hema research

8/12/2019 Hema Research

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1.0 INTRODUCTION:-

The word education is derived from the Latin word education which

means bringing up and it is also believed to be derived from the Latin word

educe which means I train.

Education is the process of receiving or giving systematic instruction

especially at a school or university. Education makes the individual civilized

and well mannered. Education is must for everyone in todays world.

1.1. IMPORTANCE OF ENGLISH LANGUAGE:-

English language is very much important in todays world. English language

has got the recognition of globalised language in the world. English is also the

most spoken language in the world. The tourist must know language in order to

communicate with people of foreign countries. All the higher study books are in

English so if a person wants to pursue higher education he must know English.

If a country knows English then it can maintain good relation with other

country. English help us to take and learn the new technology and ideas of othercountries. Our speech becomes more effective if we know good proper English.

To learn other subjects we must know English as the subjects are in English

language only. If a student wants to go foreign country to get higher education

then English is must. English now has become a status symbol and it also

increases the confidence of the people in the society. Today communication

skill has become very much important, to get a good job English is must. If a

student knows good English then the student can have a very bright future.

1.2. IMPORTANCE OF GRAMMAR IN ENGLISH:-

Grammar is very much important in every language. In English grammar plays

a very important role. Without proper grammar English language is of no use.

Grammar knowledge is must to speak and write proper English. Grammar is the

base for proper English. Students learn from childhood how to use grammar for

good English. The important concept in grammar for good English is Noun,

Pronoun and adjective etc .The English become more effective if grammar is


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good. If a person dont know grammar then his English will be improper. So, to

have good and attractive English students and English learners must know

grammar.

1.3. MODEL OF TEACHING:-

A model of teaching is a plan or pattern that can be used to shape curriculums

such as long term courses of studies, to design instructional materials and to

guide instruction in the classroom and other setting.

-Joyce & Weil 1980

Teaching a Model is a pattern or plan which can be used to shape a

curriculum or course to select instructional material and to guide a teacher

action. Model and teaching are nothing but the really model of techniques.

Through the teaching model teacher help the students to acquire information,

ideas, skills, values way of thinking and means of expressing themselves and

also teach them how to learn.

The most important long term outcome of teaching model may

be the students increased capabilities to learn more effectively. The teaching

model have many use ranging from planning lesson and curriculum to designing

instructional materials including multimedia programs.

Model of teaching have four families and those are:

1. The information- processing family.2. The Social family.3. The Personal family.4. The Behavioral family system.

Information processing families involves Concept Attainment Model, Inductive

Model, And Advance Organizer.


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1.4. CONCEPT ATTAINMENT MODEL:A concept is an idea which stands or represents a group of

object which certain common features.

ELEMENT OF CONCEPT ATTAINMENT MODEL

A concept has three elements

1) Examples

2) Attributes

3) Attribute value

Examples are the instance of the concept, some attribute positive and

some are negative, in concept formation examples of a concept are grouped

together .In the concept attainment model the negative and positive examples

are tested and searched for the students have given the answer then the teacher

state the concept and clearly define it.

Bruce Joyce and Marsha we it (1985)defined Teaching as a process by

which teacher and student create a shared environment including sets of values

and beliefs which in turn color their views of reality.

A model of teaching is a well described plan which is based upon the well

defined principles. It is based upon a systematic steps which are used by the

teacher to create through the process categorization .In environment several

stimuli are present. As such it is very difficult to remember them and

comprehension the environment. Therefore to reduce the complexity of

environment we are continuously engaged in grouping these stimuli and thus

forming their categories.

According to good, Concept isa representative of all those common

elements and characteristics which differentiates the groups or categories

Concept Attainments model has following elements:

Syntax Social System Principle and Reaction Support System


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Application

1.4.1. SYNTAX:Syntax depicts the student of the structure of a model and it is

major elements. It includes three Phases:-

PHASE I - Presentation of data and identification of concept

PHASE II - Testing attainment of concept

PHASE III - Analysis thinking strategies

1.4.2. SOCIAL SYSTEM:1) It is structured teaching

2) Teacher has to exercise control over social system.

3) Presentation of examples in such a way that attributes is clear.

4) If student fail to reject wrong hypothesis teacher promotes them to

re-examine.

5) Smooth interaction between the students.

