Continued from page 1
The Gain Score of Concept Mapping Method is given by GC = CPO - CPR where GC is gain score of Concept Mapping Method CPO is post-test score of Concept Mapping Method CPR is pre-test score of Concept Mapping Method
Analysis of Critical Ratios
Critical Ratios were calculated to test
significance of difference between pre-test and post-test scores in Lecture Method and Concept Mapping Method.
Critical Ratio between pre-test and post-test scores in Lecture Method
The Critical Ratio calculated in respect of pre-test and post-test scores of Control Group taught by Lecture Method is given in Table 2.
Table 2
Test MeanS.D.?t? value L.S.
Pretest 8.151.27610.49 P<0.01
Posttest 14.952.519
Where L.S stand for Level of Significance.
The results of Table 2 indicate that there is significant difference between post-test and pre-test scores of students of Control Group taught by Lecture Method. Since post-test score is greater than pre-test score we can conclude that performance of students is significantly higher than their performance in pre-test.
Critical Ratio between pre-test and post-test scores in Concept Mapping Method
The Critical Ratio calculated in respect of pre-test scores of Experimental Group taught by Concept Mapping Method is given in Table 3.
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 indicate that there is significant difference between post-test and pre-test scores of students of Experimental Group taught by Concept Mapping Method. Since post-test score is greater than pre-test score, we can conclude that performance of students in post-test is significantly higher than their performance in pre-test.
Analysis of Gain Scores
The Critical Ratio calculated in respect of Gain Scores of two groups subjected to two different 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. stand for Lecture Method C.M.M. stand for Concept Mapping Method
The results indicate that there is significant difference between gain scores of two groups namely Lecture Method and Concept Mapping Method. Since gain score of Concept Mapping Method is significantly greater than gain score of Lecture Method it may be concluded that teaching through Concept Mapping strategy has helped students in Experimental Group to achieve high scores in test.
Coefficient of Correlation 'r' between gain scores of Lecture Method and Science Attitude Scale
The product moment coefficient of correlation 'r' calculated in respect of gain scores of Lecture Method and Science Attitude Scale (SAS) scores is given 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. stand for Gain Score of Lecture Method
The high value of positive correlation indicate that Science Attitude and performance of students are positively correlated. That is, students with better attitude in science score better marks in science.
Coefficient of correlation r between gain scores of Concept Mapping Method and Science Attitude Scale
The product moment coefficient of correlation r calculated in respect of gain scores of Concept Mapping Method and Science Attitude Scale is given in Table 6
Table 6
Scores Mean S.D. r
C.M.M. 10.3 1.7920.8049
SASScore 66.4 3.904
where
C.M.M. stand for Concept Mapping Method
The high value of r indicate that Science Attitude and performance of students are positively correlated. That is students with better attitude in science score better marks in science.
The findings of study
1.The gain scores of students taught through Concept Mapping Method is significantly higher than gain score of students taught through Lecture Method.
2.The students with better attitudes in Science have scored better marks in their Achievement Test in Control Group taught by Lecture Method
3.The students with better attitudes in Science have scored better marks in their Achievement Test in Experimental Group taught by Concept Mapping Method
4.It was observed that time factor involved in teaching / learning through Concept Mapping Method was less than time taken for Lecture Method. Hence considerable time could be saved apart from enhancing teaching / learning through Concept Mapping Method.
References
Books
Garrett. Henry E & R.S. Woodworth, (1979). Statistics in Psychology and Education. Hyderabad : International Book Bureau
Novak, Joseph D & D.Bob Gowin (1984) Learning How to Learn. England : Cambridge University Press.
Semiconductor Heterostructures, IC Win Nobel. Press release of Hindu, Oct 19, 2000
Websites
http://www.nobel.se/announcement/2000/phyinfoen.html
The author is a science educationalist as she has done M.Sc. in Physics and Ph.D. in Science Education. She is a gold medalist as she has obtained I Rank during M.Phil (Education) of University of Madras and is a First Prize Winner of the BOLT (Broad Outlook Learner Teacher) Award organized by Air India, The Hindu & Dina Malar and is teaching Physics for Higher Secondary classes in Chennai, India.
