\documentclass[11pt,twoside]{article}\makeatletter

\IfFileExists{xcolor.sty}%
  {\RequirePackage{xcolor}}%
  {\RequirePackage{color}}
\usepackage{colortbl}
\usepackage{wrapfig}
\usepackage{ifxetex}
\ifxetex
  \usepackage{fontspec}
  \usepackage{xunicode}
  \catcode`⃥=\active \def⃥{\textbackslash}
  \catcode`❴=\active \def❴{\{}
  \catcode`❵=\active \def❵{\}}
  \def\textJapanese{\fontspec{Noto Sans CJK JP}}
  \def\textChinese{\fontspec{Noto Sans CJK SC}}
  \def\textKorean{\fontspec{Noto Sans CJK KR}}
  \setmonofont{DejaVu Sans Mono}
  
\else
  \IfFileExists{utf8x.def}%
   {\usepackage[utf8x]{inputenc}
      \PrerenderUnicode{–}
    }%
   {\usepackage[utf8]{inputenc}}
  \usepackage[english]{babel}
  \usepackage[T1]{fontenc}
  \usepackage{float}
  \usepackage[]{ucs}
  \uc@dclc{8421}{default}{\textbackslash }
  \uc@dclc{10100}{default}{\{}
  \uc@dclc{10101}{default}{\}}
  \uc@dclc{8491}{default}{\AA{}}
  \uc@dclc{8239}{default}{\,}
  \uc@dclc{20154}{default}{ }
  \uc@dclc{10148}{default}{>}
  \def\textschwa{\rotatebox{-90}{e}}
  \def\textJapanese{}
  \def\textChinese{}
  \IfFileExists{tipa.sty}{\usepackage{tipa}}{}
\fi
\def\exampleFont{\ttfamily\small}
\DeclareTextSymbol{\textpi}{OML}{25}
\usepackage{relsize}
\RequirePackage{array}
\def\@testpach{\@chclass
 \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else
  \ifnum \@lastchclass=7 5 \else
   \ifnum \@lastchclass=8 \tw@ \else
    \ifnum \@lastchclass=9 \thr@@
   \else \z@
   \ifnum \@lastchclass = 10 \else
   \edef\@nextchar{\expandafter\string\@nextchar}%
   \@chnum
   \if \@nextchar c\z@ \else
    \if \@nextchar l\@ne \else
     \if \@nextchar r\tw@ \else
   \z@ \@chclass
   \if\@nextchar |\@ne \else
    \if \@nextchar !6 \else
     \if \@nextchar @7 \else
      \if \@nextchar (8 \else
       \if \@nextchar )9 \else
  10
  \@chnum
  \if \@nextchar m\thr@@\else
   \if \@nextchar p4 \else
    \if \@nextchar b5 \else
   \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi
   \fi \fi  \fi  \fi  \fi  \fi  \fi \fi \fi \fi \fi \fi}
\gdef\arraybackslash{\let\\=\@arraycr}
\def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}}
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\def\abbr{}
\def\corr{}
\def\expan{}
\def\gap{}
\def\orig{}
\def\reg{}
\def\ref{}
\def\sic{}
\def\persName{}\def\name{}
\def\placeName{}
\def\orgName{}
\def\textcal#1{{\fontspec{Lucida Calligraphy}#1}}
\def\textgothic#1{{\fontspec{Lucida Blackletter}#1}}
\def\textlarge#1{{\large #1}}
\def\textoverbar#1{\ensuremath{\overline{#1}}}
\def\textquoted#1{‘#1’}
\def\textsmall#1{{\small #1}}
\def\textsubscript#1{\@textsubscript{\selectfont#1}}
\def\textxi{\ensuremath{\xi}}
\def\titlem{\itshape}
\newenvironment{biblfree}{}{\ifvmode\par\fi }
\newenvironment{bibl}{}{}
\newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par }
\newenvironment{citbibl}{}{\ifvmode\par\fi }
\newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi }
\newenvironment{docDate}{}{\ifvmode\par\fi }
\newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi }
\newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par }
\newenvironment{msHead}{\vskip 6pt}{\par}
\newenvironment{msItem}{\vskip 6pt}{\par}
\newenvironment{rubric}{}{}
\newenvironment{titlePart}{}{\par }

\newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}}
\newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}}
\newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}}
\newcolumntype{P}[1]{){\arraybackslash}p{#1}}
\newcolumntype{B}[1]{){\arraybackslash}b{#1}}
\newcolumntype{M}[1]{){\arraybackslash}m{#1}}
\definecolor{label}{gray}{0.75}
\def\unusedattribute#1{\sout{\textcolor{label}{#1}}}
\DeclareRobustCommand*{\xref}{\hyper@normalise\xref@}
\def\xref@#1#2{\hyper@linkurl{#2}{#1}}
\begingroup
\catcode`\_=\active
\gdef_#1{\ensuremath{\sb{\mathrm{#1}}}}
\endgroup
\mathcode`\_=\string"8000
\catcode`\_=12\relax

\usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry}
\usepackage{framed}

\definecolor{shadecolor}{gray}{0.95}
\usepackage{longtable}
\usepackage[normalem]{ulem}
\usepackage{fancyvrb}
\usepackage{fancyhdr}
\usepackage{graphicx}
\usepackage{marginnote}

\renewcommand{\@cite}[1]{#1}


\renewcommand*{\marginfont}{\itshape\footnotesize}

\def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif}

  \pagestyle{fancy}

\usepackage[pdftitle={Reasoning Ability as a Determinant of Teaching Aptitude: A Study on Teachers Trainee Student of Durg-Bhilai Region},
 pdfauthor={}]{hyperref}
\hyperbaseurl{}

	 \paperwidth210mm
	 \paperheight297mm
              
\def\@pnumwidth{1.55em}
\def\@tocrmarg {2.55em}
\def\@dotsep{4.5}
\setcounter{tocdepth}{3}
\clubpenalty=8000
\emergencystretch 3em
\hbadness=4000
\hyphenpenalty=400
\pretolerance=750
\tolerance=2000
\vbadness=4000
\widowpenalty=10000

\renewcommand\section{\@startsection {section}{1}{\z@}%
     {-1.75ex \@plus -0.5ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large\bfseries}}
\renewcommand\subsection{\@startsection{subsection}{2}{\z@}%
     {-1.75ex\@plus -0.5ex \@minus- .2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large}}
\renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}%
     {-1.5ex\@plus -0.35ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\large}}
\renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}%
     {-1ex \@plus-0.35ex \@minus -0.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\normalsize}}
\renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}%
     {1.5ex \@plus1ex \@minus .2ex}%
     {-1em}%
     {\reset@font\normalsize\bfseries}}


\def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt}
 \@tempdima 1.5em \begingroup
 \parindent \z@ \rightskip \@pnumwidth 
 \parfillskip -\@pnumwidth 
 \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par
 \endgroup}
\def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}}
\def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}}
\def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}}
\def\l@subparagraph{\@dottedtocline{5}{10em}{5em}}
\@ifundefined{c@section}{\newcounter{section}}{}
\@ifundefined{c@chapter}{\newcounter{chapter}}{}
\newif\if@mainmatter 
\@mainmattertrue
\def\chaptername{Chapter}
\def\frontmatter{%
  \pagenumbering{roman}
  \def\thechapter{\@roman\c@chapter}
  \def\theHchapter{\roman{chapter}}
  \def\thesection{\@roman\c@section}
  \def\theHsection{\roman{section}}
  \def\@chapapp{}%
}
\def\mainmatter{%
  \cleardoublepage
  \def\thechapter{\@arabic\c@chapter}
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \pagenumbering{arabic}
  \setcounter{secnumdepth}{6}
  \def\@chapapp{\chaptername}%
  \def\theHchapter{\arabic{chapter}}
  \def\thesection{\@arabic\c@section}
  \def\theHsection{\arabic{section}}
}
\def\backmatter{%
  \cleardoublepage
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \setcounter{secnumdepth}{2}
  \def\@chapapp{\appendixname}%
  \def\thechapter{\@Alph\c@chapter}
  \def\theHchapter{\Alph{chapter}}
  \appendix
}
\newenvironment{bibitemlist}[1]{%
   \list{\@biblabel{\@arabic\c@enumiv}}%
       {\settowidth\labelwidth{\@biblabel{#1}}%
        \leftmargin\labelwidth
        \advance\leftmargin\labelsep
        \@openbib@code
        \usecounter{enumiv}%
        \let\p@enumiv\@empty
        \renewcommand\theenumiv{\@arabic\c@enumiv}%
	}%
  \sloppy
  \clubpenalty4000
  \@clubpenalty \clubpenalty
  \widowpenalty4000%
  \sfcode`\.\@m}%
  {\def\@noitemerr
    {\@latex@warning{Empty `bibitemlist' environment}}%
    \endlist}

\def\tableofcontents{\section*{\contentsname}\@starttoc{toc}}
\parskip0pt
\parindent1em
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\newenvironment{reflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemsep}{0pt}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\itshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{sansreflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\itemsep}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\upshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{specHead}[2]%
 {\vspace{20pt}\hrule\vspace{10pt}%
  \phantomsection\label{#1}\markright{#2}%

