LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 6 June 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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A Relationship Study of Concept Formation Teaching Model with
Students’ Academic Achievement


Aamna Saleem Khan, Ph.D.
Muhammad Maqsud Alam Bukhari, Ph.D.

Abstract

The study aimed to investigate the effectiveness of concept formation teaching model on Class IX students’ achievement. It was an experimental study in which concept formation teaching model was associated with academic achievement of IX class students. The objective of the study was to investigate the effects of “Concept Formation Teaching Model” on the teaching of Chemistry to Class IX. Data analysis reveals that concept formation teaching model had great effect on the achievement of the students. The experimental groups outscored significantly the control groups on post-test showing the supremacy of concept formation teaching model on traditional method. Hence the ultimate results of the study indicated that concept formation teaching model was more effective as compared to traditional method.

Key Words: Concepts, Concept Teaching, Concept formation, Direct Teaching, Concept Formation Teaching Model

1.1 Introduction

Teaching is not telling or transferring the information to students; it is planning and guiding a student in such a way that he/she learns most. Teaching is a dynamic and well-planned process. Its objective is to acquire maximum learning experiences. In order to achieve this great objective, an almost infinite variety of teaching methods are present. There have been a number of methods devised from time to time to make the teaching of science real and effective. However, if a teacher’s effort s is to produce desired results to improve the quality of instruction, there is a need to use appropriate teaching method that place more emphasis on thinking, understanding and learning through genuine interest.

At present, there is a need to explore such teaching methods which facilitates students’ learning to maximum level. The responsibility of the teacher is to utilize students’ time in effective learning and it is only possible when students’ learning is based on thinking rather than memorizing, understanding rather than merely accumulating facts and learning through interest rather than coercion. For better learning and personality development, proper stimulation, direction and guidance is necessary. The principle aim of teaching is the total growth and development of the child and basic tools for achieving this principle are informality, freedom, encouragement on creative expression, life like situations in the classroom and provision of opportunities for developing initiative and curiosity among students.

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

Aamna Saleem Khan, Ph.D.
Lecturer, University of Wah
Quaid Avenue, The Mall,
Wah Cantt. Postal Code 47040
Pakistan
aamnasalim@yahoo.com

Muhammad Maqsud Alam Bukhari, Ph.D.
Professor
Department of Education
College of Liberal Arts and Sciences
Lalazar
Rawalpindi, Postal Code 44000
Pakistan

 


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