6) Co-operative sharing of teaching learning.

1.4.3. PRINCIPLES OF REACTION:1) Teacher is to remain supportive of the studentshypothesis.

2) Maintain record by keeping track of hypothesis.

3) Teacher remains supportive for turning studentsattention toward

analysis of the concept.

1.4.4. SUPPORT SYSTEM:


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1) Well thought examples.

2) Blackboard to record positive and negative characteristics.

1.4.5. APPLICATION:1) It can be used to introduce the lesson.

2) Model uses inductive process of thinking.

3) Inquiry in content areas.

4) Conceptual flexibility

CONCEPT ATTAINMENT

MODEL

NATUR OF CONCEPT

IMPROVED

CONCEPT BUILDING

STRATEGIES

SPECIFIC

CONCEPTS

AWARENESS OF

ALTERNATIVESINDUCTIVE REASONINGTOLERANCE OF

AMBIGUITY

SENSITIVITY OF

LOGICAL

REASONING IN

COMMUNICATIO

N


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2.0 NEED OF THE STUDY:-

While teaching a English subject with traditional method students

are just passive listeners, each and every student is not attentive towards the

lesson and

To find out the reason behind all these problems faced by the

student during studies of English subject and for the solution of this problems

models of teaching are necessary.

While teaching a English subject with models of teaching students are

actively participated they take interest and understanding is proper.

3.0 STATEMENT OF THEPROBLEM:-

A study the Effectiveness of Concept Attainment Model in

teaching the UNIT of English Grammar to standard VII.


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4.0 REVIEW OF RELATED

LITERATURE:-

4.1. BAWA M.S:-1991 Conceptual learning and research

Possibility Bruners view. Indian educational review, vol: 26(2)46-60.

Problem:-The study centers round concept learning, which is the most important

part of discipline. Concepts acquired with understanding serve bas tools notonly for acquisition of new concepts but also for solving problems. Research

studies in the area have an obvious bearing

Objectives:-

i)To examine critically the concept of conceptual learning

ii) To explain what conceptual learning is.

iii) To describe Bruners ideas on the nature and acquisitioned concepts andstrategies that can be used in concept attainment and

iv) To describe the concept attainment model (CAM) based on the Bruners

ideas and review the researcher conducted during the last six years.

Methodology: The researcher reviewed all possible sources in the library from

among the documented studies. The researcher used qualitative methods for

analysis.

Major findings:-

1) One common characteristic feature running across all the definitions given

was that there was an abstraction process in which similarities in objects were

stressed and differences were stressed and differences in them were ignored.

The concept attainment model (CAM) was more effective than the conventional

method for the teaching of concepts, especially at the knowledge and

understanding levels, for retention of concepts, and for bringing about

attitudinal changes (HLS1499).


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4.2. Chaudhary Kamlesh:-Teaching of concepts through the concept

attainment model and facts through traditional teaching competency in teaching

skills of Pre-service teachers-Independent study university of Pane.

Problem:-This study in the rigidity and lack of variety of the present pre-serviceteacher training and the herbarium steps and the herbarium steps. The study

aims out finding out whether student-teacher trained to teach concept in English

through Bruners. Conceptattainment model would indirectly learn the teaching

skills and be equally competent in using such skills to teach facts through

traditional teaching.

Objectives:-

i) To find out if studentsteachers had indirectly learned the teaching skills

during college based peer, practice and school based practice teaching and

ii) To find out if there was any difference in their competency in the various

teaching skills during teaching of concepts through the concept attainment

model (CAM) and the teaching of the facts through traditional teaching (TT)

Methodology:-The sample comprised of female student-teachers of Adarsha

College of education and research, with English as one of the methods who

were trained in concept attainment Model.

To collect the data, the process Appraisal scale of teacher in effectiveness

(PASTE) developed byBhawlwankar (1981) and Bruners concept attainment

model was used. The collected data were treated using means andttest.

Major findings:-

1) There was not significant difference in the competency of the students-teachers in stating the aim.However few students showed improvement while

teaching during traditional teaching even though this skill were taught directly.

2)Two student-teachers had performed better in the skill of questioning, and

three student-teachers performed better in the skill of explaining; one had

performed better in the skill of reacting; one had performed better in the skill of

stimulus variation; and the student had improved in the skill of evaluation.

