LAW OF
EFFECTIVENESS IN EDUCATION
What this means is that if a person does a task and he is
relieved or happy, he will do the task quickly, but he would not do the task in
which he is mentally disturbed or suffering, i.e. the task in which the result
is positive and then A desire arises in
a person to do a work or a similar work, the law is called the law of effectiveness.
The "Law of Effectiveness in Education" is not a well-known or widely accepted law or principle in the field of education. It is possible that the term refers to the broader concept of educational effectiveness, which involves evaluating the effectiveness of educational programmes, methods, and strategies.
Educational effectiveness can be defined as
the extent to which an educational intervention or programme achieves its
intended goals, such as improving academic achievement, increasing student
engagement, or promoting social and emotional development. Evaluating
educational effectiveness involves gathering data and evidence to determine
whether an intervention is achieving its goals and using this information to
improve educational practises and outcomes.
There are many factors that can influence
educational effectiveness, including the quality of instructional materials and
resources, teacher training and professional development, class size and
student-teacher ratios, and student characteristics such as motivation and
prior knowledge. Educational researchers and practitioners are constantly
seeking ways to improve the effectiveness of educational interventions and programmes,
and to ensure that all students have access to a high-quality education that
meets their needs and supports their success.
Durable
learning.
Such a knowledge
after which the child is happy and does not feel bored and tired, that
education or learning is successful. Such education will be sustainable and
useful.
After this education, the child will also desire and pay attention to education. Schools can achieve success in teaching and learning by making an impact in their education. Teachers can also make the students perform difficult curricular activities i.e. doing the difficult task in an easy way.
Examples:
A child goes to school happily while the other child goes
to school crying. This is because of his experience in the school.
If this experience brings him joy, he goes to madrassa
happily.
If his experience is negative, he will not go to school.
If he is taken to the school by a heavy hand, he starts
crying. A child does not do school work because it does not suit him or he does
not like the work.
Sometimes a child does school work because he wants to avoid punishment.
Affects a child's enjoyment or cognitive learning related to a task. Learning
with joy will be firm and lasting, while the work done with bereavement will be
quickly forgotten, which will not strengthen the foundation of learning.
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