  \pdfbookmark[2]{#2}{#1}%
  \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}%
  }{}
      \def\TheFullDate{2018-01-15 (revised: 15 January 2018)}
\def\TheID{\makeatother }
\def\TheDate{2018-01-15}
\title{Reasoning Ability as a Determinant of Teaching Aptitude: A Study on Teachers Trainee Student of Durg-Bhilai Region}
\author{}\makeatletter 
\makeatletter
\newcommand*{\cleartoleftpage}{%
  \clearpage
    \if@twoside
    \ifodd\c@page
      \hbox{}\newpage
      \if@twocolumn
        \hbox{}\newpage
      \fi
    \fi
  \fi
}
\makeatother
\makeatletter
\thispagestyle{empty}
\markright{\@title}\markboth{\@title}{\@author}
\renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@
\belowdisplayskip \abovedisplayskip
\abovedisplayshortskip \z@ plus2\p@
\belowdisplayshortskip 4\p@ plus2\p@ minus2\p@
\def\@listi{\leftmargin\leftmargini
               \topsep 2\p@ plus1\p@ minus1\p@
               \parsep 2\p@ plus\p@ minus\p@
               \itemsep 1pt}
}
\makeatother
\fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm}
\fancyhf{} 
\setlength{\headheight}{14pt}
\fancyhead[LE]{\bfseries\leftmark} 
\fancyhead[RO]{\bfseries\rightmark} 
\fancyfoot[RO]{}
\fancyfoot[CO]{\thepage}
\fancyfoot[LO]{\TheID}
\fancyfoot[LE]{}
\fancyfoot[CE]{\thepage}
\fancyfoot[RE]{\TheID}
\hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true}
\fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}}

\date{}
\usepackage{authblk}

\providecommand{\keywords}[1]
{
\footnotesize
  \textbf{\textit{Index terms---}} #1
}

\usepackage{graphicx,xcolor}
\definecolor{GJBlue}{HTML}{273B81}
\definecolor{GJLightBlue}{HTML}{0A9DD9}
\definecolor{GJMediumGrey}{HTML}{6D6E70}
\definecolor{GJLightGrey}{HTML}{929497} 

\renewenvironment{abstract}{%
   \setlength{\parindent}{0pt}\raggedright
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
   \textcolor{GJBlue}{\large\bfseries\abstractname\space}
}{%   
   \vskip8pt
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
}

\usepackage[absolute,overlay]{textpos}

\makeatother 
      \usepackage{lineno}
      \linenumbers
      
\begin{document}

             \author[1]{Bindu Kumari  Tomar}

             \author[2]{Dr. Jubraj  Khamari}

             \affil[1]{  MATS University}

\renewcommand\Authands{ and }

\date{\small \em Received: 8 December 2017 Accepted: 2 January 2018 Published: 15 January 2018}

\maketitle


\begin{abstract}
        


This research paper aims to highlight the importance of reasoning ability in selecting the students of teacher training colleges so that they are more likely to develop higher teaching aptitude during their training. On examining the reasoning abilty score and teaching aptitude score of selected sample of student from teacher training colleges of Durg-Bhilai reason it was concluded that there was a high significant correlation between teaching aptitude and reasoning ability score of students. It was also concluded that reasoning Ability was able to explain about 45 % of variation in the teaching aptitude of teacher trainee students. This can act as a benchmark to set entrance exam in such a way that at least 45 % of the weight age is to be given to the the questions on reasoning ability.

\end{abstract}


\keywords{}

\begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) 
\textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark}
\end{textblock*}

\begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) 
\textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}}
\end{textblock*}