Classroom management, and one had better content mastery (KC0081)


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5.0 OBJECTIVES:1. To prepare the lesson plan on Concept Attainment Model.2. To study the effectiveness of Concept Attainment Model.

6.0 HYPOTHESIS:-

There is no significant difference between the pre-test and

post- test scores of students achievement.

7.0 OPERATIONAL

DEFINITION:-

EFFECTIVENESS: Improvement in the marks of students after usingachievement test(post test)

Concept attainment Model:-Teaching model is a pattern or a planwhich can be used to shape a curriculum or course to select

instructional material and to guide a teachers action.

ENGLISH :-GRAMMAR:-


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8.0 VARIABLES:-

There are two types of variables:

1. Dependent Variable

2. Independent Variable.

1.DEPENDENT VARIEBLE:

Achievement of the Students.

2.INDEPENDENT VARIABLE:

Concept Attainment Model.

9.0 SCOPE & LIMITATION:-

9.1. SCOPE:-

The study can be done for different medium for all the subjects with

different units and group of students.

9.2. LIMITATION:-

The present study is limited to only one school i.e. SARASWATIENGLISH HIGH SCHOOL(BHIWANDI),

The present study is limited to only 20 students of 7th standard fromhaving English as a medium of instruction.

The present study is limited to only one subjective English. The presentstudy is restricted to only one unit Grammar that is Types of Noun.


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10.0 SAMPLE:-

There are two types of Sample

SAMPLE

Probability Non-Probability

Sample Sample

a. unrestricted randomly sampling a. Judgment purposive Samplingb. Stratified Random Sampling b.Quota Samplingc.

Systematic Sampling c. Incidental/ ConvenienceSampling

d. Clusters& Multistage Sampling

For this study researcher has selected samples of 20 Students from

Saraswati English Medium High School, Bhiwandi VII Standard by using

unrestricted randomly sampling method.


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11.0 METHOD:-

George J.Mouly has classified research method as

RESEARCH METHOD

a. History Method b.Descriptive Method c. Experimental Method

The researcher has used Experimental Method i.e. Pre-test and

Post-test.

12.0 TOOLS FOR DATA

COLLECTION:-

Achievement Test.


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13.0 PROCEDURE:-

a. The researcher has selected the Saraswati English Medium HighSchool in Bhiwandi for conducting the research.

b. Researcher took the permission from the school principal forimplementation of Concept Attainment Models lesson plan which

depend upon experimental study.

c. The present study depends upon experimental study. So, firstlyresearcher teaches and make lesson plan with traditional method

and take the achievement test in the form of pre-test.

d. To study the effect of Concept Attainment Model on students,teacher make lesson plan which depend upon Concept Attainment

Model and achievement test paper.

e. Again the researcher teaches the same chapter with the help ofConcept Attainment and takes the same achievement test paper in

the form of post test.

f. Then the researchers check both the test paper of pre-test andpost- test and prepare a mark sheet for it, and then mean is taken

out.

g. Lastly, mean of pre-test and post-test are shown with the help of apie- diagram.


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14.0 ANALYSIS OF DATA:-

Sr.No.

Pre-TestMarks

Post- TestMarks

1 16 20

2 17 18

3 16 20

4 18 20

5 17 19

6 16 19

7 16 19

8 15 17

9 16 19

10 15 19

11 16 20

12 16 19

13 16 20

14 18 17

15 15 19

16 18 18

17 16 19

18 18 16

19 16 17

20 19 20

TOTAL 330 375


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Significance of means difference between pre & post test scores of the

achievement test are given in table.

Test Number Mean Difference

Pre-Test 20 16.5

2.25

Post-Test 20 18.75

The mean for pre-test is found to be 116.5 and the mean for

posttest is found to be 18.75.

The difference between pre-test and post- test is found to be

2.25.

pre test

post test


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15.0 INTERPRETATION OF

DATA:-

It is clear from the result that there is much difference between

the achievement of students in pre-test and post-test.

16.0 CONCLUSION:-

The study of the concept attainment model show that students

conceptualize from their learning experience.They also reveal that more and better concepts will be developed when

the students are given more opportunity to experience first.

Study of concept attainment model reveals that this model is highly

effective than the conventional method in enhancing concept attainment

model among school students.


