PGIHS-RC 2023

Permanent URI for this collectionhttps://ir.lib.pdn.ac.lk/handle/20.500.14444/4740

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“Was king Milinda indo-Greek Menander?”: re-examination of Milindapañha in the light of the numismatic, epigraphic and archaeological evidence
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Jayasekara, K.M.M.P.
The Buddhist literary text, the Milindapañha, where a philosophical discussion takes place between a Yavana monarch named Milinda and a Buddhist monk named Nagasena, has impelled modern scholars to raise debates about whether to identify the Indo-Greek King Menander with King Milinda mentioned in the text. In a whirl of controversies, the literary, numismatic, epigraphic, and archaeological evidence -the extensive successful studies on Indo-Greek coins led by Osmund Bopearachchi have contributed to a greater understanding of the existence of the Indo-Greek King Menander and how he established his reign within the middle of the second century BCE (165-130) and indicated glimpses of such a conversation. However, the same evidence leaves the matter of identifying King Menander with Milinda in obscurity. Textual evidence from sources such as the Milindapañha and the Monk Nagasena Sutra, which in modern scholarship are considered the most prominent Eastern literary sources to mention a Western King, remains controversial. Thus, it raises several questions regarding the King who is depicted in these literary sources. This study provides new pedagogical information to current studies to resolve the conflict that exists in previous studies regarding the Milindapañha and King Milinda-King Menander by identifying new verifiable textual evidence about King Milinda. Incorporating new evidence, the study argues that a considerable amount of the portrayal of King Milinda of the Milindapañha is compiled based on speculation and conjecture, for Milindu Raja Katha from the Saddharmarathnakaraya corresponds to the Chinese version of the Monk Nagasena Sutra. While answering several other questions, such as when and why the existing Pāli text extended and why the scholars have not incorporated the Milindu Raja Katha from the Saddharmarathnakaraya in their studies about King Milinda and dialogue between him and sage Nagasena, this study identifies King Milinda as King Menander but contests the arguments in modern scholarship, particularly regarding the last phase of the life of King Menander. This qualitative historical analysis is nursed by two major research methodologies: record-keeping, where existing reliable documents and similar sources of information are used as data sources and secondary research method, where data is collected in the form of notes. In the textual analysis, the similarities and differences are identified by examining the content and structure of the literary sources, following a comparative mode. This examined data is further compared and contrasted with, and parallels are drawn from, numismatic, epigraphic, and archaeological evidence.
Anger and anger management: A comparative study of Achilles’ menis/cholos in homer’s Iliad and Kodha in Theravada Buddhist scriptures
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Edirisinghe, V.; Ekanayake, A.
The destructive nature of anger has been known to the ancients and modern alike. Even though anger has been a subject of discussion and study throughout the history of Eastern and Western human civilizations, the management of anger continues to challenge the outraged and anger management specialists alike. In this context, a revisit of ancient literature will yield time-tested practical wisdom on the topic that will be useful in current manifestations of the phenomenon. In Homer’s epic Iliad (9th-8th Century BCE), the Menis/Cholos of Achilles is explored at different stages - onset, progression, full-blown development, and resolution. Achilles’ wrath (Menis) – for which he and his fellow Greeks pay dearly - is unheroic and inhuman (Cholos) and results from perceived personal injury at the hands of his superior Agamemnon. Achilles’ wrath is tested against King Priam’s generosity towards him - the man who killed his heroic son and denied a funeral – leading to the turning point in Achilles’ life in coming to terms with life’s realities and leading to the acceptance of good and bad with equanimity. From a didactic perspective, references to anger (Kodha) in Theravada Buddhist scripture inevitably focus on the self-destructive nature of anger and the need to avoid both anger and pride to eliminate suffering. It is indeed pride and resultant anger that drive Achilles to insanity. The Theravada scriptures focus on overcoming anger by non-anger and the importance of loving kindness in soothing it, as is exemplified by King Priam in the Homeric poem. The objective of this study is to highlight the similarity between Menis/Cholos and Kodha. It adopts as its methodology a comparison of Achilles’ wrath and references to anger in Theravada Buddhist Scripture. The study reveals that the anger of Achilles in the Homeric poem resembles the references to the causes and the nature of anger and the loving-kindness path to its resolution in Theravada Buddhist scripture. The study recommends using the story of Achilles’ wrath to illustrate the Theravada Buddhist concept of anger to non-Buddist audiences.
Transformative paradigm research agenda: A review of selling approaches in a high-involvement purchase situation
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Lenaduwa L.L.Y.R.; Eranda B.A.N.
