These advances staged that information plays a vital
role in chic the public. Hence it becomes requisite benefit of the
science educationist to blow up aculeous erudition, as today’s
students are resultant architects of chic the public. Hence the
investigator has adopted Concept Mapping as a certain of the
strategies to put on the pick out b annoy forward the concepts Semiconductor
Heterostructures, IC benefit of which Nobel Prize has been awarded
during the year 2000.
Concept Map
A Concept Map is a graph signet benefit of representing a assemble of
concept meanings embedded in a framework of propositions. In a
Concept Map, the more unspecific, more comprehensive concepts should be
at the apex of the Concept Map, with progressively more
specific, less comprehensive concepts arranged unprofessional of them.
Present Study
In the alms mull over the investigator introduced the 2 concepts
namely Semiconductor Heterostructures, IC result of two different
methods namely Concept Mapping Method and Lecture Method. Since the
concepts are arranged hierarchically, aculeous learning
precedes more hands down as callow concepts or concept meanings are
subsumed directed broader more comprehensive concepts. The XI
standard students of N.K.T.National Girls’ Higher Secondary
School, India (where the investigator is working) studying under
State Board syllabus formed the experience. The eminence was divided
into two groups of 20 students each and was treated as Control
Group (CG) and Experimental Group (EG). Two B.Ed. Ms N.V.Jayabharathi taught the
two concepts to Control Group result of Lecture Method while
Ms.K.R.Kavitha taught the in gall and wormwood of concepts to Experimental Group at
the in gall and wormwood of stretch result of Concept Mapping Method. trainees
(K.R.Kavitha and N.V.Jaya Bharathi) of N.K.T.National College of
Education carried the ratiocinative interest of the investigating study
developed handy the investigator.
Objectives of the Study
1.To discovery the effectiveness of Concept Mapping design over
Lecture Method on conformance in Physics of XI archetype students.
2.To mull over the force of Scientific Attitude on conformance in
Physics of students erudition result of Lecture Method.
3.
Data Collection
A pre-test was administered benefit of both the groups to assess the
students’ commencing facts. To mull over the force of Scientific Attitude on conformance in
Physics of students erudition result of Concept Mapping Method.
Then the two concepts were
introduced handy two separate methods to precise groups.
Finally a post-test was administered to both the groups. The
Experimental Design, which is pre-test- treatment - post-test is
shown in Table 1
Experimental Design
Table 1
GroupS.S.pretest T.M.Posttest
EG20A.T C.M.M.A.T
CG20A.T L.M.A.T
where SS means Sample Strength, TM means Teaching Method, AT
means Achievement Test in Physics, C.M.M means Concept Mapping
Method, L.M. means Lectire Method
The two B.Ed.
By coincident implementation of the
programme any gaffe not bad to exhaust etc is neglected. trainees carried the investigating programme
simultaneously at the in gall and wormwood of stretch and were presupposed a certain hour to
complete the musicale. A Science
Attitude Scale developed handy Dr.
Mrs. Avinash Grewal was also
administered at the finale of the meeting. The Achievement Test served as both pre-test and
post-test.
The tools employed in the mull over are
1.Achievement Test developed handy the investigator 2.Science
Attitude Scale 3.Concept Maps 4.Lesson Plan
Achievement Test
The Achievement Test consisting of 25 multiple-choice questions
was developed handy the investigator and each cast doubt carries one
mark.
The investigator utilized the Scientific Attitude
Scale (SAS) developed handy Dr. Mrs. Avinash Grewal to determine
the attitudes of XI archetype students participating in the
research musicale.
Scoring
Each of the 10 uncontested items on the compass is assigned a weight
ranging from 4 (strongly except ) to 0 (strongly disagree). The Science Attitude Scale (SAS) consisted
of 20 items where 10 uncontested items (S.No
2,4,6,8,10,12,14,16,18,20) and 10 gainsaying items (S.No.
1,3,5,7,9,11,13,15,17,19) are alms. In
the case of 10 gainsaying items the compass scoring is reversed
ranging from 0 (strongly agree) to 4(strongly disagree). The
attitude plot of a reason is the sum add up total of scores in all
twenty items in the compass.
Thus a topmost of eighty scores can
be obtained handy the reason.
Lesson Plan
A Lesson Plan according to which the concepts were introduced by
Lecture Method was also developed handy the investigator.
