LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 20:9 September 2020
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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A Comparison of the Efficacy of Concept Formation Teaching Methods and Traditional Teaching Methods in Science Subject at Secondary Level

Kiramat Shah, Ph.D. Scholar &
Nazir Ahmad, M.S. Scholar in School of Energy

Abstract

The purpose of this research was to find out the existing level of learning for the class X students in Chemistry to find out the effectiveness of concept formation and traditional methods of teaching at secondary level. The nature of the study was experimental in which concept formation method of teaching was compared with traditional method of teaching. A sample of 180 students (90 boys and 90 girls) were selected from four public high schools of boys and girls of district Charsadda (Pakistan). An achievement test was arranged. Pre- test and post- test were used for the collection of data. Each of the experimental and controlled group was taught with concept formation and traditional method of teaching for two months. Pre-test was arranged in the beginning of the experiments. After two months post-test is taken to know the effectiveness of concept formation and traditional methods. To determine the effects of concept formation method of teaching on achievement of Class X students in the subject of Chemistry, the significance of difference between the mean achievement scores of experimental and controlled groups was tested at .05 levels by applying t Test. For the analysis of the data it was clear that the current position of learning of the class X students in Chemistry was not up to 50 percent. The experimental group shows better or good result than the controlled group in post-test because of concept formation method of teaching. Hence the ultimate results of the study indicated that concept formation method of teaching was more effective as compared to traditional method. Furthermore, concept formation method of teaching appeared to be more favorable for both boys and girls for the understanding of Chemistry concepts.

Keywords: Pakistan, secondary school level, concept formation, traditional method, and science subject.

Introduction

Teaching is an important technique used by the teacher to transfer information and guideline to the students. It must be a dynamic and planned rather than a static one. Effective teaching is an important guideline to promote the understanding of the students. Several teaching methods have been used time and again to make the teaching process more effective. Like the third world countries Pakistan is also a developing country and the development of our country is based on the quality and quantity of education. To improve the quality of education the instruction inside the classroom must be improved. Teacher is the key factor in this direction. It is believed that skill, knowledge, and teaching methodology which can be used by the teacher can affect the teaching process and improved the learning ability of the students. This is possible only when a suitable method is used by the Teacher. According to Gerges (2000) Concept formation is one of the modern and successful method used for the clarification and understanding of the students’ concept. It is an inductive teaching method which helps to form a clear understanding idea and concept through studying a small set of examples of the concept.

Hollyman (2010) Teaching at secondary level is mostly criticized. It is believed that the method of teaching used for the science subject especially for Chemistry is obsolete and cannot clear the concept of the students inside the classroom. Usually the learning process of the students is based on memorization. The teacher is unable to encourage his students to take part in the activities of the classroom. This type of teaching methodology has only one aim as to prepare students just for examination and better grade. The present classroom teaching is based on strict discipline, memorization, fixed and ridged curriculum. The classroom is full of fear, tension, formalities and strict control. The most important of educational system is to find out some new teaching methodologies to facilitate the learning process. It is the responsibility of the class teacher to use an effective teaching method based on thinking and interest rather than memorization and compulsion.

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

Kiramat Shah
Ph.D. Scholar in School of Education
Soochow University, Suzhou, China
Kiramatshah2u@gmail.com
008613218130382

Nazir Ahmad, M.S. Scholar in School of Energy
Soochow University, Suzhou, China
nazirphyuom@gmail.com
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