KAMAKSHI AGNIHOTRI AND RENU SHARMA. Reader,School of Education D.A.V.V. Indore Reasearch Scholar D.A.V.V. Indore

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1 Research Directions Volume 1, Issue 6 / Dec 2013 Research Article ISSN: EFFECTIVENESS OF INSTRUCTIONAL MATERIAL BASED ON ADVANCE ORGANIZER MODEL FOR TEACHING EDUCATIONAL TECHNOLOGY TO B.ED. STUDENTS IN TERMS OF ACHIEVEMENT AND REACTION KAMAKSHI AGNIHOTRI AND RENU SHARMA Reader,School of Education D.A.V.V. Indore Reasearch Scholar D.A.V.V. Indore Abstract: KEY WORDS: Models of teaching are one of the innovations focused to enhance the quality of educational processes. They have been developed to help a teacher to improve his capacity to reach more children and create a richer and more diverse environment for them. Model of teaching consists of guidelines for designing educational activities and environments. Important purpose of discussing models of teaching is to assist the teacher to have a wide approach for creating a proper interactive environment for learning. Intelligent use of these approaches enables the teacher to adopt him to the learning needs of the students. Present study makes an attempt to explore the success possibilities of Advance Organizer Model. Instructional Material Based, Advance Organizer Model, Educational Technology INTRODUCTION: Development of models of teaching is the recent innovations in teaching. They have been developed to help a teacher to improve his capacity to reach more children and create a richer and more diverse environment for them. Model of teaching consists of guidelines for designing educational activities and environments. Important purpose of discussing models of teaching is to assist the teacher to have a wide approach for creating a proper interactive environment for learning. Intelligent use of these approaches enables the teacher to adopt him to the learning needs of the students. In teaching learning process, the learning of the student depends on various factors out of which method of teaching is the most important one. Presently teaching in most of the institutions is dominated by the conventional method which is easy to use but is not so effective. Students' non-performance in different subjects is due to poor understanding of concepts. Even poor understanding of concepts by teachers themselves and status quo of being untrained in the right method of teaching concepts can also be the probable reasons of non-performance of students. Different researchers tried to explore different areas to find effective methods of teaching. Today's world is scientific as well as materialistic in nature where every individual especially students are trying to collect maximum possible knowledge from all possible sources. Hence, today's world is sometimes referred to as Information Technology age. With the advancement in the technology, information explosion has resulted which is greatly affecting the field of education. As a result, it is necessary for an educator to find efficient and effective ways of imparting knowledge to the learner wherein written or text material will remain forever as an important source of information. To check the effectiveness of the same in the present scenario, present study had been conducted to study the effectiveness of one of the model Advance Organizer Model. 1

2 ADVANCE ORGANIZER MODEL Advance organizer is an information processing model based on the theory of meaningful verbal learning propounded by David.,P.Ausubel. The Advance Organizer Model can be used only for verbal learning. Advance Organizer Models play an important role in learning process. Advance Organizer Model lays emphasis on meaningful learning retention practice transfer model. It is based on the assumption that if the new knowledge is assimilated with the old one the learning will be more meaningful. When any information is provided to Children they gets furnished with the ideas which they had already accumulated and they can produce an effective result. Meaningful learning refers to the learning process in which new learning is associated with the previous cognitive structure of the learner. If cognitive structure is used for assimilation and accommodation of concepts, the quality of learning is improved which affects the achievement of the students. Thus as its name suggests that advance organizer means that the environment is created in such a way that the child himself will associate new knowledge with the old one RATIONALE Various researches have been conducted on Advance Organizer Model. Ausubel (1960) reported that the difference between means of experimental and control group was significant at 0.01 levels in favor of the group using the advance organizer. Goodman (1977) reported that results of this study showed no significant effect due to treatment and no significant interaction. Studies of Ausubel and Robinson (1969), Barron (1971), Barrown (1974), Carole (1974), Baylin (1976), Beenard (1976), Goodman (1977), Buddhisagar (1979), Bartel and Heekman (1980), Borer (1981), Chaudhary and Buddhisagar (1981), Mahajan (1983), Borine (1983), Malik (1985), Buddhisagar (1986), Rajoria (1986), Chaudhari (1987), James (1988), S(1992)Khanand;Siddique(1991),Deshler(1995),Diceco(1995),Saxendell(2003), Bundy,Kalmes(2005),Ausubel(2008) reported effectiveness of Advance Organizer Model. Since the findings have contrasts and contradictions, this study made another effort to bring out the stronger side of the contradiction. Today's world is scientific as well as materialistic in nature where every individual especially students are trying to collect maximum possible knowledge from all possible sources. Hence, today's world is sometimes referred to as Information Technology age. With the advancement in the technology, information explosion has resulted which is greatly affecting the field of education. As a result, it is necessary for an educator to find efficient and effective ways of imparting knowledge to the learner wherein written or text material will remain forever as an important source of information. To check the effectiveness of the same in the present scenario, present study had been conducted STATEMENT OF THE PROBLEM The problem for the present study was worded as follow: Effectiveness of Instructional Material based on Advance Organizer Model for teaching Educational Technology to B. Ed. Students in terms of Achievement and Reactions OBJECTIVES The objectives were as follows- 1.To compare the mean scores of Achievement in Educational Technology of B. Ed. Students at pre-test and post-test stage. 2.To study the effectiveness of developed Instructional Material in Terms of Reaction towards of B. Ed. Students HYPOTHESIS The following hypothesis was framed- 1.There is no significant difference in the mean scores of Achievement in Educational Technology of B. Ed. Students at pre-test and post-test stages. 2