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17.0 SUGGESTION:-

17.1. Suggestion For Teachers:1. The researchers suggest following tips to the teacher as her experience with

The concept attainment model was success.

2. It is her operating that if strategies are substitute by carefully planned

concept attainment model depending on the age level of students and types of

unit the result shall be appreciated.

3. Each and every subject and almost all unit thought by concept attainment

model. Only careful through reading of the objective and content shall help the

teacher to prepare such type of model.

4. Concept attainment model is an excellent teaching model which facilitates

the development and evolution of more interactive and flexible practices.

5. Teacher should familiarize the student with the different strategies of

concept attainment and the hierarchical structuring of knowledge.

6. Teacher should be given an orientation to the theoretical bases of models

and their practical utilizes in classroom.

7. Teacher should give the ideas regarding the model of teaching to the

student.

8. Teacher should be able to clear all the doubts of the students so there will

be good teacher pupil interaction.

9. Teacher should also encourage the student to learn more and test the

knowledge when concept attainment model is used.


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10.Teacher should used models of teaching because it creates the conducive

teaching learning environment in which the teacher teach more effective by

making the teaching act more systematic and efficient.

17.2. Suggestion For Further Studies:-

1. The study also conducts to test the effectiveness of concept attainment in

Arabic grammars.

2. Similarly study can also be executed at other levels such as at college and

lower and higher secondary school level.

3. Other teaching strategies may also be tested to study their effectiveness

teaching language.

4. The study may also be replicated for various grade levels and for different

topic in English to test the generalization of the study and conclusion of the

study.

5. The nutrient effect of concept attainment model could be study along with

their instructional effects.

6.A survey can be done to identify the school in which some innovations are

used to improve the teaching learning process the various innovations can be

done and its effect can be studied.

7. Researches can be conducted to test the work ability and flexibility of f

various models of teaching so that with certain modification they can be

effectively and frequently used.

8. The syllabus of the various subjects may be evolved though studies on the

line of concept attainment model.

9. Different model can be tested and validated with the help of various uses of

different domain via, cognitive, effective, psychomotor domains.


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10. The research could be conducted to see whether the mode of reasoning

(Inductive and deductive) enhance, when thought through Burners concept

attainment model of teaching.

11. Studies may also be undertaken to study the comparison of Bruners andPiagets approach of child development in learning by concepts.

18.0 BIBLIOGRAPHY:-

1. 1.Vth survey of education research volume 2 1988-1992 NCERT.

2. BrunersJ.S-The three process of education.

3. Best John W- research in education

4. Joyce Bruce and Weil, MarshaPERSONAL MODELS OF

TEACHING.

5. Nair, Matawan-education its philosophy psychology and technology.

6. Maiden, Dr, Veteran-An introduction of MOELS.

7. Singh LC-Multiple MODELS OF TEACHING

8. Wrean and Martin.


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19.0 ANNEXURE:-

I] WEIGHTAGE TO OBJECTIVES:-

STD. :- 7TH

SUBJECTS:-ENGLISH

MARKS :- 20

SR.NO. OBJECTIVES MARKS %1. Knowledge 5 M 25%

2. Understanding 7 M 35%

3. Apply 5 M 25%

4. Analyze 3 M 15%

Total 20M 100

II] WEIGHTAGE TO OBJECTIVES:-

STD.:- 7TH

MARKS: - 20

SUBJECT:-ENGLISH UNIT: GRAMMER

SUB-UNIT:- TYPES OF NOUN

SR.NO. SUBUNIT MARKS %

1 Common Noun 5 M 25%

2 Proper Noun 5 M 25%

3 Abstract Noun 5 M 25%

4 Collective Noun 2 M 10%

5 Countable & Uncountable Noun 3 M 15%

Total 20 M 100%


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III] WEIGHTAGE TO FORMS OF QUESTION:-

STD.:- 7TH

SUBJECT:-ENGLISH

MARKS:- 20

SR.

NO.

FORMS OF

QUESTION

MARKS %

1. Objectives Type 20 100%

2. Short Answer Type - 0%

3. Essay Type - 0%

Total 20 100%


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BLUE PRINT

STD.:- 7TH

MARKS: - 20

SUBJECT:-ENGLISH UNIT: GRAMMER

SUB-UNIT:- TYPES OF NOUN

SUB-UNIT

KNOWLED

GE

UNDERSTA

NDING

APPLY ANALYZE TOTA

L

O. S. E O. S. E O

.