Transformative research contributes to solving societal problems and is characterised by an explicit aspiration to get involved. In 2007, Mertens suggested that the transformative paradigm encapsulates the positions of researchers who question constructivist-oriented approaches. The aim is to catalyse change processes and involve social actors in the research process actively. This way, transformative research generates ‘socially robust’ knowledge needed for sustainability transitions. Thus, the study follows a transdisciplinary concept of knowledge. It serves to generate systems knowledge and integrates people in generating target knowledge transformation in concrete settings of societal norms transitions to sustainability. A review of extant literature has been carried out in selling approaches in high-involvement purchase situations. The purpose of this study is to contend that when it comes to social issues, the researcher intends to understand, interpret and make sense of the people who are involved and have an equal participatory pedestal to contribute to the research’s planning, process and output. High involvement happens when a person anticipates the purchase, having personal relations to it with an increased risk. Thus, economic or social risk may overcome the purchase decision, indicating high involvement, where the consumer spends much time searching for buying. The reason for this is to increase risk and collect information about it. Such highly involved products are associated with emotional appeal, functional evidence and retailing service landscapes. Therefore, in such decision-making, people are provoked at a high level to search for information actively and process it. Nonetheless, consumers’ informed-ness may not accurately represent true knowledge but rather what they believe they know. Personal selling is an instrument of promotion based on interpersonal two-way communication between the seller and buyer to make a sale. Personal selling approaches could be product or customer-centric. The product-centric approach is the traditional communication of transactional selling with emotional, discount, or price-cutting selling practices focused on unilateral revenue generation. The customer-centric professional selling consists of sales processes emphasising solutions and increasing customer-centric sales approaches. The focus is on satisfying the customer’s needs by identifying the relevant points. Professional selling has developed in many aspects, such as consultative, solution, adaptive, and relationship selling, by considering customer centricity as the cornerstone. A transformative research paradigm would be constructive to revamp the stance of selling in high-involvement purchase situations.
Effectiveness of using smart board in English as a second language classrooms: Undergraduates’ perspectives
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Dineeka, P.A.C.; Ekanayake, K.K.T.N.
This study investigates undergraduates’ perspectives on using smart boards in English as a Second Language Classroom. Previous research proved that the smartboard supports and enhances a wide range of ESL activities: brainstorming sessions, writing, listening, reading, grammar practice and many others. Nevertheless, it was observed that little research has been conducted to identify the effectiveness of integrating smart boards in second language acquisition of undergraduates in Sri Lanka. Thus, this study is used to investigate the effectiveness of integrating smart boards in second language acquisition through undergraduates’ perspectives. The Participants of this study were 40 first-year undergraduates of the Faculty of Management & Finance, University of Ruhuna. The participants follow the Business English and English Language Intensive courses, and the smartboard has often been used during lectures. Employing a qualitative research design, data for the study were collected from a questionnaire and interviews. The questionnaire and interviews aim to determine undergraduates' attitudes toward utilising smartboards in the ESL classroom. The questionnaire, comprised of 10 questions, aimed at determining undergraduates' attitudes toward using smart boards in the ESL classroom. The students were first asked to fill in the questionnaire, and structured interviews were conducted with ten students. The data derived from the interviews were analysed using thematic analysis. The findings of the study present that most students have a positive perspective on using smart boards to learn English as they contain a variety of functions compared to other teaching methods. The results show that using the smartboard enables a variety of learning experiences that enhance students' engagement, interactivity, and motivation in language learning. The present study is limited to students’ perspectives on using smart boards, and teachers' perspectives are also a critical factor that needs to be examined. This study recommends teachers provide opportunities for students to use the smartboard in-class activities.
Impact of career aspirations on academic success of undergraduates: the mediation effect of academic behaviour
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Rathnayake, A.; Karunarathne, R.A.I.C.
Understanding the determinants of academic success is important for developing a supportive educational environment for undergraduates. However, this field of study is nascent and limited studies focus on educational disciplines such as Science, Technology, Engineering, and Mathematics (STEM). The present study aims to examine the impact of career aspirations on the academic success of undergraduates’ mediation effect of academic behaviour in the field of STEM. To achieve this aim, we develop four hypotheses, which are built based on the Social Cognitive Career Development theory and prior literature. This study is built in a quantitative research approach, and data was collected from 236 undergraduates in the field of STEM. Participants’ career aspirations, academic behaviour and success were assessed through a validated online questionnaire. The questionnaire consists of four parts: demographic data, career aspiration, academic behaviour, and academic success. Hypotheses were tested using regression with the support of the Hyeres Process for SPSS version 23. The results of the studies demonstrate that academic behaviour partially mediates the relationship between career aspirations and academic success, suggesting that students with ambitious career aspirations are more likely to exhibit positive academic behaviours that contribute to their academic achievements and success. The study’s findings highlight the importance of fostering career exploration and goal-setting activities among STEM undergraduates to enhance their academic success. Students with clear career aspirations are highly motivated and dedicated to their academic pursuits, leading to better academic behaviours and higher academic achievements. Educational institutions can implement interventions to support students’ career aspirations and promote positive academic behaviours, such as mentorship programs and career counselling services. The study emphasises the significance of aligning academic goals with career objectives. It offers insights for educators and policymakers to empower students in their pursuit of academic and career success in STEM fields. The study also provides valuable insights into the relationships between career aspirations, academic behaviour, and academic success in the undergraduate STEM field. These findings emphasise the importance of considering career aspirations in shaping students’ study behaviours and academic achievements. This paper addresses the limitations of this study and further explores the dynamics of these relationships in different contexts and demographic groups.
A study on the use of ChatGPT among the students at the University of Sri Jayawardenepura
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Lekamage, A.L.L.K.
