• Self-Directed Learning in Higher Education in Sri Lanka: Challenges in Implementing Policy 

  Bandara, Kapila (National Education Research and Evaluation Centre, 2022)

  Human beings are entering into a strange new world in which rapid change will be the only stable characteristic. In this context, self-directed learning (SDL) is recognized as a desirable goal in tertiary education as it ...
• Dilemma of State Schools in Sri Lanka: How School Type Creates Inequality in Academic Achievement 

  Herath, Jeevani (National Education Research and Evaluation Centre, 2022)

  State schools in Sri Lanka are categorized into four types based on the grades and subjects offered at the General Certificate of Education – Advanced/Level (G.C.E. A/L). This categorization appears to be providing ...
• A Study on Instructional Supervision by Principals in Type 2 and Type 3 Schools in Sri Lanka 

  Kumari, Lalitha (National Education Research and Evaluation Centre, 2022)

  The main purpose of this study was to examine how principals engage in instructional supervision in Type 2 and Type 3 schools in Sri Lanka. Three research questions were used to guide the study to a rational conclusion. ...
• Teaching of Second National Language (2NL) in Sri Lanka: Success and Failurein achiving Objectives of 2NL 

  Athirathan, Sabaratnam; karunanithi, Markandu (Faculty of Education, University of Colombo, 2015)

  Teaching Second National Language (2NL) in Secondary Schools is one of the initiatives of the government to bridge the communication gap between the ethnic groups. Social cohesion is one of the objectives of education and ...
• ශ්‍රී ලංකාවේ විධිමත් පාසල් සඳහා පොදුවූ, 10-11 ශ්‍රේණිවල පාසල පදනම් කරගත් ඇගයීම් වැඩපිළිවෙල, ගණිතය විෂයය සඳහා ක්‍රියාත්මක කිරීමේ දී පවතින විවිධතා පිළිබඳ අධ්‍යයනයක් (කොළඹ දිස්ත්‍රික්කයේ පාසල් ඇසුරෙනි ) 

  වික්‍රමාරච්චි, ඒ. යූ. (2004)

  යම් වැඩ පිළිවෙලක් මඟින් අපේක්ෂිත ප්‍රතිඵල ලැබේ ද යන්න සොයා බැලීම එම වැඩ පිළිවෙලේ ම එක් අංගයකි.ඒ අනුව අධ්‍යාපනය සම්බන්ධ ඉගෙනුම්-ඉගැන්වීම් ක්‍රියාවලියේ දී ද ශිෂ්‍යාගේ සාධන මට්ටම සොයා බැලීම අනිවාර්ය බව අධ්‍යාපනඥයින්ගේ අදහසයි. ...

• Self-Directed Learning in Higher Education in Sri Lanka: Challenges in Implementing Policy 

  Bandara, Kapila (National Education Research and Evaluation Centre, 2022)

  Human beings are entering into a strange new world in which rapid change will be the only stable characteristic. In this context, self-directed learning (SDL) is recognized as a desirable goal in tertiary education as it ...
• Dilemma of State Schools in Sri Lanka: How School Type Creates Inequality in Academic Achievement 

  Herath, Jeevani (National Education Research and Evaluation Centre, 2022)

  State schools in Sri Lanka are categorized into four types based on the grades and subjects offered at the General Certificate of Education – Advanced/Level (G.C.E. A/L). This categorization appears to be providing ...
• A Study on Instructional Supervision by Principals in Type 2 and Type 3 Schools in Sri Lanka 

  Kumari, Lalitha (National Education Research and Evaluation Centre, 2022)

  The main purpose of this study was to examine how principals engage in instructional supervision in Type 2 and Type 3 schools in Sri Lanka. Three research questions were used to guide the study to a rational conclusion. ...
• Teaching of Second National Language (2NL) in Sri Lanka: Success and Failurein achiving Objectives of 2NL 

  Athirathan, Sabaratnam; karunanithi, Markandu (Faculty of Education, University of Colombo, 2015)

  Teaching Second National Language (2NL) in Secondary Schools is one of the initiatives of the government to bridge the communication gap between the ethnic groups. Social cohesion is one of the objectives of education and ...
• ශ්‍රී ලංකාවේ විධිමත් පාසල් සඳහා පොදුවූ, 10-11 ශ්‍රේණිවල පාසල පදනම් කරගත් ඇගයීම් වැඩපිළිවෙල, ගණිතය විෂයය සඳහා ක්‍රියාත්මක කිරීමේ දී පවතින විවිධතා පිළිබඳ අධ්‍යයනයක් (කොළඹ දිස්ත්‍රික්කයේ පාසල් ඇසුරෙනි ) 

  වික්‍රමාරච්චි, ඒ. යූ. (2004)

