Months Report Writing

. Tentative Chapterization:

 Chapter : Introduction
 Chapter 2: Review of Literature
 Chapter 3: Methodology and Procedure
 Chapter 4: Results and Discussion
 Chapter 5: Summary and Conclusion

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