Objectives AchievedThrough Programmed Lesson and Conventional Method of Teaching.
Dr.
Allamaprabhu S. Ravikirti.
M.Sc., M.A. ,
M.Ed. , M.Phil. ,Ph.D.
Associate
Prof. & Vice Prin. Azad College of Education,
Satara,
415001 Maharashtra.
1) Background:
2) The Study:
3) Objective of the
Study:
1) To compare the knowledge acquired by the pupils of the
experimental and controlled group in connection with the unit selected for the
study purpose i.e. ’Leaves’.
4) Procedure of the
Study:
The
average percentage and the scores of G. C. Ahuja Group intelligence test were
obtained. The coefficient of correlation between the average academic score and
the intelligence score was 0.85. Even
numbered student were included in the experimental group and odd numbered student were included in the
controlled group.
5) Presentation of
Data:
The data showing scores obtained by administering
programmed instructional group has
presented. After that the data showing scores obtained by conventional
method of teaching was presented. In this respect pre and post tests are
important phases. The table based on experimental
group have been followed by controlled group. The experimental and conventional
groups were treated independently . In such a way pre and post tests are
important phases.
6) Experimental
Group- pre and post test:
In
this group only the responses of 22 subjects have been considered. Due to
comparison of scores of pre and post test it is possible to know about the
effectiveness of programmed instruction. Generally 35% of maximum marks is the
criterion of passing. Taking into consideration this criteria 10 subjects are
failures in the per test and only two subject students are failures in the post
test. This improvement is due to the opportunity provided to study the
programmed lesson of book format type. For awarding the first class in the
examination 60% marks are expected. As per this criteria There is not a single
candidate who has acquired this level in the pre-test but in the post-test
there are eight subjects who have achieved the level to first class the mean of
pre test score is 6.66 and the same of post test is 10.09. This achievement in
respect to the level of passing first class level marks and mean scores
indicated the effect of programmed lessons which were provided to the subjects
of experimental group.
7) Controlled Group-
pre and post test:
The researcher intends to focus this
data with the criteria of passing and first class level marks in the
examinations and the mean of the scores of test concerned. Generally 35% of
maximum marks and 60%of the same is the criteria for passing and first class
respectively. There are fifteen failures in the pre- test scores on the
contrary there is only one failure in the post- test scores. There is not a class level
achievement in the pre- test but there is at least one first class level
achievement in post-test. The mean of pre test is 5.80 and the same of post-
test is 9.18. This improvement in attainment is due to the conventional method
of teaching.
Table 2.
Table 3.
8) Hypothesis
testing:
The summary of total work appears in
table 2 and 3. These table have been referred here. The tabulated data serves
the purpose of hypothesis testing.
9) Findings of the
Study:
1) To inculcate the knowledge of science by the conventional
method of teaching is not superior according to this experiment.
10)Conclusion:
The
study has revealed that the book format programmed lesson is a viable means of
instruction for class VI children for teaching a topic like ‘leaves’ in General
Science. Similar results have been reported in the studies completed by Meyer (1959)
Sharma (1966).
11) Implications:
The
present study has shown that the method of programmed instruction when
implemented by the use of book format is an effective method of teaching.
However the students have felt need of teacher. This matter came to know in the
casual discussions with students. In programmed instruction the teacher under
takes the activity of development of the student in the sequence of learning
experiences to produce measurable learning outcomes.
1) Background:
A student can learn only if he
actually responds in a learning situation. In programmed instruction activity
responding is arranged with a limited resources of learning material with which
he is ready to interact. After acquainting a bit of learning material the pupil
is expected to respond to questions based on that information. In such a way
the pupil is made to pay attention to learning material
.Various recent technique and methods
in education are having more effect on the traditional approach to teaching and
learning. Due to scientific technique recent approaches and innovations have
gained pivotal importance. Psychologist have developed distinct strategy of
instruction having base of effective learning . Instructional process have been
developed to maximize the rate of acquisition of final behavior. The behavior
concerned is achieved by the application of the principle of responding
reinforcement, successive progress and gradual achievement ( Skinner,1954).
2) The Study:
The
comparative effectiveness of the programmed lesson was investigated in terms of
specified classroom teaching objectives on two groups of learners which were
treated independently. The topic on
‘Leaves’ through programmed lesson and conventional method of teaching was
selected.
The main objective of this study was
to compare the effectiveness of book format program of a linear style and
conventional method of teaching in order to focus the relative merits and demerits
in instructional situation. For this purpose program developed by SCERT Pune on
‘Leaves’ for six standard pupils was used .
3) Objective of the
Study:
1) To compare the knowledge acquired by the pupils of the
experimental and controlled group in connection with the unit selected for the
study purpose i.e. ’Leaves’.