Artificial intelligence has made significant progress in recent years revolutionising various sectors. Although ChatGPT is a recent development, it has created an unprecedented transformational change in the education sector. Today, research has found that university students in various countries use ChatGPT in addition to traditional learning activities for university studies. Accordingly, the purpose of the research was to study whether there is a prevalence and trend in the use of ChatGPT among undergraduates at the University of Sri Jayawardenepura, the largest university in Sri Lanka in terms of student population. The research was conducted using a mixed methodology based on qualitative and quantitative research methods. A 10% sample (1385) was selected under the proportional resolution from 13758 students engaged in academic activities in eight faculties from the first to the fourth year of the university under the stratified sampling method. The questionnaire method was mainly used to collect data. In addition, qualitative data was collected by conducting interviews on various profiles to study the use of ChatGPT by students, and its trends. SPSS (Statistical Package for the Social Science) was used for data analysis. According to the research findings, 58% of students use ChatGPT. It was revealed that the majority of ChatGPT users are students of the Faculty of Management Studies and Commerce. Its percentage is 47.55%. According to gender, male students use ChatGPT the most. Its percentage is 56.6%. This is because boys are less interested in searching for information using different sources than girls. The interviews revealed that most male students believed that getting information using ChatGPT was easier than searching for information using various sources. A majority of 43.41% of students using ChatGPT use it to get information for university assignments and activities. Also, 37.86% of students stated that the main benefit of ChatGPT is that they can get information efficiently for their studies through this medium. Interestingly, 59.23% of students who use ChatGPT expressed that the main challenge is the inadequacy of information. The research findings confirmed that 55.19% of students who do not use ChatGPT do not use ChatGPT because it is an academic fraud. In conclusion, the research concludes that ChatGPT has gained considerable popularity among undergraduate students at the University of Sri Jayawardenepura
Matching with the job market: ICT education in Sri Lanka
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Kumari, G.M.R.D.; Ekanayake, E.M.P.S.
The school occupies a unique place in Sri Lankan education. If the skills imparted by the school match the future job market, the benefits will be more effective. The Sri Lanka IT-BPM Industry Review 2019/20 reports that the number of jobs in the IT sector is also increasing. Examining schools’ efforts to prepare ICT students for the job market raises questions about its effectiveness. It examined whether the ICT subject taught in the school is suitable for the future job market. The theoretical basis of the study was human capital theory. The research study was conducted using a sample of 300 students, 30 teachers, and 50 employers under a survey to identify A/L ICT subjects and job markets. A questionnaire was completed to collect data from the teacher-student sample, and structured interviews were conducted to collect data from the employer. Content analysis was also undertaken to identify the subject content of the ICT curriculum. Descriptive statistical methods such as five-point scale mean values, percentages and absolute values were calculated using SPSS for quantitative data analysis. According to the analysis of teacher-student sample data, the curriculum was practical and academically-oriented but not exam-oriented. Lack of IT facilities and shortage of qualified teachers also hampered practical orientation. An average of 3.27% of the sample indicated that they strongly agree that students choose ICT subjects with the hope of getting a job in the IT field. According to the content analysis of the ICT syllabus, 56.2% of the syllabus is designed to meet national objectives. However, efforts to achieve labour market-related objectives are very low (1.96%). The curriculum should be practical. For that, the learning areas of the curriculum should be measured with a practical orientation. Education is divided among national objectives at a rate of 31.8%. Employers devised ten actions that the school can take based on the data analysis. Prominent among them was the need to implement joint programs between schools and workplaces and conduct training camps. To overcome these challenges, IT job market-based training and skills can be recommended to start from school. Looking at education from an economic perspective, human capital theory should be linked with higher human resource planning for the future. Schooling should be designed to produce skills that can meet the challenges of the future job market.
Effectiveness of integrating stem education into science teaching and learning process
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Alahakoon, A.M.G.K.K.; Ekanayake, T.M.S.S.K.Y
The key elements of STEM education are integrating Science, Technology, Engineering, and Mathematics into the curriculum with a commitment to handson, collaborative learning. Improving students’ knowledge, skills, and attitudes is essential to overcome existing problems in schools’ science teaching and learning process. A study which conducted science national cognitive achievement tests for Grade 8 students in 2005 and 2008 achieved the lowest mean score for subskill synthesis. This could be due to weakness in applying concepts to real-life incidents. Therefore, high scientific literacy can be achieved through STEM education. This study aimed to investigate the effectiveness of STEM integration into the science teaching and learning process in three selected schools: A, B, and C, facing natural disasters in Wattegama Educational Zone. The Mixed method approach was used in this study. Quantitative data was collected from a pre-test and post-test, and a purposive sample of 136 Grade 8 science students was selected. Qualitative data was collected using activity sheets, teacher interviews, and observations. The quantitative data were analyzed using Statistical Package for Social Sciences, and qualitative data was analyzed thematically. It was identified that STEM-integrated teaching and learning activities enhanced student performance in School B (p < 0.05) and C (p<0.05) except A (p>0.05). Independent sample t-test showed that post-test marks of both groups in school B were significantly different(p<0.05). The highest performance of students was shown in school B, and student performance was not at a significant level in schools A and C. This could be due to various reasons, such as crowded classrooms and differences in teaching qualities. Moreover, there was no considerable difference in the science performance of students who taught with STEM integration in schools A, B, and C (p>0.05). This could be due to similar social and cultural settings. Furthermore, it was revealed that the effect of gender is present in STEM integration, and that the highest performance was indicated by male students (School B mean = 98.77), the second highest was female students (School C mean= 97.94), and the lowest was School A (mean male =95.71 & mean female = 91.80) respectively. Less number of students and male students are the most influential factors for the highest students’ performance in School B. Findings revealed important aspects of STEM integration, which are helpful for students and teachers to develop personal qualities in authentic learning for solving real-life problems and experiences in natural disasters.
