M ED FOURTH SEMESTER RESULT ANALYSIS

 

Result Analysis – M.Ed. Fourth Semester (Revised)

1. Distribution of Marks (Descriptive Statistics)

Component	N	Mean	Median	SD	Min	Max
Dissertation External	24	78.9	80	5.04	70	86
Dissertation Internal	24	94.5	95	0.72	93	95
Viva	24	38.8	38	2.6	35	44
Diss. Total (Dissertation Mark)	24	212	214	5.51	201	221
Guidance & Counselling	9	59.2	59	4.6	52	66
Internal Mark	24	19.4	19.5	0.77	17	20
Non-formal Education	24	57.7	59	7.95	44	69
Internal Mark	24	19.6	20	0.58	18	20
Inclusive Education	24	53	53	8.37	40	76
Internal Mark	24	19.7	20	0.46	19	20
Internship	24	72.5	73	0.66	71	73
Educational Technology	15	58.7	59	5.51	46	67

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2. Key Findings

a) Dissertation Performance

• External Evaluation (DIS EXT): Mean = 78.9, fairly high with a narrow spread (SD = 5.04). Indicates consistently strong performance.

• Internal Evaluation (DIS INT): Very high (Mean = 94.5), with very low variation (SD = 0.72) – showing uniform assessment across candidates.

• Viva: Average = 38.8, suggesting good oral defence skills.

• Overall Dissertation Marks: Mean = 212, Median = 214, showing strong research performance.

b) Internal Components

• INTERNAL MARKS all have mean scores around 19.4–19.7 (out of 20) with very low standard deviations, meaning that almost all students achieved near full marks.

• Internship marks are uniform (Mean = 72.5, SD = 0.66) – showing standard evaluation across candidates.

c) Theory / Evaluation Components

• Guidance & Counselling: Mean = 59.2 (moderate), narrow spread (SD = 4.6).

• Non-formal Education: Mean = 57.7, SD = 7.95 – moderate with variability.

• Inclusive Education: Mean = 53, SD = 8.37 – shows wider variation, some students scoring low (Min = 40).

• Educational Technology: Mean = 58.7, SD = 5.51 – moderate, with scope for improvement.

d) Overall Trends

• Dissertation-related performance is excellent (both external and internal).

• Internal components and internship are almost perfect, showing strong teacher preparation.

• Theory-related subjects (Guidance & Counselling, Non-formal Education, Inclusive Education, Educational Technology) show comparatively lower and more varied scores, suggesting that exam-oriented performance and conceptual clarity in theoretical papers need strengthening.

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3. Conclusion

• The M.Ed. Fourth-semester batch performed strongly in dissertation, viva, and internship, reflecting solid research and practical training.

• Internal assessments are consistently high, indicating steady academic support.

• However, theory papers show moderate scores and variability, especially in Inclusive Education and Non-formal Education, where students need more academic reinforcement.