A Study of Learning Progression in Science of Class IX Students of Balangir District, Odisha

Abstract

The study was intended to investigate the learning progression of students in Science, learning progression refers to the phenomena of progression in academic achievement of students. Here in this study the progression measured by the basis of the treatment employed to the students. The result basically emphasizes on the mode of the method of teaching given to the students, i.e. one is traditional method and another constructivist. Again, researcher examine the attitude of students towards science in this study using standardize tool. In the present study, Experimental design was employed where Non-equivalent control group design was employed for the study. In the present study effectiveness of independent variable, method of teaching (two levels): (1) Constructivist teaching method (2) traditional teaching method was required to be checked on dependent variable (achievement), thus the researcher decided to use two groups post-test design. Science Attitude Scale developed by Dr. (Mrs) Avinash Grewal (1984) was selected for the present study to measure Attitude towards Science. The researcher selected stratified random sampling technique in the selection of school. One school of Bolangir city was selected for the present study: Odisha Adarsha Vidyalaya, Muribahal for the experiment. Achievement Test and standardise tool for measuring attitude towards Science was employed as tool and data collection. Mean, Standard deviation, Percentile, Coefficient of variation, 2 X 2 factorial designed ANCOVA of unique size were used for the analysis of data. The finding from the research are The Learning Progression of student taught trough the Constructivist Approach was higher than the students taught through the Traditional Method of Teaching, The Attitude towards Science of students taught trough the Constructivist Approach was nearly similar to the students taught through the Traditional Method of Teaching, There is a significant effect of Treatment (Constructive Teaching) on Achievement in Science Subject of Class IX students as compared to traditional method, There is no significant effect of Gender on Achievement in Science Subject of Class IX students and There is no significant interaction effect of Treatment and Gender on Achievement in Science Subject of Class IX students. From the interpretation of results, we can conclude that The Treatment is effective for the Progress of Student ignoring their Gender. This study will further help all the stake holder of secondary schools including, teacher, policy maker, administrator, etc. to adopt constructivist approach of teaching learning in classroom and to innovate ideas to inculcate scientific attitude among students.