An investigation on trans-languaging in tertiary-level ESL classrooms
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Amarasinghe, H.P.; Gamage, C.M.G.
This research is focused on trans-languaging, an emerging body of studies related to using the first language (L1) as a resource in teaching and learning a second language. The continuous debate regarding the use of L1 in ESL classrooms has drawn much attention over recent years. ‘Trans-languaging,’ a popular concept among linguists that adapts to the needs of diverse and interconnected communities, has offered new perspectives on looking into this matter. The present research focuses on using L1 in tertiary-level ESL classrooms to support students’ language development and learning. Three first-year classrooms of three proficiency levels (Preliminary, Intermediate, Advanced) from the Faculty of Management and Finance, University of Ruhuna, were observed for two months and observations were made on the following: the purpose of using L1 in ESL classrooms and the teachers’ perceptions towards using L1 to facilitate target language acquisition. Semi-structured interviews were conducted with the teachers to understand their perceptions. According to observations, the L1 was used in all three classrooms. However, the use of L1 in the preliminary class was considerably higher than in the other two classrooms. The purpose of using L1 in the three classrooms was to help students become proficient in English while providing support as needed, even though they varied in frequency. The findings of the semi-structured interviews revealed that teachers hold both positive and negative perceptions regarding the use of LI in ESL classrooms. However, it was apparent that even the teachers who dislike using L1 have agreed that using L1 is beneficial in building rapport with the students, mainly when working with students of a low proficiency level. According to the research findings, using L1 in the ESL classroom can assist learners of a lower proficiency level to understand difficult concepts and acquire the language as it lowers the affective filter. Therefore, further research can be conducted to gather more insight into using L1 to clarify complex concepts, instructions, or vocabulary when students struggle to understand English in the ESL classroom. Rather than eliminating the linguistics tools that the learners bring to the classroom as their L1, the most common trends of trans-languaging focus on utilising the repertoire of linguistic tools of L1 to assist the L2 acquisition.
An investigation of trained school teachers' self-efficacy beliefs and their impact on the teaching-learning process: a focus on the eastern province
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Punniyamoorthy, K.; Nawastheen, F.M.
This study delves into the self-efficacy beliefs of trained teachers in the Eastern Province of Sri Lanka. Specifically, it examines whether trained teachers retain their self-efficacy beliefs upon transitioning from National Colleges of Education (NCOE) to formal schools. The research aims to assess the self-efficacy beliefs of teachers trained in NCOEs currently serving in formal schools. The following research objectives were formulated to achieve the study’s purpose: to identify the factors that influence the self-efficacy beliefs of trained teachers and to examine whether there are differences in self-efficacy beliefs among trained teachers in terms of gender. The study employs a survey research design using a quantitative approach. Utilising the stratified sampling technique, 230 trained teachers were selected from 2332 trained teachers in the Eastern Province. Researchers administered the Teacher Sense of Efficacy Scale (TSES) questionnaire that Tschannen-Moran and Woolfolk Hoy (2001) developed. The instrument was adapted and translated into Tamil, validated by expert opinion, and checked for Cronbach’s alpha reliability. The Cronbach’s alpha value for the translated version of the instrument exceeded 0.70 for all items. The collected data were analysed using frequencies, means, and t-tests. The study’s findings indicate that the mean of student engagement is 5.62, and its standard deviation is .92. Accordingly, student engagement is characterized by self-efficacy beliefs as measured by the self-efficacy scale. Similarly, the mean of teaching techniques is 5.84, and its standard deviation is 1.04. It is more efficacious than student engagement. Similarly, the mean for classroom management is 7.21, and its standard deviation is .50. Accordingly, classroom management is highly efficacious. Student engagement was significantly correlated with classroom management self-efficacy beliefs across all three (mean 7.21, standard deviation .50); Also had low (coefficient 5.62, standard deviation .92) self-efficacy beliefs. Male teachers exhibit slightly higher self-efficacy beliefs than female teachers in engaging students in learning, utilizing instructional techniques, and managing classrooms. Additionally, the study revealed that the subject taught and the type of training institution attended influenced teacher self-efficacy beliefs, while the type of school did not. Therefore, it is recommended that teacher training programs incorporate strategies to enhance self-efficacy beliefs, particularly among female teachers. Training institutions like NCOEs focus on developing teachers’ self-efficacy in teaching specific subjects, and continuous professional development initiatives are implemented to support and strengthen teachers’ selfefficacy beliefs.
Creating metacognitive awareness and strategic reading competence among English as a second language learners at the university
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Fernando, W.S.A.
