Name: Dilbag Singh
Country: India

Year: 2025
Volume: Volume-15, Issue-1 (Jan-June)
Page Number: 259-272
DOI: https://doi.org/10.5281/zenodo.17777190

ABSTRACT
This qualitative study explores the views and perceptions of B.Ed. teacher educators
regarding the implementation of the semester system in teacher education programs in
Punjab, India. The study aims to critically examine the strengths and limitations of the
semester and annual examination systems, focusing on their impact on teaching effectiveness,
student learning, and academic management. Data were collected from 100 teachers across
urban and rural B.Ed. colleges in 22 districts using structured questionnaires and interviews,
and analyzed through percentage-based interpretation to identify prevailing trends and
opinions. The findings indicate that while the semester system facilitates continuous
assessment, timely evaluation, and an increase in students’ overall marks, it also presents
significant challenges, including increased teacher workload, difficulties in completing the
syllabus, reduced engagement in co-curricular activities, and higher financial burdens