Edumania-An International Multidisciplinary Journal
Vol-03, Issue-3 (Jul-Sep 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
A Study on Teaching Aptitude and Academic Achievement of B.Ed. Students in Relation to Medium of Instruction
Kaur, Harjinder
Assistant professor, Khalsa College of Education Ranjit Avenue, Amritsar (Punjab)
ORCID ID-0000-0003-1361-8072
Received: May 07, 2025
Accepted: June 20, 2025
Published: July 01, 2025
Thematic Classification: Teaching Aptitude, Academic Achievement, B.Ed. Students, Medium of Instruction.
Abstract
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.
Keywords: Academic Achievement, Medium of Instruction, Teaching Aptitude
Impact Statement
This study holds significant implications for teacher education, language policy, and academic equity. By examining how the medium of instruction influences both teaching aptitude and academic achievement of B.Ed. students, the research sheds light on the crucial role of language in shaping future educators’ effectiveness. The findings can inform policymakers and teacher education institutions about whether the dominance of English or vernacular languages as mediums of instruction creates disparities in cognitive development, teaching skills, and professional readiness.
The impact of this study extends to curriculum design, as it highlights the necessity of aligning instructional language with learners’ comprehension levels to foster higher teaching aptitude and ensure better learning outcomes. It also contributes to debates on multilingual education by providing evidence of how language proficiency interacts with academic success in professional training.
Furthermore, this study can guide teacher training institutions to adopt supportive pedagogical strategies, such as bilingual approaches or language support programs, to bridge the gap between medium of instruction and academic performance. Ultimately, its impact lies in shaping more inclusive and effective teacher preparation models, ensuring that future educators are not hindered by linguistic barriers but are empowered to teach confidently and competently across diverse classroom contexts.
About Author
Dr. Harjinder Kaur is an Assistant Professor at Khalsa College of Education Ranjit Avenue, Amritsar (Punjab) with a diverse educational background, including a Master’s degree in Hindi, History and Education, a Ph.D. and UGC Net in Education. She has taught B.Ed. , M.Ed. classes. She has also published articles, research papers in UGC Care journals, and delivered guest lectures in many institutions. She has also presented paper at conferences and seminars, and has developed e-learning delivery. Dr. Kaur has also participated in various programs and workshops, including the Faculty Induction Programme, Refresher Courses.
Cite this Article
APA 7th Edition: Kaur, H. (2025). A study on teaching aptitude and academic achievement of B.Ed. students in relation to medium of instruction. Edumania-An International Multidisciplinary Journal, 3(3), 280–292. https://doi.org/10.59231/edumania/9151
MLA 9th Edition: Kaur, Harjinder. “A Study on Teaching Aptitude and Academic Achievement of B.Ed. Students in Relation to Medium of Instruction.” Edumania-An International Multidisciplinary Journal, vol. 3, no. 3, 2025, pp. 280-292. doi:10.59231/edumania/9151.
Chicago 17th Edition: Kaur, Harjinder. 2025. “A Study on Teaching Aptitude and Academic Achievement of B.Ed. Students in Relation to Medium of Instruction.” Edumania-An International Multidisciplinary Journal 3, no. 3: 280–292. https://doi.org/10.59231/edumania/9151.
Statements and Declarations
Peer-Review Method: This article underwent a double-blind peer-review process by two independent external reviewers with expertise in Educational Psychology and Pedagogy. This process ensures the scholarly quality and statistical reliability of the findings regarding teacher aptitude and language of instruction.
Competing Interests: The author, Harjinder Kaur, declares no potential conflicts of interest, financial or otherwise, that could have influenced the research, data analysis, or the conclusions presented in this study.
Funding: This research was conducted as an independent scholarly project at Khalsa College of Education, Ranjit Avenue, Amritsar (Punjab). No specific external grants or commercial funding were received for the execution of this work.
Data Availability: The datasets generated and analyzed during the current study, including teaching aptitude scores and academic records of B.Ed. students, are available from the author on reasonable request, ensuring participant anonymity and institutional data privacy.
Licence: A Study on Teaching Aptitude and Academic Achievement of B.Ed. Students in Relation to Medium of Instruction © 2025 by Harjinder Kaur is licensed under CC BY 4.0. This work is published by the International Council for Education Research and Training (ICERT).
Ethics Approval: This research follows the ethical standards of Khalsa College of Education, Amritsar. Informed consent was obtained from all participating B.Ed. students, and the study design ensures academic integrity and the protection of sensitive participant information throughout the research process.
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