  යම් වැඩ පිළිවෙලක් මඟින් අපේක්ෂිත ප්‍රතිඵල ලැබේ ද යන්න සොයා බැලීම එම වැඩ පිළිවෙලේ ම එක් අංගයකි.ඒ අනුව අධ්‍යාපනය සම්බන්ධ ඉගෙනුම්-ඉගැන්වීම් ක්‍රියාවලියේ දී ද ශිෂ්‍යාගේ සාධන මට්ටම සොයා බැලීම අනිවාර්ය බව අධ්‍යාපනඥයින්ගේ අදහසයි. ...
• Ganitaya igenima kerehi bandunu sadhaka kihipayak ganita sadhanayata dakvana sambandhaye svabhavaya pilibanda vistaratmaka adhyayanayak(ekolos vani sreniye sisya niyadiyak asurin) 

  Wickramarachchi, J.C. (2012)
• Igenum iganvim kriyavaliya sandaha sudamana nomati vima panti kalamanakaranayata karana balapama kebanduda yanna pilibanda vimarsanatmaka adhyayanayak 

  Wijerathne, K.T.M. (2012)
• Pasal abhyantara adhiksana kriyavaliya kriyatmaka vana akaraya pilibanda vimarsanatmaka adhyayanayak 

  Karunarathne, D.C.S. (2012)
• Visaya samagami kriyakarakam wala nirata vana usaspela vanijya visaya dharava hadarana sisyayinge visaya sadhanaya pilibanda adhyayanayak(Gampaha adhyapana kalapaya asureni) 

  Karunarathne, P.D.M.K. (2011)
• Pasal phaladayita vardhanaya sandaha guruvaraya satu karyabharaya kavarakara vedayi vimasa balime adhyayanayak 

  Indigahawala, T.W.V. (2012)
• Dvitiyaka pasalvala kriyatmakavana visaya samagami kriyakarakam pilibanda vimarsanatmaka adhyayanayak 

  karunathilake, H.A.N. (2012)
• Pasalaka phaladayitava vardhanaya kirima sandaha visaya samagami kriyakarakam ivahal vana akaraya pilibanda vimarsanatmaka adhyayanayak 

  Kumara, S.J.S. (2010)
• Sri Lamkave a.po.sa. (usas pela) vidya visaya dharava tula bhautika vidya visayayata adalava ilektronika vidyava ekakaya pilibandava igenum-iganvim kriyavaliye di Anuradhapura distrikkaye pasal tula matu vana gatalu pilibanda adhyayanaya 

  Alwis, L.N.R (2011)
• Sri Lamkave kanistha-dvitiyika vidyava visayamalava visayaye svabhavayata suvisesiva disanata vima pilibandava vimarsanatmaka adhyayanayak(Kalaniya adhyapana kalapaya asurini) = descriptive study on specific orientation of the science curriculum at Sri Lankan junior-secondary level towards the nature of subject(Kelaniya education zone) 

  Chandimali, A.M.P.S. (2011)

  It is pertinent to learn Science as Science. However, it is observed that the present Science curriculum do not provide an opportunity to learn the subject in the correct method. Instructions are given to do the teaching ...
• A. po. sa. (sa. pela) vidyava visayamalava asrita jiva, rasayana ha bhautika amsa kerehi guru-sisu rucikatvaya ha pravinatava pilibanda vimarsanatmaka adhyayanayak(Udugama adhyapana kalapaya asurin) = an inquiry into the teacher-students preference and proficiency on the section of biology, chemistry and physics in the science curriculum of G.C.E.(O/L) 

  Rangajeewa, S.H. (2011)
• Sri lamka vivurta visvavidyalaye pascat upadhi adhyapana diploma vadasatahanin guru vurtiya samvardhanaya sandaha upadhyayavarayage dayaktvaya pilibanda vimarsanatmaka adhyayanayak (basnahira palata asurin) 

  Perera, K.D.R.L.J (2011)
• Tunvana pradhana avadhiyata ayat pasvana sreniye sisunge kiyavime ha livime sadhana mattam saha ehi gatalu pilibanda adhyayanayak (Matara adhyapana kalapaya asurin) 

  Abeywardena, H.M.P. (2011)
• Adhyayana podu sahatika patra (samanya pela) mattamedi buddhagama visayaya asrita pasala padanam karagat agayim kriyatmaka vana akaraya pilibanda adhyayanayak 

  Withanage, S.U.J (2012)

  This study was launched in order to meet the academic requirement of the Master of Education Degree programme of the Faculty of Education at the University of Colombo. We have witnessed a revolution in assessment ...
• Pasal phaladayitava sandaha viduhalpati nayakatva caryave kumana laksana ivahal vanne da yanna pilibanda vimarsanatmaka adhyayanayak 

  Dharmasena, T.M.S (2012)
• Phaladayi igenum iganvim kriyavaliyak sandaha panti kamara kalamanakarana kramasilpa guruvaraya visin vidhimat akarayen bhavitayata ganneda yanna pilibanda adhyayanayak 

  Bandara, W.M.J.V. (2011)

View more