2) To compare the understanding of the pupils of the experimental
and controlled group in connection with the unit selected for the study
purpose.
3) To compare the ability of pupils to apply the knowledge
and skill of the experimental and controlled group.
4) To compare the skill acquired by the pupils of the
experimental and controlled group in connection with the unit selected for the
study purpose of General Science of Std. VI.
4) Procedure of the
Study:
The
average percentage and the scores of G. C. Ahuja Group intelligence test were
obtained. The coefficient of correlation between the average academic score and
the intelligence score was 0.85. Even
numbered student were included in the experimental group and odd numbered student were included in the
controlled group.
Sampling
for this study was purposive. The female students of std. VI were selected for
this study. The average percentage of one student for four term examination was
calculated and arranged in the ascending order.
The
two groups were treated independently by providing book format linear program
and conventional method of teaching.
5) Presentation of
Data:
The data showing scores obtained by administering
programmed instructional group has
presented. After that the data showing scores obtained by conventional
method of teaching was presented. In this respect pre and post tests are
important phases. The table based on experimental
group have been followed by controlled group. The experimental and conventional
groups were treated independently . In such a way pre and post tests are
important phases.
6) Experimental
Group- pre and post test:
In
this group only the responses of 22 subjects have been considered. Due to
comparison of scores of pre and post test it is possible to know about the
effectiveness of programmed instruction. Generally 35% of maximum marks is the
criterion of passing. Taking into consideration this criteria 10 subjects are
failures in the per test and only two subject students are failures in the post
test. This improvement is due to the opportunity provided to study the
programmed lesson of book format type. For awarding the first class in the
examination 60% marks are expected. As per this criteria There is not a single
candidate who has acquired this level in the pre-test but in the post-test
there are eight subjects who have achieved the level to first class the mean of
pre test score is 6.66 and the same of post test is 10.09. This achievement in
respect to the level of passing first class level marks and mean scores
indicated the effect of programmed lessons which were provided to the subjects
of experimental group.
7) Controlled Group-
pre and post test:
The researcher intends to focus this
data with the criteria of passing and first class level marks in the
examinations and the mean of the scores of test concerned. Generally 35% of
maximum marks and 60%of the same is the criteria for passing and first class
respectively. There are fifteen failures in the pre- test scores on the
contrary there is only one failure in the post- test scores. There is not a class level
achievement in the pre- test but there is at least one first class level
achievement in post-test. The mean of pre test is 5.80 and the same of post-
test is 9.18. This improvement in attainment is due to the conventional method
of teaching.
Table 1.
Comparative Statistics in Respect of
Experimental Group and Controlled Group.
Table 2.
Objective Wise Achievements - Comparison
of the Mean Scores of Experimental Controlled.
Table 3.
Objective Wise Achievement - Comparison
of Variability of the Experimental and Controlled Group
8) Hypothesis
testing:
The summary of total work appears in
table 2 and 3. These table have been referred here. The tabulated data serves
the purpose of hypothesis testing.
Hypothesis -1
The achievement of the pupils with respect to the knowledge
will be significant in case of controlled group in comparison with experimental
group.
The
mean of the scores of knowledge in the experimental group for post test is 2.96
but on the contrary that of controlled group is 2.66. This proves the considerable
achievement of the participant subject of experimental group. In connection
with knowledge comparatively has lower achievement in case of controlled group.
So the hypothesis 1 is rejected.
Hypothesis -2
The
achievement of the pupils with respect to understanding will be significant in
case of controlled group in comparison with experimental group.
The
mean score of the objective understand in experimental group and controlled
group of both the post test are 2.96 and
2.43 respectively. Here the mean if the controlled group is high so it
represent that the students of controlled group have achieved more.
So the hypothesis 2 is
accepted.
Hypothesis -3
The
performance of the subject in acquiring application ability will be
considerable in controlled group in comparison with experimental group.
The
mean scores of the objective application ability in experimental group and
controlled group of both post test are 2.17 and 1.65 respectively. Here the
mean of the experimental group is more and that of the controlled group have
achieved less.
Therefore
the hypothesis – 3 is rejected.
Hypothesis -4
The performance of the subjects in
acquiring skill will be significant in case of experimental group.
The
mean scores of the objective skill in experimental group and controlled group
of both the post test are 2.00 and 1.44 respectively. Here the mean of the
experimental group is more and that of the controlled group is less in
comparison with each other. So the Students of experimental group have achieved
more.
Therefore the hypothesis – 4 is accepted.
All
the hypothesis have been tested at 0.05 level. The comparison in between the
post test of experimental and controlled group.
9) Findings of the
Study:
1) To inculcate the knowledge of science by the conventional
method of teaching is not superior according to this experiment.
2) To achieve the objective of understanding or comprehension
the conventional method of teaching is superior.
