Strength for Today and Bright Hope for Tomorrow

Volume 11 : 5 May 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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Effects of Teaching Chemistry through
Concept Formation Teaching Model on Students' Achievement

Aamna Saleem Khan, Ph.D. Scholar


The study was aimed to investigate the effectiveness of concept formation teaching model over traditional method on Class IX students' achievement. It was an experimental study in which concept formation teaching model was compared with traditional method.

For experiment, sample size was 290. One hundred and forty three students in experimental groups and one hundred and forty seven students in the controlled groups were selected because the classes were taken "as is". Pre-test-Post-test Nonequivalent-Groups Design was used. Experimental groups were taught through concept formation teaching model and controlled groups were taught through traditional method for three months. Pre-test and post-test were administered to experimental and controlled groups at the beginning and end of the experiment. 31 lesson plans were made on the format of direct instruction from chapter No. 7 to 10 of Chemistry textbook for Class IX published by Punjab Textbook Board.

To determine the effects of teaching Chemistry through concept formation teaching model on achievement of Class IX students in the subject of Chemistry, the significance of difference between the mean achievement scores of experimental and controlled groups was tested at .05 level by applying t Test (Paired Samples Test). Data analysis reveals that the girls of experimental groups were better in pre-test at the beginning of the experiment than boys. The results of the study indicated that concept formation teaching model was more effective as compared to traditional method. Furthermore, concept formation teaching model appeared to be favorable for both boys and girls for the understanding of Chemistry concepts.

Key Words: Concept Formation Teaching Model, Traditional Method, Direct Instruction, Principles

1.1 Introduction

Teaching is not merely reduced to telling or transferring the subject matter to students; it is planning and guiding a student for maximum learning. Teaching is a dynamic and well-planned process whose objective is to acquire maximum learning outcomes. For this, a variety of teaching methods are present. A large number of methods are devised from time to time to make the teaching of science real and effective. However, if a teacher wants to produce desirable outcomes to improve the quality of instruction, appropriate teaching method that place more emphasis on thinking, understanding and learning should be used.

Drills, repetition, recall of memory, fixed curriculum, strict classroom discipline, formalized instructional patterns, recognition of facts, rote memorization for habit formation, reproduction of learned concepts and fixed standards to be achieved by all pupils are the criteria to assess the students after giving the logically organized subject matter. The process of compulsion, rigid control, formality, fear and tension are the bases of classroom activities. Generally preparation of adult life, mental discipline, transfer of training, acquiring knowledge for its sake, seeking truth and perfection, and habit formation is done by education.

To address the present situation of teaching, there is a need to explore such teaching methods which facilitates students' maximum learning. The responsibility of the teacher is to use students' time in an effective way and it is only possible when students' learning is based on thinking, understanding and learning. For maximum 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 this may be possible by 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 Scholar (International Islamic University, Islamabad, Pakistan)
Lecturer, University of Wah
Quaid Avenue
The Mall
Wah Cantt., Postal Code 47040

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