Although extensive reading is crucial for successful academic performance at the university, many learners are reluctant to peruse complex academic texts. While limited background knowledge and linguistic skills are accountable for the situation, poor metacognitive skills or a lack of strategies may aggravate the issue. The main objective of this research was to identify the existing strategic reading competency of undergraduates of the Wayamba University of Sri Lanka. A survey was conducted among a stratified sample of 300 first-year undergraduates representing six different faculties and three proficiency levels by using a modified version of the Survey of Reading Strategies Questionnaire (SORS) by Mokhtari and Shoeroy (2002), which included 30 statements with a Likert 5- point scale on reading strategies: 13 global, eight problem-solving, and nine questions on support reading strategies. It was further modified by adding one statement as to what level their strategic reading competence grew by responding to the questionnaire as per their perception and two open-ended questions which explore the extent to which they benefited through it. Statements 1-30 were analysed statistically using the rubric designed for the MARS Inventory. It revealed that the general strategic reading proficiency of 57% of the population at Wayamba University of Sri Lanka is at a ‘High’ level, 42% at a ‘Medium’ level, and only 0.66% at a ‘Low’ level. Moreover, the undergraduates used global reading strategies more frequently than the support reading and problem-solving strategies. The majority in both homogeneous high and medium proficiency groups belonged to the high level of strategic reading competency with a certain intuitive awareness of interpreting meaning. In contrast, those of the homogeneous low proficiency group belonged to the medium level, evidently because these skills are not explicitly taught to them during traditional reading sessions. The feedback from one open-ended question on the individual general strategic competence of the learners prior to the questionnaire was categorised into five codes: not satisfied, somewhat satisfied, satisfied, strategic in certain ways, and noted the gaps, and revealed that many participants regarded their strategies to be inadequate. Further, the majority remained neutral to the statement that they became adequately aware of the strategies by responding to the questionnaire. As the findings show, the mere administering of the questionnaire is insufficient to raise the learners’ strategic reading competence. Planned instruction that provides sufficient exposure to strategies and exercises to practise and apply those skills are recommended to uplift the academic reading skills of the undergraduates.
Occupying the margins: a discursive study of identity formation in Sri Lankan pre-service teachers in English at the college of education
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Draupadee, A.L.A.A.
Teacher’s self-perception of who they are, what they do and how they express their identity navigates the trajectory of numerous critical identity work related to language teacher education. While teacher identity is considered a core concept and a key analytic tool for teacher education research, much of the research on teacher identity has focused on novice and pre-service teachers since they provide a solid base for the earliest transition from being students to teachers (Balban, 2015). Despite numerous research on Language Teacher Identity (LTI) worldwide, few English as a Second Language (ESL) studies in Sri Lanka combine pre-service teachers and LTI to explore various personal and professional subjectivities of novice teachers that collide and cooperate across context and discourse communities. Therefore, this study hopes to explore the factors that contribute to or challenge the formation of LTI of pre-service teachers and the personal, professional and contextual (social, political and educational) aspects that affect their envisioned prospective English Language Teaching (ELT) careers by examining how they express their memories, experiences and tensions that occurred as they are becoming teachers through narrative inquiry. This qualitative narrative research is designed with an emic perspective within the feminist post-structuralist sphere (Barkhuizen, 2013; Benwell, 2012). The narrative data was collected through semi-structured narrative interviews. The sample consisted of six female pre-service teachers of English (PSTE) from a reputed Sri Lankan college of education. The narratives were thematically coded using Saldana’s (2013) method of thematic coding. The results suggested encountering exemplary teachers in the early years of one’s life, support received from discourse communities, balancing theory, practice and spontaneity, comparing one’s own teacher-self with others, and the ability to enact and embody teacher-self through corporeal means, reinforced LTI while traumatic experience as trainee-teachers, lack of free will, and insincere motives behind choosing teaching career, and challenge the formation of LTI. These participants’ prospective ELT careers were affected by various personal, professional and contextual aspects like their families’ opinions, initial experience and memories as student-teachers, initial interactions in discourse communities, attitudes, lack of privileges offered to teachers, and economic challenges. The findings deconstruct the typical image associated with novice English teachers by elucidating on their power struggle in educational institutions and their shifting and multiple identities in diverse contexts while raising awareness of the tensions that occur during the transition from being students to teachers to provide insights into teacher training, and language education in Sri Lanka.
Exploring the pragmatic aspects of Nietzsche’s philosophy through the lens of Charles sanders Peirce: effects, interpretations, beliefs, and community
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Hewawasam, S.S.
Friedrich Nietzsche’s philosophy, characterized by its provocative ideas on individualism, the will to power, and the critique of morality, has significantly impacted Western thought. This research investigates the pragmatic dimensions of Nietzsche’s philosophy by analyzing its effects on individuals and communities, examining various interpretations, understanding belief formation, and assessing its practical implications. This research asks the question of how Charles Sanders Peirce’s pragmatic philosophy can shed light on the effects, interpretations, beliefs, and community implications of Nietzsche’s philosophy, particularly in terms of their practical applications and consequences. Drawing insights from Charles Peirce’s pragmatic philosophy, this study sheds light on how Nietzsche’s thought intersects with the pragmatic framework and its influence on the formation of beliefs and communal dynamics. By applying Peircean pragmatism to Nietzsche’s philosophy, this study offers a novel perspective on the practical implications of Nietzsche’s ideas. Understanding how Nietzsche’s thought resonates with or diverges from pragmatic principles provides insights into belief formation, the dynamics of interpretive communities, and the practical effects of his philosophy in real-world contexts. This study employs a qualitative approach to explore the pragmatic aspects of Nietzsche’s philosophy through the lens of Peirce’s pragmatism. The methodology is structured around comparative analysis and textual interpretation. The study begins with an extensive review of the primary works of both Nietzsche and Peirce, On the Genealogy of Morality and The Will to Power, as well as Peirce’s writings, including his pragmatic essays and semiotic theories. The study examines how different interpretive communities have understood and applied Nietzschean ideas, considering their alignment with Peircean concepts of meaning and belief. This study discusses the ethical implications of Nietzsche’s philosophy within the pragmatic framework, addressing issues of moral relativism, responsibility, and societal values. Furthermore, it attempts to explore the ways in which Nietzsche’s philosophy shapes communal beliefs and investigate the potential for Peircean principles to guide more productive interpretive communities. By examining its effects, interpretations, beliefs, and community dynamics, this study seeks to offer new insights into the practical implications of Nietzsche’s ideas and contribute to the ongoing philosophical discourse on the intersections between pragmatism and Nietzschean thought.
