Authors:

Madhumita Mukhopadhyay, Lubhawani Tripathi

Abstract:

This research paper examines the influence of Language/Dialogue on the learning competencies of Diploma in Elementary Education (D.El.Ed.) teacher-students' in the Jangalmahal region of West Bengal, India. Three null hypotheses (H₀₁₀, H₀₁₁, and H₀₁₂) are tested through descriptive statistics, independent-samples t-tests, and one-way ANOVA on a sample of 1,283 teacher-students' (497 male and 786 female). The findings reveal that Language/Dialogue has a moderate to moderately high influence on learning competencies (overall mean = 68.06). However, the influence is non-uniform: significant differences are observed based on both institutional locality (rural vs. urban) and institutional type (government vs. private) at the overall level. Among male teacher-students', locality significantly differentiates competency while institution type does not. Among female teacher-students', both locality and institution type produce significant differences. These findings collectively lead to the rejection of all three null hypotheses, underscoring the role of institutional context and communicative environment in shaping learning outcomes. Targeted pedagogical and policy interventions are recommended to address the competency disparities identified.

Keywords:

Language/Dialogue, Learning Competency, D.El.Ed., Teacher-Students, Jangalmahal, t-test, ANOVA, Rural-Urban, Government-Private Institutes.

Vol & Issue:

VOL.18, ISSUE No.1, March 2026