Effectiveness of Instructional Strategy for Teaching Chemistry to VII standard

Abstract

An experimental study was conducted to study the effectiveness of Instructional Strategy for Teaching Chemistry to VII standard. The instructional strategy consisted of teaching with the Concept Attainment Model (CAM) coupled with multimedia instructions. The objectives of the study were: (i) To study the effectiveness of the instructional strategy in terms of (a) Achievement of students in chemistry, and (b) Reaction of students towards the strategy, (ii) To study the effect of treatment, gender and their interaction on the achievement in chemistry of class VII students, by taking their scores of intelligence as a covariate, (iii) To study the effect of treatment, style of learning and thinking and their interaction on achievement in chemistry of class VII students, by taking their scores of intelligence as a covariate. The sample consisted of 50 students in a school in Bhopal. The random assignment of already formed classes to experimental and control groups was employed to examine the treatment effect. Data was collected by administering the Verbal Intelligence Test, Style of Learning and Thinking inventory and multimedia material of Edurite DigitALly version v.3.6.01 from Pearson Education Services. The Achievement Test in Chemistry and Reaction Scale was developed by the investigator. The findings of the study are: (i) The developed instructional strategy was effective in terms of students’ achievement in chemistry,(ii)The developed instructional strategy was effective in terms of students’ reactions towards the developed instructional strategy, (iii) The treatment produced a significant differential effect on the achievement of students in chemistry, (iv) Gender did not produce a significant differential effect on the achievement of students in chemistry, (v) The interaction of treatment and gender did not produce a significant differential effect on the achievement of students in chemistry, (vi) There was no significant differential effect of style of learning and thinking on the achievement of students in chemistry, (vii) The interaction of treatment and style of learning and thinking did not produce a significant differential effect on the achievement of students in chemistry.