3 1.6.0 METHODOLOGY The methodology followed in the present study was as follows SAMPLE The present study was experimental in nature. For the selection of sample researcher used purposively random sampling technique and selected B.Ed. student of School of Education, Devi Ahilya Vishwavidyalaya, Indore. The samples were consisting of both male and female students TOOLS In the present study two tools were used. First tool was achievement test based on selected units of B.Ed. course of Educational Technology. For studying reactions a reaction scale was developed based on the various aspects of the treatment PROCEDURE OF DATA COLLECTION The study was experimental study in nature. The sample was selected from school of education (D.A.V.V,). The data were collected in respect Achievement. After taking the prior permission from head of the institution, the rapport was established with the students, and then pre-test was administered. After the pre-test the experimenter taught Educational Technology for 20 days at the rate 50 minutes each day by using Advance Organizer Model. After the treatment the post test was administered.the collected data were analyzed with the help of appropriate statistical technique ANALYSIS OF DATA AND DISCUSSION The first objective of the study was to compare the mean scores of achievement in Educational Technology of B. Ed. Students at pre-test and post-test stages. The collected data was analyzed with the help of paired sample t-test and the result of the same is given below in table Effectiveness of Advance organizer Model in terms of Achievement Table 1.1: Test-Wise Mean, SD, N, r, df and t-value of Achievement In Educational Technology Test Mean N SD df r t-value Pre-test Post-test The above table reveals that the calculated t-value for achievement in Educational Technology is with df of 49 and its two-tailed probability of significance is.000 which is less than Hence this value is significant at 0.01 levels which suggests that the mean scores of achievement in Educational Technology of B. Ed. Students at pre-test and post-test stages differ significantly. In the light of this, the null hypothesis that there is no significant difference in the mean scores of achievement in Educational Technology of B. Ed. Students at pre-test and post-test stages is rejected. Further it can also be seen that the mean scores of achievement in Educational Technology at pre-test stage is which is significantly lower than that at post-test stage which is It can thus be concluded that there is significant effect of treatment on the achievement in Educational Technology of B. Ed. students. In other words, Instructional Material based on Advance Organizer Model has been significantly effective in increasing the achievement in Educational Technology of B. Ed. students. FINDING The instructional material was effective in increasing the achievement in educational technology of B. Ed. Students. 3

4 DISCUSSION The reason behind the result may be because it gave the students a chance to study the same content in a different manner with self pace and at place of convenience, at any desired time. This helped all the students in spite of the differences in their learning Effectiveness of developed instructional material in terms of reaction towards it of B. Ed. students TABLE 1.2:Percentage wise analysis of reaction towards developed instructional material S. no Statement Fully agree Agree Uncertainty Disagree Fully Disagree 1. The language of instructional 40% 60% material was simple and clear. 2. Advance Organiser model is 54% 46% helpful to the make connection between the new knowledge and old knowledge. 3. In instructional material all the 66% 34% necessary points were properly included. 4. In the material each point were 56% 44% clearly described. 5. In instructional material the content presentation was in well structured sequence. 12% 48% 20% 20% - 6. Instructional material was 60% 20% 5% 10% 5% written clearly. 7. In instructional material 60% 40% example were taken from the daily life. 8. In instructional material easy % 60% vocabulary was not used. 9. The terminology given in the 60% 40% advance organiser explains the concept. 10. Technical words were properly 5% 15% 10% 40% 30% used in the instructional material. 4