\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
This study tries to examine one of these variables, teaching aptitude, that how we can select teachers who have a right aptitude for teaching. The importance of this study lies in the fact that Teaching is a highly skilled job and requires proper training and preparation on the part of teacher. Successful teachers offer convincing conversation starters, clarify alternatives, show us to reason, recommend conceivable headings, and urge us on. Fruitful educators are fundamental and loaded with energy. They want to instruct, as a painter loves to paint, as an author loves to compose, as an artist loves to sing. They have a genuine reason but then appreciate colossally what they do. They can get excited for their subject regardless of how often they have gone through it before. They vivify their subject and transcend the mechanical, dry, or routine educating. They propel themselves similarly as they push their understudies, and their courses wind up plainly critical learning encounters. The place and significance of the educator in a general public can never be over evaluated. These qualities are to be cultivated or could be inborn in an individual. It is then become a duty of governing bodies to select teachers having right aptitude of teaching. How this right aptitude can be found out is the main focus of this study.\par
In India the Bachelor of Education degree is a prerequisite in most of the state and Central run schools. The candidate selected to become teacher trainee have to appear in a Pre B.Ed examination administered by different agencies and Department in Center and States. Most of the pre B.Ed exam covers General Knowledge, Languages and Subject Knowledge. It gives very less weight age to taste the critical and reasoning ability of the students who aspire to become teacher trainee. The lack of importance given to reasoning ability in the entrance exam might be a factor due to which a aspiring teacher is not able to deliver a high quality education to children.\par
In the next section of this study various aspects of reasoning ability and teaching aptitude are discussed. The literature covering the aspect of reason and teaching aptitude are analyzed critically to determine the factor that might vary reasoning skill of the individual and the teaching aptitude of teacher trainee.\par
Next section discuss the blue print to conduct this study. It signifies the use of Descriptive research design to come to the conclusion. The objective of thee research are designated in this section followed by Hypotheses and Sub Hypotheses. Later part of this section deals with the data collection methodology and the description of sampling design employed. It also describe the data collection tools which was mainly the questioners clearly indication the ration of choosing such tool and thee reliability and validity of the tool. It is followed by the finding of the statistical methods that were used in arriving at a conclusion. The last section of the study comments on the result that were obtained after applying various statistical method .It is ended by the concluding remarks on the results obtained with the implication and scope for future work in the field. 
\section[{II. Literature Review}]{II. Literature Review}\par
The previously published research on the present topic can be segregated as the one describing plenty of government activities to give access to essential primary schooling might be in progress, however issues of value, quality and access to all remain area of concern -especially in small states like Chhattisgarh. Children in provincial area are being denied of value training, attributable to variables like absence of able and committed teachers, lack of teaching aptitude and absence of course books among others.\par
A different aspects of reasoning ability and other describing the facets of Teaching Aptitude. 
\section[{a) Reasoning Ability}]{a) Reasoning Ability}\par
Reasoning Ability is the ability to think about something in a logical way in order to form a conclusion or judgment. In a comprehensive dictionary of Psychological and Psychoanalytical terms Reasoning is defined as "The form of thinking which find its completes expression in logical forms (Whether the conclusion reached are valid or not).The reasoner is usually aware that the judgment (conclusion) is dependent upon other judgment (the premises).\par
It is also defined as Problem solving ability (by English and English).\par
Nisbett et al. (1987, p.238) \hyperref[b0]{1} studies showed that if a training is given to improve the reasoning ability of an individual the reasoning ability can be enhanced substantially.. Kyllonen, Christal in (1990) , investigated the relationship between reasoning ability and working capacity.They also concluded that there is a significant positive correlation between reasoning ability of an Individual and working capacity.\par
After these studies it was thought by Schmitt and Fischer (20093) \hyperref[b2]{3} to determine that whether reasoning skill can be taught for this they conducted an experiment to enquire inferential reasoning in Baboons. They experimented it with a bottle of food that Babbons like, it was done to infer that whether reasoning skill can improve through teaching. The results of the experiment were identical to the same experiment conducted on Apes and other monkeys. From this understanding it was learned the reasoning skill can be improved through training in humans also.\par
Ben-Chaim et al. (2000) \hyperref[b3]{4} Researched the importance of reasoning skills for development of innate capabilities of students. There recommendation was that a thinking skill of superior level is essential to explore student's intelligence and abilities, that will be a critical factor in every aspect of work in the society. Barak  In a more recent study Mukhopadhyay (2013) 7 investigated the need to analyze scientific aptitude. He concluded that scientific aptitude can act as the measure of professional success and it can be measured by designing the aptitude test for various construct. 
\section[{b) Teaching Aptitude}]{b) Teaching Aptitude}\par
Aptitude is our capacity to acquire proficiency, with specifying it's composition. The term aptitude is used in several ways. First, it is used to denote a combination of traits and abilities, which result in a person being qualified for some type of occupation or activities. Second, it is intended to convey the idea of discrete unitary characteristics, which is important in various degrees in a variety of occupation and activities. Aptitude for teaching is a condition or set of characteristic including knowledge, understanding, an attitude regarded as symptomatic or indicative of individual's ability to acquire with training abilities for teaching work.\par
