A Study on Teaching Aptitude and Academic Achievement of B.Ed. Students in Relation to Medium of Instruction

This study investigates the influence of the medium of instruction on the teaching aptitude and academic achievement of B.Ed. students. With the growing emphasis on linguistic inclusivity and educational equity in teacher education, particularly under the National Education Policy (NEP) 2020, understanding how the language of instruction impacts teacher trainees is crucial. The study adopted a descriptive survey design and was conducted on a sample of 280 B.Ed. students, randomly selected from three teacher education colleges affiliated with Guru Nanak Dev University, Amritsar. To assess teaching aptitude, the Teaching Aptitude Test (2010) developed by Dr. S.C. Gakhar and Dr. Rajnish was administered. A self-constructed questionnaire was used to collect demographic and instructional data, including the medium of instruction, while academic achievement scores were obtained from institutional records. Descriptive statistical techniques such as Mean, Standard Deviation, and t-test were employed for data analysis. The objectives of the study were to examine the effect of the medium of instruction on teaching aptitude and academic achievement of B.Ed. students. The findings revealed statistically significant differences in both teaching aptitude and academic achievement based on the students’ medium of instruction. Specifically, students taught in different languages showed varying levels of aptitude and performance, suggesting that language plays a critical role in shaping teacher readiness and educational success. The results underscore the importance of considering the medium of instruction as a key factor in teacher education programs. The study concludes that instructional language not only affects how future teachers perceive and engage with the teaching profession but also influences their academic outcomes during teacher training.