International Journals

Permanent URI for this collectionhttps://dspace.psgrkcw.com/handle/123456789/147

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Author: search.filters.author.Nithyakala KStart date: 2010

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    AN ANALYSIS OF DEMOGRAPHIC & SOCIO ECONOMIC FACTORS INFLUENCE ON PSYCHOLOGICAL EMPOWERMENT OF WOMEN IN LEADERSHIP
    (International Journal for Research in Engineering Application & Management, 2019-03) Vidyakala K; Raji, Jennet; Sheela J; Nithyakala K
    Leadership is a complex phenomenon that touches on many other important organizational, social and personal processes. The focus on women leadership has grown recently, due to the fundamental gains women have achieved in the workplace. At the same time there is a scarcity of women leaders and women in senior management positions who could be taking up leadership roles. The present study analysed how the demographic and socio economic factors influence on psychological empowerment of women in leadership. The results show that there is significant difference between total experience and psychological empowerment. It helps to understand thepsychological empowerment of women leaders towards their work.
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    A STUDY ON SIGNIFICANCE OF DEMOGRAPHIC PROFILE TOWARDS AWARENESS OF DIGITAL FINANACIAL SEVICES IN RURAL HOUSE HOLDS IN COIMBATORE
    (International Journal of Basic and Advance Research, 2018-05) Vidyakala K; Nithyakala K; Nivethika S
    Financial Inclusion is the roadmap to bring the rural people from the unbanked and unreached segments in the society into the formal financial system. Digital financial services involves the deployment of the cost-saving digital means to reach currently financially excluded and underserved populations with a range of formal financial services suited to their needs that are responsibly delivered at an affordable cost to customers. This paper analyzes the significance of socio-economic factors of the respondents on awareness of digital financial services among 150 respondents belonging to rural households of Coimbatore using one way- Anova. The study found that all demographic profile significantly influences the awareness of the digital financial services except age.
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    AN ANALYSIS ON THE ROLE OF INTERNET BANKING IN THE BANKER'S PERSPECTIVE
    (JM INTERNATIONAL JOURNAL OF MANAGEMENT RESEARCH, 2011-05) Vidyakala K; Poornima S; Nithyakala K
    The internet has changed the banks competitive environment significantly. The Indian banking index has grown at a compounded annual rate of over 51 per cent since April 200l as compared to a 27 per cent growth in the market index for the same period. The aim of this study is to explore the role of Internet banking in the banker 's perspective.210 bank employees were the respondents of this study. The findings of this study present significant progress towards nebulous nature of internet banking and its role on the core business of the banks. All the items have a significant relationship with the type of the bank except for value creation and satisfaction of the respondents. The present research differed in the following constructs when compared with the previous research available in the literature; measurement of financial performance of internet banking distribution channel, stakeholder value creation and effect of internet banking on bank branches.
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    A STUDY ON INVESTOR PREFERENCE TOWARDS FINANCIAL INSTRUMENTS WITH SPECIAL REFERENCE TO COIMBATORE
    (Our Heritage Journal, 2020) Vidyakala K; Nithyakala K
    This paper aims to shed light on investor’s preference towards financial instruments and demographic factors influence on investment decision in Coimbatore city. The sample size considered for the study is 254 respondents; primary data has been collected using questionnaire and data has been analysed using research tools like Descriptive Statistics, Garret Ranking and Regression.
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    ASSESSMENT OF OUTCOME BASED EDUCATION AMONG MATHEMATICS STUDENTS IN COIMBATORE
    (JETIR, 2019) Vidyakala K; Nithyakala K; Deepa J; Geerthana K; Nandhini P
    Outcome based education (OBE) is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course credits” (Tucker, 2004). Thus the primary aim of OBE is to facilitate desired changes within the learners, by increasing knowledge, developing skills and/or positively influencing attitudes, values and judgment. OBE embodies the idea that the best way to learn is to first determine what needs to be achieved. Once the end goal (product or outcome) has been determined the strategies, processes, techniques, and other ways and means can be put into place to achieve the goal.
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    A CONCEPTUAL STUDY ON RELATIONSHIP BETWEEN LEARNING STYLE & ACADEMIC PERFORMANCE
    (IJMRA, 2019) Vidyakala K; Nithyakala K; Deepa J; Nandhini P
    Learning styles is said to be the style of learning of an individual. It has always been the main fear of many teachers and parents that their students and children has to be much successful as possible. Often, one’s learning style is identified in determining strengths for academic performance. It is the learning styles which helps the learner in obtaining meaningful and desirable knowledge. Good learning styles act as a strong weapon for the students to excel in life. In this study we are going to see the relationship between the learning styles and academic performance of students
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    A STUDY ON PERCEPTION TOWARDS OUTCOME BASED EDUCATION AMONG UNDERGRADUATE COSTUME AND FASHION DESIGNING STUDENTS IN COIMBATORE
    (INDU, 2019) Vidyakala K; Nithyakala K; Deepa J; Madhu S; Nandhini P
    The main basis of OBE is producing outputs rather than inputs. The learning process is student centred rather than lecture-based as in the conventional approach. The process of designing programme curriculum, the outcomes of the learning is emphasised and pre-determined, that is, what is expected from the learning after the students have graduated in order to equip them with the necessary skills and capabilities before they enter the work place, then going backward with curriculum design, programme outcomes and course outcomes, the development of instructions, delivery modes and appropriate assessments methodologies.
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    A STUDY ON PREFERRED LEARNING STYLES OF BA ECONOMICS STUDENTS IN COIMBATORE
    (INDUS, 2019) Vidyakala K; Nithyakala K; Deepa J; Anjana; Nandhini P
    Learning styles refer to a range of competing and contested theories that aim to account for differences in individuals' learning. These theories propose that all people can be classified according to their 'style' of learning, although the various theories present differing views on how the styles should be defined and categorized. A common concept is that individuals differ in how they learn. The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers
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    ASSESSMENT OF OUTCOME BASED EDUCATION AMONG BA ECONOMICS STUDENTS IN COIMBATORE
    (IJRAR, 2019) Vidyakala K; Nithyakala K; Deepa J; Anjana; Nandhini P
    Outcome-based education (OBE) is an educational theory that bases each part of an educational system around goals (outcomes). By the end of the educational experience, each student should have achieved the goal. There is no single specified style of teaching or assessment in OBE; instead, classes, opportunities, and assessments should all help students achieve the specified outcomes. The role of the faculty adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
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    A STUDY ON OUTCOME BASED EDUCATION AMONG BUSINESS ANALYTICS STUDENTS IN COIMBATORE
    (IJMRA, 2019) Vidyakala K; Nithyakala K; Deepa J; Chitra K; Nandhini P
    Outcome based education (OBE) is student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes. Its focus remains on evaluation of outcomes of the program by stating the knowledge, skill and behavior a graduate is expected to attain upon completion of a program and after 4 – 5 years of graduation. In the OBE model, the required knowledge and skill sets for a particular engineering degree is predetermined and the students are evaluated for all the required parameters (Outcomes) during the course of the program. The OBE model measures the progress of the graduate in three parameters, which are: • Program Educational Objectives (PEO) • Program Outcomes (PO) • Course Outcomes (CO)