Sharma (1971) \hyperref[b7]{8} , estimated predictor of teachers effectiveness and their mutual relationship at elementary school level before and after one year of training. He found that Teaching aptitude is a significant predictor of teacher effectiveness, and the teacher trainee having high teaching aptitude tends to become more effective teacher than the one having low teaching aptitude.\par
Adval (1952) 9 investigated into qualities of teachers undergoing teachers training. His main aim was to to investigate the role of gender in measuring teaching aptitude. He conclude that Controlling for extraneous variable different genders have different measure of teaching aptitude. Another astounding finding was that Female teacher trainees have greater Teaching Aptitude than Male Trainees.\par
Ekstorm, Ruth B. (1978) \hyperref[b9]{10} . Identified the factors affecting student achievement and the relationship between Teacher Aptitudes, Teaching Behaviors and pupil outcomes. They identified the major components which affect student achievement as, teacher knowledge and teacher aptitude.\par
Banergy (1956) \hyperref[b10]{11} investigated that is there any relationship between teaching practice and theoretical studies. The results of the study showed that there was a positive correlation between practice teaching and theoretical studies with general intelligence and teaching aptitude. 
\section[{III.}]{III.} 
\section[{Methodology}]{Methodology}\par
The broad methodology adopted for the study is descriptive in nature. The study is conducted during the period of tree month during which the ata was collected from teacher trainee student on their teaching aptitude and reasoning skills. 
\section[{a) Objective of the Study}]{a) Objective of the Study}\par
The teaching aptitude can be thought of as the ability of teacher trainee student to conduct effective teaching. To identify the level of teaching aptitude it was necessary to measure the teaching aptitude of the Teaching Trainee college students of Chhattisgarh region. So first objective was-1. To measure the Teaching aptitude of the Teaching college students of Chhattisgarh region. 2. Since it was required to find the relation between reasoning ability of the student and it's teaching aptitude the second objective was 3. To measure the reasoning ability of the Teaching college students of Chhattisgarh region. 4. Since a large proportion of teacher trainee students were female it as required to identify that is there any difference between the teaching aptitude and reasoning ability of male and female trainee students, this proportion gave rise to the next two objectives as 5. To identify the difference in Teaching aptitude of male and female Teaching college student of Chhattisgarh region. 6. To identify the difference in reasoning ability of male and female Teaching college students of Chhattisgarh region. 7. The primary objective of the study was to identify the relationship between teaching aptitude and reasoning ability of teacher trainee student for this it was also necessary to investigate that if there is a relationship, than, does it hold good for male and female separately. So the next three objective focus on this investigation as 8. To discover the relationship between reasoning ability and Teaching aptitude of Teaching College student of Chhattisgarh region. 9. To discover the relationship between reasoning ability and Teaching aptitude of Male Teaching College student of Chhattisgarh region. 10. To discover the relationship between reasoning ability and Teaching aptitude of Female Teaching College student of Chhattisgarh region. 
\section[{b) Hypotheses}]{b) Hypotheses}\par
Hypotheses are assumption about the population of interest based on the objective of the study.\par
Since it as required to investigate that do the teaching aptitude as well as the reasoning ability of Male and Female teacher trainee student differ in magnitude the first two hypotheses were required to be checked to fulfill these objectives The relationship between reasoning ability and teaching aptitude were assumed to be non existing and to investigate it following Hypothesis were formed Firstly to check for whole population and then to check for sub population of Male and Female teacher Trainee Students.  
\section[{c) Sampling Design}]{c) Sampling Design}\par
In this study probability sampling design was used. The sampling design was mixed sampling, consisting of stratified sampling at first stage and then using simple probability random sampling to select sample element from each strata. The sampling frame was the roll list of enrolled student studying in first year of teacher's training and engineering course. The, sampling frame was the list of student studying in first year of teaching courses in Durg district. First stage strata comprises of male and female student in the total sample. At the last stage random sampling was used to identify the sample elements from each sub strata. The break of the sample items according to gender, will be as follows-\par
The size of various sample units were decided on the basis of their respective share in population. On analyzing the population it is seen that in Bachelor of Education course the Female are having much greater enrolment as compared to Male. The population of teacher trainee student studying in first year of Bachelor of Education course is 14,950, in Chhattisgarh state, as per National Council of Teacher Education (NCTE), Western Regional Committee (WRC) figures. From the same report it has been observed that enrollment of teacher trainee students in First year of Teacher Trainee course, awarding a degree of Bachelor of Education, comes out to be 4900. in Durg-Bhilai region. As the scope of study covered Durg-Bhilai region the appropriate sample size was determined accordingly, as 250 covering approximately 5 \% of the population. 
\section[{d) Data Collection}]{d) Data Collection}\par
After zeroing out the ideal sample size, the roll list of the student in first year of B.Ed courses as obtained to act as a sampling frame. Initially the first IV. 
\section[{Data analysis and Results}]{Data analysis and Results} 
\section[{a) Checking the Normality assumption}]{a) Checking the Normality assumption}\par
