Transmitter of Knowledge
ABSTRACT
The study was designed to explore the comparative effectiveness of transmitter of knowledge model and inductive inquiry model on students’ academic achievement. The main objectives of the study were to expose each of the two experimental groups to the transmitter of knowledge model and inductive inquiry model respectively and to compare the effectiveness of these models in the teaching of Social Studies. The pretest posttest control group experimental design was chosen for the experiment. It was hypothesized that there would be significant difference between mean achievement scores of the two experimental groups and a control group on the posttest. The population of the study consisted of all the students of 10th class studying in the Government High Schools located in Jammu city. The sample of the study consisted of 90 students of 10th class studying in Govt. High School BHOUR , Jammu. They were divided into three groups, each group consisted of 30 students. These groups were formed through matching on the basis of their pretest scores. One of these groups was randomly chosen as control group and other two as experimental groups. The independent variable in the study was model of teaching and the dependent variable was the academic achievement of students. The dependent variable was measured through a selfconstructed 50-item achievement test that was used both as a pretest as well as a posttest. The experimental groups were exposed to the treatment of teaching models while the control group was provided with conventional teaching. The material used for teaching the experimental groups consisted of the lesson plans prepared in the light of each teaching model according to Hunter’s seven planning steps. After the treatment of eight weeks duration, the obtained data was analyzed by using the statistical techniques such as mean, standard deviation, coefficient of variation, simple analysis of variance Scheffe test and Tuckey’s test in order to find out
The study was designed to explore the comparative effectiveness of transmitter of knowledge model and inductive inquiry model on students’ academic achievement. The main objectives of the study were to expose each of the two experimental groups to the transmitter of knowledge model and inductive inquiry model respectively and to compare the effectiveness of these models in the teaching of Social Studies. The pretest posttest control group experimental design was chosen for the experiment. It was hypothesized that there would be significant difference between mean achievement scores of the two experimental groups and a control group on the posttest. The population of the study consisted of all the students of 10th class studying in the Government High Schools located in Jammu city. The sample of the study consisted of 90 students of 10th class studying in Govt. High School BHOUR , Jammu. They were divided into three groups, each group consisted of 30 students. These groups were formed through matching on the basis of their pretest scores. One of these groups was randomly chosen as control group and other two as experimental groups. The independent variable in the study was model of teaching and the dependent variable was the academic achievement of students. The dependent variable was measured through a selfconstructed 50-item achievement test that was used both as a pretest as well as a posttest. The experimental groups were exposed to the treatment of teaching models while the control group was provided with conventional teaching. The material used for teaching the experimental groups consisted of the lesson plans prepared in the light of each teaching model according to Hunter’s seven planning steps. After the treatment of eight weeks duration, the obtained data was analyzed by using the statistical techniques such as mean, standard deviation, coefficient of variation, simple analysis of variance Scheffe test and Tuckey’s test in order to find out
Bibliography: 2 emphasized on learner outcomes: the knowledge, skills, attitudes, values and dispositions to action that teachers wish to develop in students (Alleman and Brophy, 1999, p 334). 2.2 PRINCIPLES OF LEARNING The principles, or laws, of learning were first stated by Edward Thorndike as cited by Sprinthall and Sprinthall (1990)