Validation of the Trait Emotional Intelligence Questionnaire-Child Form (TEIQ-CF) among middle and late childhood students in Sri Lanka
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Thilakarathna, P.K.S.S.; Dissanayake, G.
The current study aims to adapt and validate the Trait Emotional Intelligence Questionnaire – Child Form (TEIQ-CF) in Sri Lankan contexts. TEIQ-CF is the standardised measurement to measure the emotional intelligence level of children in middle and late childhood. The study was conducted in two phases. Phase I is the translation of the original scale and development of the Delphi panel regarding the adaptation process. Phase II consisted of the validation process of the Sinhala version of the TEIQ-CF. The translated TEIQ-CF was reviewed by a Delphi panel of experts in Sri Lanka for the relevant subject stream. After the translation and adaptation procedure, the second phase of the validation procedure was the psychometric testing of the new Sinhala version. The validation study sample included 1173 Sinhala-speaking school-going middle and late childhood children. The psychometric properties were analysed by exploring its internal consistency, factor structure and construct validity. Exploratory Factor Analysis (EFA) and a further Confirmatory Factor Analysis (CFA) confirmed a two-factor structure (χ2/df = 3.291, CFI =0.856, TLI =.799, RMSEA =.040, SRMR =0.0620), where the resulting factors were identified as Socio-emotionality and Emotion control. The internal consistency of the scale was assessed by Cronbach’s Alpha (0.75). A further cross-sectional analysis revealed a significant difference between the mean scores of males and females. Therefore, the mean score of the females is significantly higher than that of the males. Also, the mean score of the grade five students is considerably higher than the mean scores of grades six and seven. Participants’ age and gender with socio-emotionality (Factor 1) showed statistically significant differences between group means as determined by one-way analysis of variance (ANOVA) test. There was no significant difference between birth order, family income and parental education with socio-emotionality. Furthermore, the association of grade, gender, birth order, family income and parental education with emotion control was also found to be non-significant, as reported by another subsequent one-way ANOVA test. Overall findings reveal that the validated TEIQ-CF Sinhala version is a valid and reliable instrument for measuring emotional intelligence among middle and late childhood children in Sri Lanka
Investigating the nature of general pedagogical knowledge related to the teaching quality of teachers with a national diploma in teaching
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Kumari, H.A.D.; Wanasinghe, W.M.S.
The research aims to identify the weaknesses in the classroom learning and teaching process of junior secondary teachers in Sri Lanka, largely based on subject-related knowledge and teacher quality. The present study examines how teachers create a classroom-quality learning environment using general pedagogical knowledge in the teaching-learning process of junior secondary school. The general pedagogical knowledge (GPK) model was built by Shulman (1987) and improved by Konig et al. (2014). This was used as the theoretical basis of this current study. This study was conducted with five objectives: the contribution to the quality of teaching GPK Model contained in professional subjects of the NCOE, teachers’ understanding of GPK Model, how the GPK Model is used in the classroom learning and teaching process, and identifying differences according to background factors, and teachers’ teaching methodology to make suggestions for the development of GPK Model related to quality. The research design is an Explanatory Sequential Mixed Method. As a first step, the GPK Model contained in the vocational curriculum of the NCOE was examined under the content analysis methodology which contributes to creating a quality learning environment in the classroom. The second step was the Survey method. The stratified random sample of 272 teachers from Wattegama, Kandy and Gampola Educational Zones was examined using a questionnaire on awareness of the GPK Model and the effect of background factors. A Multiple Case Study was conducted with 16 teachers from 4 schools to investigate the use of the GPK Model in the classroom learning and teaching process in a qualitative approach. Data was collected from structured classroom observations and semi-structured interviews. Data analysis was performed using descriptive and thematic analysis methods. The study findings, content related to lesson planning, classroom management, learning process, assessment process, and motivation process, which was considered as the GPK Model of the NCOE professional curriculum, was at a general level, and research literacy was at a minimum level. It was concluded that the teachers' understanding of the GPK Model was at an optimum level. However, its use in classroom observation was at a minimum level of 18%. The hypothetical test revealed that the age of the teachers and the subject being taught influenced the change in the GPK Model. It was found that GP knowledge did not vary according to grade, similar to the findings of Atjonen et al. (2011). It is suggested that the teaching quality of teachers can be further enhanced through the inclusion of the GPK Model in the pre-service teacher education curriculum along with practical activities in a classroom-quality learning environment.
