LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 12 December 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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Effect of PQ4R Study Strategy in Scholastic Achievement of Secondary School Students in Punjab (Pakistan)

Mrs. Ruqia Bibi, Ph.D. and Manzoor H. Arif, Ph.D.

Abstract

This experimental study was carried out to investigate the effect of PQ4R study strategy on scholastic achievement of secondary school students in the subject of Pakistan Studies. It was a pretest posttest control group design which involved the independent variable of PQ4R study strategy and the dependent variable of scholastic achievement of students. A sample of 104 girl students was randomly selected out of 390 girl students studying in the school selected randomly from 121 Govt. Girls High schools located in District Rawalpindi (Pakistan). The content validity of pretest and posttest was ensured through designing table of specification and the reliability of pretest and posttest was determined through the use of test retest method.

The sample of 104 students was matched on the basis of their obtained marks in pretest comprising 52 students for each experimental group and control group. Both the groups were randomly assigned as experimental group and control group. The experimental group was taught through PQ4R method whereas the control group was taught through traditional method. It was hypothesized that no significant difference exists between the mean achievement scores of experimental and control group after the treatment. The null hypothesis was tested at 0.05 level of confidence. The results indicated that PQ4R study strategy greatly improved the scholastic achievement of students. In the light of results, directions for future research has been given.

1 INTRODUCTION

Promoting intellectual development in schools is essential, so that all children can to become rational human beings (Ryan, 2004,p.8). This responsibility in schools lies on teachers to make their teaching effective in order to promote learning of the students.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mrs. Ruqia Bibi, Ph.D.
ruqiaashfaq@yahoo.com

Dr. Manzoor H. Arif

Foundation University Islamabad
Pakistan
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