5 11. Language of instructional material was difficult. 12. Instructional material was able to explain the advance organiser model. 13. The concept was not integrated by instructional material. 14. The association between the two concepts was dealt properly. 40% 15% 30% 10% 5% 80.5% 19.5% % 11% 20% 10% 10% 45% 45% 10% - - Looking at the table 1.2., it is very evident that almost all students have showed favorable reactions towards the various aspects of the model % student agreed that the language used in the material was very simple and clear. The material helped them in making association between the old and the new knowledge. Almost 100% agreed that the material covered all the necessary points. 100% students agreed that the terminology used was appropriate and it helped them in understanding the concept. Almost all students favored the material with respect to the appropriateness of the sequence and the establishment of association between the two concepts.. FINDING The reaction towards Advance Organizer Programmer was found favorable CONCLUSION Thus it may be concluded from the above analysis that the material developed based on Advance organizer model was found to be effective in terms of achievement and reactions BIBLIOGRAPHY Ausubel, D.P.: In Defense of Advance Organizers: A Reply to the critics, Review of Educational Research, Vol. 48, No. 2, Alexander, L.: A Study of the, Effects of Advance Organizer on the Learning and Retention of oral instruction. Dissertation Abstracts International, Vol. 38, No. 5, Ausubel and Robinson (1969): Quoted in Pathania, R.S., An Experimental study of the effectiveness of advance organizers in relation to creativity, scholastic achievement, sex and socio-economic status, M.Ed. unpublished dissertation, University of Indore, Barrow, L.H.: A study of the effect of advance organizers in an activity centered science program, Dissertation Abstracts International, Vol. 35, No. 1, Buddhisagar, M.: Study of whole Vs Part presentation of Advance Organizer in text in relation to Intelligence, Department of Education, University of Indore, Caponecchi, Waldo Peter, Ph.D. (1973): A comparative study of an advance organizer in Mathematics T Determine the effectiveness of knowledge Acquisition and Retention. The University of Oklahoma, Dissertation Abstract International Vol. 34, No. 8, 1973, p Choudhari, U.S. and Buddhisagar, M.: Educational Technology Research; whole Vs part presentation of Advance Organizers in text in relation to intelligence education technology, The Magazine for Manager's of Change in Education, Vol. 21, No. 6, Chaudhari, U.S. (1987): Learning from text in relation to sex and socio- economic status; effect of advance organizer. Indian Educational Review; A Research Journal, NCERT, New Delhi, Vol. XXII, No. 2, January, Darow: The relative effectiveness of advance organizers and conventional oral views on learning and retention material processing concept of VIII and IX of grade industrial students,

6 Derr, K.T.: Advance Organizers- A comparison of the effectiveness and efficiency of behavioral objectives and sample tests, Dissertation Abstract International, Vol. 29, No. 30, Frost, F.C.: Comics as Advance Organizers with elementary school children. Dissertation Abstract International, Vol. 29, No. 5, Giles, T.W.: A comparison of effectiveness of Advance Organizer and clustering singly and the combination upon learning in the planetarium, Dissertation Abstract International, Vol. 42, No. 1, Goodman, T.A.: The effect of Advance Organizers and Generative processing cues on the learning of specified mathematics concept, Dissertation Abstract International, Vol. 38, No. 5, Haghighi, F.: The effects of underlined cues, Advance Organizers and post organizers on meaningful prose learning, Dissertation Abstracts International, Vol. 42, No. 3, Joyce, B. and Well M.: Models of Teaching, Prentice Hall, New Jersey, James: Effectiveness of Video-Instructional Material of Advance Organizer Model in terms of Understanding and Reaction of Teacher Trainees, Korzenoasky, K.: The effects of Interspersed Questions Advance Organizers and post organizers on Good and Poor Comprehensions, Dissertation Abstract International, Vol. 41, No. 12, Kurchak, B.J.H.: The Effects of using and Advance Organizer on various levels of comprehension in fifth grade social studies, Dissertation Abstract International, Vol. 38, No. 12, Lalli, E.D.: The use of Advance Organizers as a method to reduce state Anxiety and improve performance on teacher made test, Dissertation Abstracts International, Vol. 41, No. 5, Lueas, S.B.: The effects of utilizing three types of advance organizers for learning a biological concepts in seventh grade science (1972). Quoted in Barnes, B.R. and Clawson, E.V. Do Advance Organizers facilitate learning? Recommendations for further Researcher Based on and analysis of 32 studies, Review of Educational Research, Vol. 45, No. 4, Mahajan, S.R.: The Differential effects of Ausubelian Advance Organizer on the learning of student characterized as formal operational and concrete operation in the Piagetian Paradigm, Dissertation Abstracts International, Vol. 44, No. 4, Martin, D.A.: The effects of an advance organizer on student learning of economic concept at the University level. Dissertation Abstracts International, Vol. 16, No. 2, Meena, V.G.: The effects of written and graphic comparative Advance Organizer upon learning and retention from audio-visual presentation. Dissertation Abstract International, Vol. 40, No. 7, Neisworth, J.T.: The use of advance organizer with the educable mentally retardates (1968). Quoted in Barnes, B.R. and Clawson, E.V. Do Advance Organizers facilitate learning? Recommendations for further research based on an analysis on an analysis of 32 studies, Review of Educational Research, Vol. 45, No. 4, Richards, J.P. and M.C. Cormick, C.B.: Whole versus part presentation of Advance Organizers in Text, Journal of Educational Research, Vol. 70, No. 3, Sansanwal, D.N.: An Experimental Study in Programmed Learning for Teaching Researcher Methodology Course at M.Ed. Level. Unpublished Ph.D. Thesis, M.S. University of Baroda, Scandura, J.M. and Wells, H.N.: Advance Organizers in learning abstract mathematics (1961). Quoted in Barnes, B.R. and Clawson, E.V. Siddiqui, M.H. and Khan, M.S.: Models of Teaching, Theory and Research, Ashish Publishing House, New Delhi, Thomoson, W.M.: An Analysis of three types of Expository Advance Organizers in an area of social studies, Dissertation Abstracts International, Vol. 39, No. 1, Wilson, J.C.: Differential Effects of a Comparative Advance Organizers on Performance Attitude and Practice in Learning a 6

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