The role of strategic leadership in start-up organisations
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Ratnayake, S.B.D.C.; Eranda, B.A.N.
Effective leadership is required for an organisation to sustain its operations in the face of problems caused by the chaos, downturn and crisis in the environment. However, when the leaders are not prepared to manage such unpredictable situations, it will negatively impact the organisation’s performance. The world is in a massive transition, affecting every market and business organisation. The widely accepted view in the 21st century is that innovation and entrepreneurship are the main forces behind economic development and social transformation. More importantly, start-ups are newly formed and fast-growing entrepreneurship that aim to fill the marketplace gap. Thus, the study seeks to demonstrate the strategic leadership of a start-up business in a crisis, specifically in Sri Lanka. The modern business environment is featured with volatility, uncertainty, complexity and ambiguity (VUCA), which requires transformations for the business organisations. Strategic leadership is concerned about the capabilities of top executives in a business organisation to create a sense of direction in pursuit of high performance. Hence, strategic leaders should appropriately possess adaptive capacity to respond to the dynamics and complexities in the external environment. Therefore, this paper discusses systematic literature review as a methodology for conducting research and offers an overview of different types of reviews. A systematic literature review methodology was employed to clarify the concepts of strategic leadership and crisis to provide an overview of the existing theory. Moreover, this study examines the different perspectives on strategic leadership and how it affects the start-up during a crisis. It thoroughly examined the concept of strategic leadership. The prominence of research is assessed by studying the year of publication, journal of publication, country of study, citation analysis and content analysis of the literature gathered from Google Scholar database of peerreviewed literature, scientific journals, books and conference proceedings. The result was that leadership with a strategic mindset tried to prompt, facilitate, and accelerate the progress towards sustainability.
Enhancing child-centric justice system: challenges, strategies, and lessons for Sri Lanka
(Postgraduate Institution of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Doranegama, S.K.; Disanayaka, D.M.H.Y.
Sri Lanka has set out to create a legal framework that prioritises children’s rights and welfare within the judicial system, in line with the global movement towards child-friendly justice systems. The legal framework in Sri Lanka encompasses several statutes addressing matters within the realm of juvenile justice, child victims, and children who conflict with the law, such as the Children and Young Persons Ordinance 1939, Assistance to and Protection of Victims of Crime and Witnesses Act, No. 10 of 2023, and the Youthful Offenders (Training Schools) Ordinance. Furthermore, Sri Lanka became a signatory to the Convention on the Rights of the Child in 1991, affirming its commitment to upholding children’s rights. The objectives of this research are to comprehensively analyse the legal framework of Sri Lanka and the multifaceted legal and practical challenges impeding the realisation of this crucial goal and to propose strategies to overcome these challenges and enhance the justice system’s child-centric nature. Utilising a qualitative research approach, this research collected secondary data from diverse outlets, encompassing legislative documents, scholarly articles, legal precedents, and in-depth expert interviews. The study’s key findings indicate that although Sri Lanka’s legal framework incorporates provisions to establish a justice system favourable to children, there is a need to revise outdated laws and conquer practical challenges to secure the full spectrum of children’s rights within the justice system. The study reveals that in addition to antiquated laws, numerous practical challenges impede the establishing of a child-friendly justice system in Sri Lanka. These challenges include delays in court procedures, inadequate training for officials handling cases involving children, unethical media practices, the ineffective functioning of the juvenile court system, and the absence of comprehensive data on juvenile offenders and child victims. The study puts forth several strategies to address these challenges, including the introduction of a structured counselling system, the implementation of measures to alleviate case delays, providing a comfortable environment for child testimony in court, and the initiation of an awareness program designed to promote understanding and awareness of juvenile delinquency.
Empirical assessment on household electricity expenditure as a proxy for poverty measurement in Sri Lanka
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Ratwatte, V.; Dissanayake, N.V.; Kotagama, H.B.
Sri Lanka’s social safety-net mechanism changed due to the economic crisis that struck in 2022. The change shifted poverty measurement to identify poor households (HH) from a monetary measure to a measure based on multiple dimensions, including health, education, and living standards. The multi dimension poverty measure led to misidentification of the poor and social upheaval. This study explores HH electricity consumption as an alternative poverty assessment measure that is easy, cheap, verifiable, and objective. Using data from the 2019 HH Income and Expenditure Survey (HIES) in the Kilinochchi district (N =379), a scatter plot analysis was initially employed to visualise the association between HH consumption expenditure (Rs/M/HH) and HH electricity expenditure (Rs/M/HH) and found a positive trend relationship. Pearson’s correlation test indicated a 0.34 correlation between the above variables. A regression model was formulated, using stepwise and weighted least squares OLS analysis, to predict HH monthly electricity consumption from HH consumption expenditure. This model was used to estimate the HH Monetary Poverty Equivalent (monetary poverty line of 23481 Rs/M/HH in 2019) and electricity consumption (MPEE = 580 Rs/M/HH = 62 kWh/M/HH). Using the MPEE as the poverty threshold, poor HH were identified as 59% of the sample as compared to 28% of the sample being poor as identified using the monetary poverty line. The inclusion and exclusion errors using MPEE vis-a-vis consumption expenditure poverty line was estimated at 36% and 5% of the population, respectively. The exclusion error of identifying the monetarily rich as poor would lead to an inefficient allocation of resources to a social safety-net program. A Welch t-test carried out to check whether there is a difference in means between the HH consumption expenditure of those identified as poor using the monetary indicator and the electricity consumption indicator was found to have a significant difference in means. This indicated that the selection of poor by the two indicators was different. The results revealed a reasonable positive relationship between the above variables, implying that electricity consumption may be a good proxy measure of poverty. However, the substantial inclusion error and the result of the Welch t-test do not allow us to confidently conclude that HH electricity consumption is a satisfactory proxy measure of poverty. Given its exploratory nature, more comprehensive investigations are required to establish a conclusive and robust relationship between household consumption expenditure and poverty.
