Instructional strategies to accelerate science learning among slow learners
| dc.contributor.advisor | V.Goankar | |
| dc.contributor.author | Lata L.Pujar | |
| dc.date.accessioned | 2016-07-22T11:36:21Z | |
| dc.date.available | 2016-07-22T11:36:21Z | |
| dc.date.issued | 2006 | |
| dc.description.abstract | A study on ‘Instructional strategies to accelerate science learning among slow learners’ was carried out in Dharwad during 2004 –05. The objectives of the study were to know the prevalence of low achievers in schools, to develop instructional strategies based on the prescribed syllabus to teach science subject, to know the influence of gender, ordinal position, type and size of the family, parent’s education, occupation and per capita income of the family on the rate of learning science among slow learners, to study the impact of various instructional strategies developed in learning science among slow learners and to know the teacher’s opinion towards the different instructional strategies. The slow learners were identified from both Government and Private Kannada medium primary schools using four screening methods viz., academic achievement, teacher’s assessment, intelligence test and achievement test. The sample for the study comprised of 122 slow learners both from. Correlation coefficient, t- test and chi square tests were used to analyze the data. The results revealed that, the prevalence of low achievers was higher in Government school studying in third standard compared to Private and Aided schools. Gender, ordinal position, type and size of the family did not influence the rate of learning among slow learners. Whereas, parent’s education, occupation and per capita income of the family had positive and significant influence on the rate of learning science among slow learners. Teaching using the different instructional strategies was found better than conventional method. Teaching through model was found to be the most effective instructional strategy followed by charts, picture book, individual instruction and peer tutoring. However, statistically non-significant difference was found between the posttest and retention test mean scores of both experimental and control group students. Teacher’s assessment revealed that all most all of them had very good opinion towards using the picture book in teaching followed by models, charts, individualized instruction and peer tutoring. | en_US |
| dc.identifier.uri | http://krishikosh.egranth.ac.in/handle/1/69226 | |
| dc.publisher | UAS Dharwad | en_US |
| dc.sub | Human Development | |
| dc.these.type | Ph.D | |
| dc.title | Instructional strategies to accelerate science learning among slow learners | en_US |
| dc.type | Thesis | en_US |