EFFECT OF CONCEPT ATTAINMENT MODEL ON MATHEMATICS CONCEPT UNDERSTANDING OF CLASS VII STUDENTS
Ms. Rama Rani, Lecturer, KC College of Education
Mrs. Ravdeep Kaur, Lecturer, BCM College of Education , Ludhiana
Abstract
The present study was experimental in nature. It was an attempt to study the effectiveness of Concept Attainment Model in relation to Traditional Method of teaching. For this purpose sample of 87 students studying in the class VII was taken. Investigator developed Mathematics Concept Understanding Test to assess the Mathematics Concept Understanding of the students. Data was analyzed with the help of One Way Analysis of Covariance. It was found that CAM was effective in terms of Mathematics Concept Understanding of students. Also CAM was found to be more effective in terms of Mathematics Concept Understanding than Traditional Method of teaching mathematics when groups were matched with respect to Pre - Mathematics Concept Understanding.
Keywords- Concept Attainment Model, Traditional Method, Analysis of Covariance.
INTRODUCTION
The teacher - learning process is the important variable that influence directly on achievement of the students. The effective teaching strategy helps the students to attain the educational objectives in a better way. Teaching is considered as the sharing of experiences between teacher and students in a teaching - learning situation. A model of teaching is such a specific pattern of plan, which can be used to shape curriculum, to select instructional material, to guide teacher’s action and to help the learner to achieve the specific objectives.
Joyce &Weil (1992) have searched and researched on a variety of strategies developed by different learning theories and related principles and designed a number of models of teaching. Concept Attainment Model (CAM) was developed from the work of Jerome Bruner, Jacqueline Good Now & George Austin CAM consists of two types i.e. Reception Model and Selection Model. In the present study, the investigator used reception model of concept attainment model.
Studies have been conducted to find out the relative effectiveness of CAM and Traditional Method of teaching (Kumara, 1985; Sushma, 1987; Agarwal and Mishra, 1988; Bhaveja, 1989; Chaudhury, 1989; Passi, Singh, and Sansanwal, 1989; Singh, 1990; Jamini, 1991; Manocha, 1991; Mahajan, 1992; Mohanty, 1992; Viney, 1992; Chopra, 1994; Kumar, 2005; and Gupta, 2006). These studies were conducted in different teaching subjects and did not reveal any generalized inference. So, further studies are required to conclude. Keeping this in mind, the present study was conducted.
Objective
The objective of the study was:
To compare the adjusted mean scores of Mathematics Concept Understanding of Concept Attainment Model and Traditional Method Groups by considering Pre-Mathematics Concept Understanding as covariate.
Hypothesis
The hypothesis of the study was:
There is no significant difference in adjusted mean scores of Mathematics Concept Understanding of Concept Attainment Model and Traditional Method Groups when Pre-Mathematics Concept Understanding is taken as a covariate.
METHOD
Sample
The sample consisted of 87 class VII students (45 from Government Senior Secondary School, Goraya and 42 from Punjab Rural Academy, Goraya) selected by purposive sampling method. They were randomly assigned to the Concept Attainment Group and Traditional Method Group.
Tools
Mathematics Concept Understanding Test developed by the investigators was used to assess the Mathematics Concept Understanding of students.
Data Collection
Before starting the experiment, the Mathematics Concept Understanding Test developed by the investigators was administered to the students of both Concept Attainment and Traditional Method Groups. This constituted the Pre-Mathematics Concept Understanding scores. The Concept Attainment Group students were taught topic from the syllabus of Mathematics of Punjab School Education Board of Class VII through the use of CAM and the students of control group were taught the same topics through traditional method of teaching. The treatment lasted about 20 days at the rate of 35 minutes per day in all groups. Investigator made each possible attempt to make the teaching environment similar in both Concept Attainment and Traditional Method Groups. At the end of treatment, the Mathematics Concept Understanding Test that was administered before the treatment was administered again on students of the Concept Attainment and Traditional Method Groups
Result and Discussion
Data was analyzed with the help of One Way Analysis of covariance and the results are given in the Table 1
Table 1
Summary of One way Analysis of Variance of Mathematics Concept Understanding by considering Pre - Mathematics Concept Understanding as Covariate
Source of Variance | df | Sum of Square | Mean Square | F-value |
Treatment | 1 | 2346.21 | 2346.21 | 153.10** |
Error | 83 | 1271.90 | 15.32 | |
Total | 87 |
** Significant at 0.01 Level
From the table 1, it can be seen that the adjusted F-value is 153.10, which is significant at 0.01 level with df = 1/83. It indicates that adjusted mean scores of CAM group and Traditional Method Group differ significantly when pre-Mathematics Concept Understanding was considered as covariate. Further the adjusted mean scores of Mathematics Concept Understanding of CAM Group was 31.28, which is significantly higher than that of Traditional Method Group whose adjusted mean score was 20.44. It reflects that treatment given to CAM group, in relation to Traditional Method was found to be significantly superior when Pre-Mathematics Concept Understanding was taken as covariate. It may, therefore, said that CAM was found to be superior to Traditional Method in learning Mathematics.
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