Abstract

COMPARATIVE STUDY OF SCIENCE ENQUIRY MODEL AND ADVANCE ORGANISER MODEL IN ATTAINING MASTERY IN BIOLOGY

Mr. Bhavesh Kumar Singhwal

Volume: 4 Issue: 2 2014

Abstract:

It refers to the effect of particular treatment given to a learner which produces a significant change in pupil's behavior in terms of their achievement and Self Concept. Research design is the blueprint of the procedure that enables a researcher to test hypothesis by reaching valid conclusions about relationships between independent and dependent variables (Best, 1981). Fate of any activity and its outcome depends essentially upon its design. Kerlinger (1974) described "Research design as the plan, structure and model of investigation conceived so as to obtain answers to research questions and control variance" Thus, design provides a picture of what and how to do the work. In any research project, design provides the investigator a blue print of research dictates the boundaries of project and helps in controlling the experimental, extraneous and error variances of the problem under investigation. This describes about the design employed, procedure followed, sample selected, tools used, and sequence of events that occurred, procedure adopted for data collection and statistical analysis conducted to realize the objectives of the study.

Back Download

References

• Ausubel, D.P. and Fitzgerald, D. (1961). The Role of Discriminability in Meaningful Parallel Learning and Retention. Review of Educational Research. Vol. 45, NO.4.
• Ausubel, D.P. and Fitzgerald, D. (1962). Organiser, general background, and antecedent learning variables in sequential verbal learning'. Review of Educational Research, Vol. 45, NO.4.
• Barron, RR (1971). The effects of Advance Organiser upon the Reception Learning and Retention of General Science Contents'. Review of Educational Research, Vol. 45, No.4, 1975.
• Bartel and Heckman, C.F. (1980). The effect of Advance Organisers Versus High Human Interaction on P.S.1. Mastery Learning Programme in Nursing'. Dissertation Abstract International, Vol. 41 NO.4.
• Bauman, D.H., and Hanigton, S.A. (1969). The effects of Position of an Organiser on Learning Meaningful Verbal Material.' Review of Educational Research, Vol. 45, NO.4.
• Derr, K.T. (1978). Advance Organisers: A comparison of the Effectiveness and Efficiency of Behavioral Objectives and Sample Test, Dissertation Abstract International, Vol. 39, NO.3.
• Desai HG and Uchat, DA (1983). Self-Concept of high-achieving and low achieving students of first year classes of colleges. Journal of Educational Research and Extension, 9(3): 155- 161.
• Dhull, I. and Dalal, R. (2008). A comparative study of the effectiveness of Concept Attainment Model and Advance Organiser Model on students’ achievement in Economics. Ph. D Thesis, Department of Education, Maharshi Dayanand University, Rohtak.
• Storey, C.M. (1998) What instructional designers need to know about advance organisers. International Journal of Instructional media, 25, 253-61.
• Sucharita, P. (2003) Effect of Socio-Economic Status, School Environment and Medium of Instruction on the Mental Abilities and Academic Achievement of School Children Dissertation, Utkal University, Bhubaneshwar
• Sushma, K. (1987). Effectiveness of Concept Attainment Model and Biological Science Inquiry Model for Teaching Biological Sciences to VIII class Students' .Thesis, Department of Education, Banaras Hindu University, Varanasi.