A study of costumes and the use of motifs in the temple murals of the kandyan tradition: a study based on selected temple murals of low country
(Postgraduate Institute of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Rathnayaka, R.M.T.D.K.; Sudarshana Bandara, W.M.P.
Ancient visual art can be described as an archaeological tool that brings objective and absolute knowledge from past human culture to the present. It reveals a wide variety of information about humans from those days. The primary research area of this study focuses on the usage of costumes and their motifs in the temple murals of Kandyan tradition, specifically within two selected temples in the southern province, namely Kathaluwa Purwaramaya and Thotagamuwa Thelwaththa Viharaya. Although there have been a number of studies related to the nature of clothing and its use in the visual arts found in the Kandyan tradition, such research has focused on the surface nature of clothing, design patterns and the individual roles it portrays. However, a gap exists in scholarly inquiry into the underlying significance of clothing concerning styles, individual and social spaces, social status, ranks, power dynamics, respect, class, caste, regional identity, and other cultural influences. Therefore, since art is a social activity and a unique human activity, a close reading of the old visual arts can reveal much information about social culture, space, and individual ideology of that time. The costumes and their designs have the potential to function as a distinctive archaeological visual source, aiding in uncovering the authentic identity of the information disclosed by these sources. This holds true for the specified period, whether written sources are present or absent, contributing to the understanding of social character during the formation of the history of ancient visual arts. Therefore, this study aims to explore and analyse how the clothing and designs featured in Kandyan paintings can represent society during that period, investigating their potential as archaeological visual sources in historical reconstruction. The examination revealed that artists deliberately utilised designs, colours, and various costume types to visually express the social hierarchy and centralisation of power in that period. While this academic study primarily uses qualitative research methodology, a rational analysis is also expected to be carried out. The data collection procedure mainly focuses on primary sources and studies conducted on selected temple paintings, museum observations and interviews conducted with art historians and artists who belong to transitive traditions. Furthermore, as secondary sources, information is primarily expected to be collected from books, magazines, and articles.
Adopting a theatre production into a filmed-drama for an intervention on alcohol-related health and social messages (ARHSM) in Sri Lanka
(Postgraduate Institution of Humanities and Social Sciences (PGIHS), University of Peradeniya, Sri Lanka, 2023-12-15) Galkandaarachchi, N.; Mantillake, S.; Senarathna, L.
Research highlights the prevalence of high alcohol consumption rates, particularly among young males aged 25-39, in both urban and rural Sri Lanka. To address this issue from 2018 to 2023, the South Asian Clinical Toxicology Research Collaboration (SACTRC) organised a theatre-based community intervention aiming to raise awareness of alcohol-related health and social problems in the Anuradhapura district. A live theatre production (TP) was developed to deliver alcohol-related health and social messages (ARHSM), focusing on the life journey of a young driver who struggles with alcohol addiction and eventually recovers. Although this was initially planned as a live performance, the project adapted to the COVID-19 pandemic by creating a filmed drama based on the live theatre production. As a practice-led study, this paper examines the process of adopting live theatre production into a filmed-drama for ARHSM. The primary objective of this study was to identify the most effective visual recording approach to adapt TP to the film medium while keeping the quality of a live TP. We had to choose between two methods, namely, the single camera method (SCM) and the multicamera method (MCM). Given the nature of this practice-led study, a qualitative research design was adopted, utilising various methods in two distinct phases. 1. Blocking Phase: The eight scenes of the TP were re-constructed into individual shots, and a storyboard was drafted to outline the sequence. 2. Presenting Phase: The storyboard was analysed using the form of the film, including narrative, direction, cinematography, mise-en-scène, and editing. Film theories of formalism, realism, and approaches such as Eisenstein and Jean-Luc Godard were used in the creative process. This was vital in the filmed-drama since the TP’s narrative follows a linear path, and the human characters’ acting is naturalist, while the mise-en-scène and the acting style of the non-human character (demon) adopts a more stylised approach. Analysing the shot list breakdown underscores the importance of effectively employing various shots to convey the ARHSM. Additionally, continuity editing plays a crucial role in maintaining a linear narrative and continuous flow. Furthermore, recording an entire scene in one go ensures the natural flow of actors’ performances and contributes to efficient time and budget management. Considering all these factors, when theatre productions are adapted to the film medium with an emphasis on ARHSM, the MCM emerges as the most productive approach for a filmed-drama intervention.

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