Abstract
The purpose of the study was to find out the effect of Concept Attainment and Inquiry Training Model in teaching Biological Science at secondary level. Descriptive surveyexperimental research design (quasi-experimental) was employed. For the realization of the objectives of the study, a random sample of 175 teachers teaching Biological Science was selected from 24 mandals of Srikakulam district for the purpose of a survey. A sample of 360 students was selected at random. 180 students each (90 each from class VIII and IX) from two schools were selected randomly for experimentation and as controlled group. The experimental group was given the Concept Attainment and Inquiry Training models of teaching. The control group was taught through the conventional method of teaching. The major data collecting tools were questionnaire and achievement test (experimental study). The collected data were analysed by using both descriptive and inferential statistics. In addition, qualitative analysis (by variation) was used. The main aim of this study is to bring out the relative effect of CAM, ITM and conventional method of teaching on the achievement of students for acquisition of Biology concepts in class VIII and IX. The study reveals that there is a significant difference not only between CAM and conventional method, but also between ITM and conventional method on the achievement of students in understanding of Biological Science concepts.
Highlights
One of the important activities of the educational process is teaching which includes training, instruction and development of cognitive process andK
The various hypotheses framed for the study are : H-1: For Standard VIII, there is no significant difference in the mean score of the post-test scores of the students from the experimental group and control group of standard VIII when taught using Concept Attainment Model and Traditional method respectively
The results of this investigation have been presented and discussed hypotheses wise as under: H1: States that “For standard VIII there is no significant difference in the mean score of the post-test scores of the students from the experimental Group and Control Group when taught using Concept Attainment Model and Traditional method”
Summary
One of the important activities of the educational process is teaching which includes training, instruction and development of cognitive process and. Concept Attainment Model developed by Bruner and Suchmans' Inquiry Training Model was studied by many researchers in India, with reference to Science, Physics, Chemistry, Biological Science, Zoology and Environmental Sciences teaching. Biological Science teachers and students are curious by nature to explore and find out the insights in the nature Using these models of teaching to train the teachers would help to make learning more effective. In view of this aspect, the researcher has chosen the area of research pertaining to the Concept Attainment Model and Inquiry Training Model for the teaching of Biological Science in Secondary schools in Srikakulam District
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