In order to perform statistical inferential analysis using parametric tests, the critical assumption is that the population follows the normal distribution. While Stratified Probability Sampling, where the strata were Male and Female Teacher Trainee Student. The Normality Assumption was checked in the two strata, by plotting the Histogram and conducting Shapiroi -Wilk test for the two variables Reasoning Ability and Teaching Aptitude, so as to confirm the applicability of Inferential Statistical Technique. Shaipro-Wilk test result confirms the approximate Normal data for Reasoning Ability and Teaching Aptitude of both of the groups of Male and Female Teacher Trainees.    While observing the descriptive statistics gender wise it has been found the female teacher trainee have a mean score of 7.39 with a standard deviation of 2.2 for the Reasoning Ability and female have mean score of 16.3 with the standard deviation of 5.2 for the Teaching Aptitude score. The descriptive statistics of male student shows that for the Reasoning Ability score they have a mean value of approximately 8 with a bit higher standard deviation of 3.7 as compared to female group for the same variable. In the case of teaching aptitude male students have mean score of 16.13 with a standard deviation of 5.45. The first two research question were answered by referring the descriptive statistics of male and female group, and students as a whole. While analyzing the descriptive statistics it was confirmed that there was not much of the difference in the mean score of Male and Female teacher trainee student score of either in the Reasoning ability score or in the teaching aptitude score. This conclusion also directed us to investigate our 3 rd and 4 research question of finding whether significant difference exist between male and female teacher trainee student regarding their reasoning and teaching aptitude score. On conducting independent sample 't'test between male and female students on their score of reasoning ability and teaching aptitude, it was found that there was no significant difference that exist between reasoning ability of male and female student and neither there was any significant difference between teaching aptitude score of male and female teacher trainee students. Hence both of the Hypothesis H 1 and H 2 were accepted.   There are indications that there is a strong positive correlation r=0.671 between reasoning ability score and teaching aptitude score of the teacher trainee students thesis correlation was found significant at 0.01 level. On splitting the dataset between groups the correlation analysis was done again and the result are given in the following table. The result shows that there is a strong significant correlation between Reasoning Ability score and Teaching Aptitude score of both of the groups of male and female students. The correlation is strong and positive and it is even stronger for Male teacher trainee students with r=0.722.For female students r=0.60. 
\section[{V. Predicting Teaching Aptitude on the basis of Reasoning Ability Score}]{V. Predicting Teaching Aptitude on the basis of Reasoning Ability Score}\par
During correlation analysis it was observed that there was high degree of significant correlation between Reasoning Ability Score and Teaching Aptitude Score of Teacher Trainee Students. It was then desired to investigate that to what extent we can predict the teaching aptitude of student on the basis of reasoning ability score of students. For this a regression analysis was conducted where reasoning ability score was taken as predictor variable and teaching aptitude score was taken as a dependent variable. The result are given in the following table. The coefficient of model the constant term and thee coefficient of reasoning ability was found to be significant. 
\section[{VI.}]{VI.} 
\section[{Conclusion}]{Conclusion}\par
There has been a through debate in improving the quality of teaching in Primary and Secondary Schools. One way to o this is to select those teacher as a participant in Teacher Training colleges who have a higher aptitude to teaching. To achieve this purpose the regular exam conduct to select student teacher trainee should undergo a major reformation.\par
The importance of reasoning ability has been widely accepted as a parameter to improve professional efficiency. The research conducted on teacher trainee students shows that the male and female teacher trainee do not differ in their teaching aptitude level and also they do not differ in their reasoning ability level. It has also been concluded there seem to be high and significant correlation between teaching aptitude and reasoning ability of thee students. Owing to this conclusion since direct questions of teaching aptitude could not be asked in the entrance examination of teacher trainee it seems if the emphasis is given to the reasoning ability question in the entrance then there are higher chances that we will be able to select teacher trainee student who might develop higher aptitude for teaching during their training.\par
It can also be concluded that since the reasoning ability score was able to explain approximately 45 \% of variation in the teaching aptitude score the weight age of reasoning ability in the entrance test should be somewhere close to 45 \% of the total weight age.\begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-2.png}
\caption{\label{fig_0}H 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{345}\includegraphics[]{image-3.png}
\caption{\label{fig_1}H 3 : 4 : 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{1}\includegraphics[]{image-4.png}
\caption{\label{fig_2}Fig. 1 stage}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2}\includegraphics[]{image-5.png}
\caption{\label{fig_3}Fig. 2 :}\end{figure}
   \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.34576271186440677\textwidth}P{0.19088983050847458\textwidth}P{0.16927966101694913\textwidth}P{0.043220338983050846\textwidth}P{0.007203389830508475\textwidth}P{0.09364406779661016\textwidth}}
\tabcellsep Gender of\tabcellsep \multicolumn{3}{l}{Shapiro-Wilk}\\
Variable\tabcellsep Teacher Trainee\tabcellsep Statistic\tabcellsep Df\tabcellsep \tabcellsep sig\\
Reasoning\tabcellsep Female\tabcellsep .967\tabcellsep 84\tabcellsep \tabcellsep .030\\
Ability\tabcellsep Male\tabcellsep .986\tabcellsep 128\tabcellsep \tabcellsep .234\\
Teaching\tabcellsep Female\tabcellsep .960\tabcellsep 84\tabcellsep \tabcellsep .010\\
Aptitude\tabcellsep Male\tabcellsep .973\tabcellsep 128\tabcellsep \tabcellsep .013\\
The\tabcellsep Normality\tabcellsep \multicolumn{2}{l}{assumption}\tabcellsep is\tabcellsep further\\
\multicolumn{6}{l}{strengthened by referring the approximate bell shaped}\end{longtable} \par
 