3) The performance of the subject participants in acquiring
application ability among the students of controlled group is not up to the
mark or superior.
4) In this study it is found that the programmed instruction
approach of teaching is useful to develop the scientific skill among the
students of Std. VI.
10)Conclusion:
The
study has revealed that the book format programmed lesson is a viable means of
instruction for class VI children for teaching a topic like ‘leaves’ in General
Science. Similar results have been reported in the studies completed by Meyer (1959)
Sharma (1966).
It
appears that there is positive effect of both the approaches of teaching. It is
found that there is positive effect of
both the approaches of teaching. In this study it is found that the children
were not having sufficient background in connection with achievement but after
administration of the programmed lesson and teaching in the classroom the
pupils have achieved expected passing criteria of examination. The programmed
instruction found superior to conventional method of teaching in producing
learning effects as measured in scores on pre-test and immediate post-test.
The
programmed instruction is a self paced approach, so the students have exhibited
the change in behavior in terms of objectives of teaching.
Some
times the verbalism in the classroom is the obstacle in the development of the
pupils.
The
teacher should ready with a list of learning activities to be supplied in such
a situation. The pupils who have superior ability of reading complete the
programmed lesson within less time.
It
is also found here that for the developing the application ability among the
students the programmed lessons are not
effective in comparison with other objectives of teaching. This is due to the
lack of opportunity in connection with reasoning provided. If the programmed
lessons are constructed to the needs of the pupils it become more effective.
Programmed
instruction involves learning experience that are carefully planned, specified
and arranged on a scientific basis in order to make instruction more powerful
and learning more effective. In this study it also reveals that orderly
controlled sequencing of experiences help to reach a specific goal.
The
casual discussions with the pupils focused the active interest of the pupil in
searching of the words to be filled in the blanks. The feedback acts as a
reinforcement and motivation for progress. Each frame requires only one
response which demands critical comprehension of the frame. Each student moves
through the programmed material at her own pace.
11) Implications:
The
present study has shown that the method of programmed instruction when
implemented by the use of book format is an effective method of teaching.
However the students have felt need of teacher. This matter came to know in the
casual discussions with students. In programmed instruction the teacher under
takes the activity of development of the student in the sequence of learning
experiences to produce measurable learning outcomes.
The
programmed material is only resource material which stores information and with
the help of appropriate media instrumentation transmit the information. In
such a way the learner gets engaged himself in interaction with the material.
The
teacher becomes free to play the more productive role of supervision,
diagnosing and providing remedial instruction to the student. These roles will
give a new meaning to the educational life of the student. The learner’s role
is to acquire the information, understand the same and apply it in various
situations. But if in this process he finds difficult in understanding a step
in the programme, the programme cannot help him in any way . The step is to be
understood by him in consultation with the teacher. Obviously, programmes cannot
replace teacher.
A
teacher would find great difficulty in engaging those students who have
finished earlier without disturbing the others. He would also find difficulty
in the case of student who could not finish even after the period was over. So
it is recommended to use the book format programme as home assignment or for
other individualized instructional
purpose. The book format programme is a self paced programme, some fast
learners finished it in less time, some took more time. Such a programme
therefore creates managerial problems.
The
teachers have always lagged behind in identifying and implementing teaching
strategies which facilitate in acquiring different types of educational
objectives. The various provisions in programmed learning and conventional
method of teaching are related with objectives attainment process. Educational
practitioners are eager to know which type of programmes would be more useful
to different types of learners. The experiment gives mythological guidelines
for further research in this direction. The general implication of the study
are that the programmers should know the relative merits and demerits of the
programme and the programme developers should provide guide lines to the
teachers.
Totally we cannot replace the teacher
by programmed instruction but these serve to solve the problems of indiscipline
and verbalism. The conventional method is also useful for achieving the
classroom objectives of teaching.
References
Ahuja, G. C. Group Test of intelligence ,National
Psychological Corporation Agra 2001.
Kulkarni P. V. To Prepare Programmed Learning
Material and to Study In What Different Ways It Can be Used, Ph.D. Edu. Poona
University ,1969.
Meyer, Susan R. “Program in Elementary
Arithmetic : Present and Future ” in Galanter (Ed). Automatic
Teaching The State of Art, Wiley, 1986,
P 83-84
Mullick S. P. Strategies In Program Instruction ,
Sunday Press, New Delhi,1985
Sharma R. A. , A Study of Achivement in Geography
Through Program Instructions ,Department of Psychological Foundations , New
Delhi, 1966
S. C. E. R. T. Maharashtra , Programmed Learning , General
Science, Leaf , Pune ,1994.
Skinner B. F.
“The Science of Learning and Art of Teaching , Harward Educational
Review, Spring , 1954.
