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Stress is major issues for the senior people and most ofthe health problem originates from stress. Stress is a feeling experienced when a person perceives that demands exceed the private and social resources, the individual is in a position to mobilize. Aging is an inevitable development phenomenon bringing along variety of changes in the physical, psychological, hormonal, and social condition. Aim of the Study: The purpose of the study was to evaluate the effectiveness of structured teaching programme on overcoming geriatric stress among elderly population in selected community area. Methodology: A Quantitative, pre-experimental pre-test and post-test design was used. A sample of 50 subjects was selected from selected community area by non-probability convenient sampling technique. The tool used to assess the level of geriatric stress was Modified Bradburn Psychological Stress Assessment Scale, Results: The result shows that Before administering the structured teaching programme, they had level of stress score in pre-test, 39(78%) of elderly were in severe geriatric stress 11(22%) of elderly were in moderate geriatric stress, remaining no one was in mild geriatric stress. After administering the structured teaching programme, they had in post-test, 33(66%) of elderly were to mild geriatric stress, 17(34%) of elderly were moderate geriatric stress, no one in a severe level of geriatric stress. This indicates that the stress level of the elderly reduced remarkably after structured teaching programme. The mean post-test geriatric stress score27.38 was lower than the mean pre-test geriatric stress score 67.6, among samples. There was no significant association between pre-test level of geriatric stress and their selected demographic variables (gender, marital status and sources of income). Conclusion: The findings showed that structured teaching programme had a positive effect on level of stress among elderly in selected areas and improved the signs of physical, psychological as well as their social function

Secondary Schools are the primary centers where young minds are shaped; consequently shaping the destiny of a nation with constructive societal changes. Quality Secondary School Science education should make youth display characteristics of being knowledgeable, confident, civilized and global minded. Physics being a complex, abstract and mathematical branch of Science, Physics learning in Secondary School is said to develop academic and lifelong utilizable Social Skills that can be utilized in most situations of life. Students with high Social Skills are said to foster building up of a community that collaboratively works towards social and economic progress. Thus, along with academic achievement, Secondary Schools must give equal priority to developing essential Social Skills. However, in this technology driven world, where adolescents face conflicts academically, emotionally, psychologically and socially and Physics educators are laden with immense amount of scholastic and non-scholastic work, today’s educators constantly face a challenge of purposefully employing ways and means to develop and Nurture Social Skills. Rather than focusing on development of academic and Social Skills separately, the best possible way could be integrating the development of Social Skills into everyday teaching-learning using innovative pedagogies. One such technology-based Constructivist Instructional Method that successfully assists in developing Social Skills among Secondary School students is Collaborative Techno-Enhanced Anchored Instruction (CTEAI) in Physics. Highlighting the concept of Collaborative Techno-Enhanced Anchored Instruction and Social Skills, this paper portrays the results of an experimental study which intends to investigate the effectiveness of Collaborative Techno-Enhanced Anchored Instruction and Learning Styles on Social Skills among Secondary School students. The educational “Vision of Future Education” Institute of Education, Srinivas University 214 implications facilitate educators to adopt humanistic approach to Physics Education and help stake holders to undertake suitable initiatives for appropriate infusion of innovative ICT enhanced teaching-learning strategies that enhance Social Skills among Secondary School students

Secondary Schools are the primary centers where young minds are shaped; consequently shaping the destiny of a nation with constructive societal changes. Quality Secondary School Science education should make youth display characteristics of being knowledgeable, confident, civilized and global minded. Physics being a complex, abstract and mathematical branch of Science, Physics learning in Secondary School is said to develop academic and lifelong utilizable Social Skills that can be utilized in most situations of life. Students with high Social Skills are said to foster building up of a community that collaboratively works towards social and economic progress. Thus, along with academic achievement, Secondary Schools must give equal priority to developing essential Social Skills. However, in this technology driven world, where adolescents face conflicts academically, emotionally, psychologically and socially and Physics educators are laden with immense amount of scholastic and non-scholastic work, today’s educators constantly face a challenge of purposefully employing ways and means to develop and Nurture Social Skills. Rather than focusing on development of academic and Social Skills separately, the best possible way could be integrating the development of Social Skills into everyday teaching-learning using innovative pedagogies. One such technology-based Constructivist Instructional Method that successfully assists in developing Social Skills among Secondary School students is Collaborative Techno-Enhanced Anchored Instruction (CTEAI) in Physics. Highlighting the concept of Collaborative Techno-Enhanced Anchored Instruction and Social Skills, this paper portrays the results of an experimental study which intends to investigate the effectiveness of Collaborative Techno-Enhanced Anchored Instruction and Learning Styles on Social Skills among Secondary School students. The educational “Vision of Future Education” Institute of Education, Srinivas University 214 implications facilitate educators to adopt humanistic approach to Physics Education and help stake holders to undertake suitable initiatives for appropriate infusion of innovative ICT enhanced teaching-learning strategies that enhance Social Skills among Secondary School students