\caption{\label{tab_1}Table - 1}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{2} \par 
\begin{longtable}{P{0.2856\textwidth}P{0.047599999999999996\textwidth}P{0.19720000000000001\textwidth}P{0.0272\textwidth}P{0.12919999999999998\textwidth}P{0.1632\textwidth}}
Variable\tabcellsep N\tabcellsep \multicolumn{2}{l}{Minimum Score Maximum Score}\tabcellsep Mean Score\tabcellsep Std. Deviation\\
Reasoning Ability\tabcellsep 212\tabcellsep 0\tabcellsep 19\tabcellsep 7.75\tabcellsep 3.228\\
Teaching Aptitude\tabcellsep 212\tabcellsep 4\tabcellsep 30\tabcellsep 16.20\tabcellsep 5.347\end{longtable} \par
 
\caption{\label{tab_2}Table 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{3} \par 
\begin{longtable}{P{0.21071428571428572\textwidth}P{0.2714285714285714\textwidth}P{0.04642857142857143\textwidth}P{0.04642857142857143\textwidth}P{0.06071428571428571\textwidth}P{0.08571428571428572\textwidth}P{0.12857142857142856\textwidth}}
Gender of Teacher Trainee\tabcellsep Variable\tabcellsep N\tabcellsep Minimum\tabcellsep Maximum\tabcellsep Mean\tabcellsep Std. Deviation\\
Female\tabcellsep Resoning ability Teaching aptitude\tabcellsep 84 84\tabcellsep 2 7\tabcellsep 12 29\tabcellsep 7.39 16.30\tabcellsep 2.282 5.218\\
Male\tabcellsep Resoning Ability Teaching aptitude\tabcellsep 128 128\tabcellsep 0 4\tabcellsep 19 30\tabcellsep 7.98 16.13\tabcellsep 3.711 5.450\\
c) The Research Question\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_3}Table 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.29285714285714287\textwidth}P{0.039285714285714285\textwidth}P{0.14642857142857144\textwidth}P{0.18214285714285713\textwidth}P{0.08571428571428572\textwidth}P{0.10357142857142856\textwidth}}
\tabcellsep \tabcellsep \multicolumn{3}{l}{4: Independent Samples Test}\tabcellsep \\
Equal Variance\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{t-test for Equality of Means}\tabcellsep \\
Not Assumed\tabcellsep T\tabcellsep df\tabcellsep Sig. (2-tailed)\tabcellsep Mean Difference\tabcellsep Std. Error Difference\\
Reasoning Ability\tabcellsep 1.418\tabcellsep 209.22\tabcellsep .158\tabcellsep .584\tabcellsep .412\\
Teaching Aptitude\tabcellsep -.221\tabcellsep 183.07\tabcellsep .825\tabcellsep -.165\tabcellsep .746\\
d) Correlation Analysis\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_4}Table -}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.1484126984126984\textwidth}P{0.21587301587301586\textwidth}P{0.37328042328042327\textwidth}P{0.11243386243386243\textwidth}}
\tabcellsep \tabcellsep Resoning Ability\tabcellsep Teaching Aptitude\\
Resoning Ability\tabcellsep Pearson Correlation sig.\tabcellsep 1\tabcellsep .671 **\\
Teaching Aptitude\tabcellsep Pearson Correlation sig.\tabcellsep .671 **\tabcellsep 1\\
\tabcellsep \tabcellsep \multicolumn{2}{l}{** Correlation is significant at the 0.01 level (2-tailed).}\end{longtable} \par
 