S. E O. S. E

Common Noun5

(5)

- - - - - - - - - - - 5

(5)

Proper Noun - - - 5

(5)

- - - - - - - - 5

(5)

Abstract Noun- - - - - - 5

(5

)

- - - - - 5

(5)

Collective Noun- - - 2

(2)

- - - - - - - - 2

(4)

Countable &

Uncountable Noun- - - - - - - - - 3

(3

)

- - 3

(3)


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QUESTION PAPER

PRE- TEST

STD:- VII TIME:- 40Min.

SUBJECT:- ENGLISH MARKS:- 20

Q.1. Underline the NOUN from the following:-

5Marks

1. Rahul is playing cricket.

2. Camelshump is an ugly lump.

3. Dog is a pet animals.

4. Meena and his friends is going to school.

5. Kumar is very honest boy.

Q.2. Fill in the blanks with PROPER and COMMON NOUN:-

( 5MARKS)

TOTAL 5

(5)

7

(7)

5

(5)

3

(3)

20

(20)


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[Boy, Nagpur, City, Rahul, Narmada]

1.___________is very honest boy.

2. Mumbai______________is very big.

3. Orange is very famous for___________city.

4.___________river is very large in M.P.

5. Akshay is intelligent _____________.

Q.3. Identify the ABSTRACT NOUN and write into the bracket:-

(5MARKS ) 5MARKS.

1. Lion is the king of the jungle.

2. Rose is very beautiful flower.

3. Arjun is brave boy.

4. She eats with the spoon.

5. Rama is very clever girl in the class.

Q.4.[a] Write the COLLECTIVE NOUN in a bracket () from the

following;- ( 3MARKS)

1. My class teacher make the lists of names of the clever boy.

2. I saw a flock of birds in a sky.

3. In a market there is a crowd of people.


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(b) Classified the following in to COUNTABLE & UNCOUNTIABLE

NOUN:- (2Marks)

[Spoons, three star, four ideas, light, water, strength]

QUESTION PAPER

POST- TEST




5Marks

1. Rahul is playing cricket.

2. Camels hump is an ugly lump.


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3. Dog is a pet animals.

4. Meena and his friends is going to school.

5. Kumar is very honest boy.

Q.2. Fill in the blanks with PROPER and COMMON NOUN:-

( 5MARKS)

[Boy, Nagpur, City, Rahul, Narmada]

1.___________is very honest boy.

2. Mumbai______________is very big.

3. Orange is very famous for___________city.

4.___________river is very large in M.P.

5. Akshay is intelligent _____________.

Q.3. Identify the ABSTRACT NOUN and write into the bracket:-

(5MARKS ) 5MARKS.

1. Lion is the king of the jungle.

2. Rose is very beautiful flower.

3. Arjun is brave boy.

4. She eats with the spoon.

5. Rama is very clever girl in the class.


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Q.4.[a] Write the COLLECTIVE NOUN in a bracket () from the

following;- ( 3MARKS)

1. My class teacher make the lists of names of the clever boy.

2. I saw a flock of birds in a sky.

3. In a market there is a crowd of people.

(b) Classified the following in to COUNTABLE & UNCOUNTIABLE

NOUN:- (2Marks)

[Spoons, three star, four ideas, light, water, strength]

MODEL ANSWER PAPER


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(5Marks)

1. Rahul

2. Camel

3. Dog

4. Meena

5. Kumar

Q.2. Fill in the blanks with PROPPER & COMMON NOUN:-

(5MARKS)

1.Rahul

2. City

3.Nagpur

4. Narmada

5. Boy

Q.3. Identified the ABTRACT NOUN and write in the bracket:-

(5MARKS)


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1. Lion

2. Beautiful flower

3. Brave boy

4. Spoon

5. Clever girl

Q4.(a)Write the COLLECTIVE NOUN in the () from the following:-

(3 Marks)

1.List of names.

2.Flock of birds.

3. Crowed of people.

Q.4 (b) Classified the following in COUNTABLE & UNCOUNTABLE

NOUN:- (2Marks)

COUNTABLE NOUN UNCOUNTABLE NOUN

Spoons Light

Three star Water

Four ideas Strength

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