Abstract
Chemistry is a fundamental discipline of Science that accounts for day to day life at molecular level. The major challenge in the classroom instructions is to bridge the gap between high demand of learning and low efforts of learners due to lack of motivation. In this paper attempt is made to correlate the subject with day to day life. The objectives of the classroom instructions are to make effective and efficient delivery of instruction, knowledge, skill, attitude and competence. The aim of the present study is to make Chemistry subject vivid, joyful understanding of concept to stimulate learners intellectual curiosity to enhance the learning. In this study total 50 students participate. The students are categorized into two groups (study group and the control group). Each group consists of 25 students. Quasi experiment research design is applied. Data is collected by using question paper based on Revised Bloom’s Taxonomy (RBT) before and after the experiment. Result of the study reveals that the evidence-based learning approach is used for the classroom instructions and has positive impact on motivation, satisfaction and academic achievement. The present classroom instruction is beneficial because it correlates the subject with day today life and arouses the interest among the learners. Based on the findings of the study some suggestions are made.
Highlights
The present study aims to study the outcome of present teaching learning strategies on academic achievement score of study group and control group
The present study is conducted to reveal the effect of correlation of Chemistry with everyday life to gain sound results
Learners are subdivided into two groups
Summary
The low academic performance may be due to poor classroom instructions, ineffective teaching methodology, fragmented content knowledge and students with limited mental ability, not sufficient understanding and learners’ common sense. Chemistry teacher employs different teaching methodology in classroom instructions, some work with the students but others may not. The important issue that arises in Science classroom instruction is presenting information through chalk and talk- the passive learning. Learners who receive this type of instructions remain inactive during the classroom instruction and are of the opinion that Chemistry knowledge is fixed and no additional action is required. Active learning process provide multiple opportunities and enough time for learner’s interactions by engaging them to construct positive understanding of concepts, gain knowledge, acquire skills and apply their competency. The most commonly used teaching methodologies are role play, project, quiz, oral questions, field visit, debate, problem solving, individual work, investigation assignments, practical work, test, presentation and discussion
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