\caption{\label{tab_5}Table - 5}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{6} \par 
\begin{longtable}{P{0.4121212121212121\textwidth}P{0.43787878787878787\textwidth}}
Resoning Ability\tabcellsep Teaching Aptitude\end{longtable} \par
  {\small\itshape [Note: **Correlation is significant at the 0.01 level(2-tailed).]} 
\caption{\label{tab_6}Table 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{-} \par 
\begin{longtable}{P{0.03805970149253731\textwidth}P{0.044402985074626866\textwidth}P{0.17761194029850746\textwidth}P{0.3932835820895522\textwidth}P{0.1966417910447761\textwidth}}
\tabcellsep \tabcellsep 8: Model Summary\tabcellsep \tabcellsep \\
Model\tabcellsep R\tabcellsep R Square\tabcellsep Adjusted R Square\tabcellsep Std. Error of the Estimate\\
1\tabcellsep .671 a\tabcellsep .451\tabcellsep .448\tabcellsep 3.973\\
\tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{a. Prictor: (Constant), Reasoning Ability}\end{longtable} \par
 
\caption{\label{tab_7}Table -}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{9} \par 
\begin{longtable}{P{0.03063063063063063\textwidth}P{0.1021021021021021\textwidth}P{0.17867867867867868\textwidth}P{0.11996996996996998\textwidth}P{0.21186186186186184\textwidth}P{0.13018018018018016\textwidth}P{0.05105105105105105\textwidth}P{0.025525525525525526\textwidth}}
Model\tabcellsep \tabcellsep Sum of Squares\tabcellsep df\tabcellsep \multicolumn{2}{l}{Mean Square}\tabcellsep F\tabcellsep Sig.\\
\tabcellsep Regression\tabcellsep 2718.782\tabcellsep 1\tabcellsep \multicolumn{2}{l}{2718.782}\tabcellsep 172.236\tabcellsep .000 b\\
1\tabcellsep Residual\tabcellsep 3314.898\tabcellsep 210\tabcellsep \multicolumn{2}{l}{15.785}\\
\tabcellsep Total\tabcellsep 6033.679\tabcellsep 211\tabcellsep \tabcellsep \\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{a. Dependent Variable: Teaching Aptitude}\\
\tabcellsep \tabcellsep \multicolumn{3}{l}{Table-10: Coefficients a}\tabcellsep \\
\multicolumn{2}{l}{Model}\tabcellsep \tabcellsep \multicolumn{2}{l}{Unstandardized Coefficients}\tabcellsep T\tabcellsep Sig.\\
\tabcellsep \tabcellsep \tabcellsep B\tabcellsep Std. Error\tabcellsep \\
1\tabcellsep \tabcellsep Constant\tabcellsep 7.584\tabcellsep .711\tabcellsep 10.67\tabcellsep .000\\
\tabcellsep \multicolumn{2}{l}{Reasoning Ability}\tabcellsep 1.112\tabcellsep .085\tabcellsep 1.124\tabcellsep .000\\
\tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{a. Dependent Variable: Teaching Aptitude}\end{longtable} \par
 
\caption{\label{tab_8}Table 9 :}\end{figure}
 			\footnote{© 2018 Global Journals} 		 		\backmatter  			  				\begin{bibitemlist}{1}
\bibitem[Sharma ()]{b7}\label{b7} 	 		\textit{A Study of Relationship of Predictors of Teacher Effictivness at Elementry Level and Follow up After one Year of Training},  		 			R Sharma 		.  		1971.  		 			Merrut University 		 	 	 (Ph.D Thesis in Education) 
\bibitem[Banerji ()]{b10}\label{b10} 	 		\textit{A Study of Specific Ability and Attainment in the Teaching Profession in Junior High and Higher Secondary Schools},  		 			N K Banerji 		.  		1956. Allahabad: Government Central Pedagogical Institute.  	 	 (References Références Referencias) 
\bibitem[Adval ()]{b8}\label{b8} 	 		\textit{An introduction into qualities of teachers under training},  		 			S B Adval 		.  		1952.  		 			Edu. University of Baroda Beena 		 	 	 (Unpublished doctoral thesis) 
\bibitem[Ruth ()]{b9}\label{b9} 	 		‘Concerns of Women in Educational Research and Development at Three Stages of Professional Development: Student Years, Early Postdoctoral Years, and Intermediate Professional Years’.  		 			Ekstrom Ruth 		,  		 			B 		.  	 	 		\textit{ETS Policy and Research Reports}  		1978.  	 
\bibitem[Barak ()]{b4}\label{b4} 	 		‘Emotional support and suicide prevention through the Internet: A field project report’.  		 			A Barak 		.  	 	 		\textit{Computers in Human Behavior}  		2007. 23 p. .  	 
\bibitem[Schmitt and Fischer ()]{b2}\label{b2} 	 		‘Inferential reasoning and modality dependent discrimination learning in olive baboons (Papio hamadryas anubis)’.  		 			V Schmitt 		,  		 			J Fischer 		.  	 	 		\textit{Journal of Comparative Psychology}  		2009. 12 p. .  	 
\bibitem[Mukhopadhya ()]{b6}\label{b6} 	 		‘Mainstreaming Gender or Reconstituting the Mainstream? Gender Knowledge in Development’.  		 			Matiryee Mukhopadhya 		.  	 	 		\textit{Journel of Interrnational Development}  		2013. 26 p. .  	 
\bibitem[Nisbett et al. ()]{b0}\label{b0} 	 		 			Nisbett 		,  		 			R E Nisbett 		,  		 			G T Fong 		,  		 			D R Lehman 		,  		 			P W Cheng 		.  	 	 		\textit{Teaching reasoning. In Science},  				1987. 1987. 238 p. .  	 
\bibitem[Persson and Stanley ()]{b5}\label{b5} 	 		 			Camilla Persson 		,  		 			Jullian C Stanley 		.  	 	 		\textit{Sex Difference in Mathematical Reasoning Ability: More Facts},  				1983. 222 p. .  	 
\bibitem[Kyllonen and Christal ()]{b1}\label{b1} 	 		‘Reasoning ability is (little more than) working memory capacity?’.  		 			P Kyllonen 		,  		 			R Christal 		.  	 	 		\textit{! Intelligence}  		1990. 14 p. .  	 
\bibitem[Ben-Chaim et al. ()]{b3}\label{b3} 	 		‘The Disposition of Eleventh-Grade Science Students toward Critical Thinking’.  		 			D Ben-Chaim 		,  		 			S Ron 		,  		 			U Zoller 		.  	 	 		\textit{Journal of Science Education and Technology}  		2000. 9  (2)  p. .  	 
\end{bibitemlist}
 			 		 	 
\end{document}