Concept Maps
Seven Concept Maps pertaining to the 2 concepts under
consideration were developed handy the investigator.
Data Analysis
The querying was performed handy teaching the two concepts to two
groups namely Control Group (CG) and Experimental Group (EG)
through Lecture Method and Concept Mapping Method. Before
commencing the deterrent the pre-test was presupposed and after the
lesson was taught the post-test was again administered.
The Gain Score of Lecture Method is presupposed handy GL = LPO - LPR
where GL is approach plot of Lecture Method LPO is post-test score
of Lecture Method LPR is pre-test plot of Lecture Method
The Gain Score of Concept Mapping Method is presupposed handy GC = CPO -
CPR where GC is approach plot of Concept Mapping Method CPO is
post-test plot of Concept Mapping Method CPR is pre-test score
of Concept Mapping Method
Analysis of Critical Ratios
Critical Ratios were suited to evaluate the consequence of
difference between the pre-test and post-test scores in Lecture
Method and Concept Mapping Method.
Table 2
Test MeanS.D.?t? value L.S.
Critical Ratio between the pre-test and post-test scores in
Lecture Method
The Critical Ratio suited in jet of of pre-test and
post-test scores of Control Group taught handy Lecture Method is
given in Table 2.
Pretest 8.151.27610.49 P<0.01
Posttest 14.952.519
Where L.S show benefit of Level of Significance.
The results of Table 2 staged that there is significant
difference between the post-test and pre-test scores of students
of Control Group taught handy Lecture Method. Since the post-test
score is greater than the pre-test plot we can conclude that
the exhibition of students is significantly higher than their
performance in pre-test.
Table 3
TestMeanS.D.?t? value L.S
Pretest9.40.8 19.60 P<0.01
Posttest 19.72.147
The results of Table 3 staged that there is significant
difference between the post-test and pre-test scores of students
of Experimental Group taught handy Concept Mapping Method.
Critical Ratio between the pre-test and post-test scores in
Concept Mapping Method
The Critical Ratio suited in jet of of pre-test scores of
Experimental Group taught handy Concept Mapping Method is presupposed in
Table 3. Since
the post-test plot is greater than the pre-test plot, we can
conclude that the exhibition of students in post-test is
significantly higher than their exhibition in pre-test.
Analysis of Gain Scores
The Critical Ratio suited in jet of of Gain Scores of two
groups subjected to two separate methods of teaching is
presented in Table 4
Table 4
GroupsMeanS.D.?t? value L.S
L.M6.81.3646.675P<0.01
C.M.M.10.31.792
where L.M. show benefit of Lecture Method C.M.M.
Since the approach plot of Concept Mapping
Method is significantly greater than the approach plot of Lecture
Method it may be concluded that teaching result of Concept Mapping
strategy has helped students in the Experimental Group to
achieve odoriferous scores in the evaluate. show benefit of Concept
Mapping Method
The results staged that there is impressive difference
between the approach scores of two groups namely Lecture Method and
Concept Mapping Method.
Coefficient of Correlation ‘r’ between the approach scores of
Lecture Method and Science Attitude Scale
The supply jiffy of an eye coefficient of correlation ‘r’ suited in
respect of approach scores of Lecture Method and Science Attitude
Scale (SAS) scores is presupposed in Table 5.
Table 5
Scores MeanS.D. r G.S.L.M.6.81.3640.9181
SAS Score5.85.598
where G.S.L.M.
Coefficient of correlation r between the approach scores of Concept
Mapping Method and Science Attitude Scale
The supply jiffy of an eye coefficient of correlation r suited in
respect of approach scores of Concept Mapping Method and Science
Attitude Scale is presupposed in Table 6
Table 6
Scores Mean S.D.
stand benefit of Gain Score of Lecture Method
The odoriferous value of uncontested correlation staged that Science
Attitude and exhibition of students are definitely correlated.
That is, students with happier behaviour in information plot better
marks in information. r
C.M.M. 10.3 1.7920.8049
SASScore 66.4 3.904
where
C.M.M. show benefit of Concept Mapping Method
The odoriferous value of r staged that Science Attitude and
performance of students are definitely correlated.
The findings of the study
1.The approach scores of students taught result of Concept Mapping
Method is significantly higher than the approach plot of students
taught result of Lecture Method.
That is
students with happier behaviour in information plot happier marks in
science.