& D. Dash School & Mass Education Govt.of Odisha, India

Transcription

1 EFFECTIVENESS OF STORY TELLING APPROACH IN INCULCATING VALUES IDENTIFIED BY NCERT AMONG THE 6 th GRADE LEARNERS OF ORISSA STATE. P. K. Mohapatra P.G.Deptt.of Education Banki College(Auto) Banki,Cuttack,Odisha,India & D. Dash School & Mass Education Govt.of Odisha, India

2 Introduction The advances in science and technology have made man s life comfortable but peace and happiness have become distant. Tension, conflict and restlessness are growing and survival of the fittest on the basis of strength has increased. Thus, there is general value deterioration being evinced in society. There is a need to use the human brain in such a manner that human beings develop love and compassion, which is possible only when we shift our emphasis from information to knowledge to wisdom. In fact, value orientation of the entire social, economic and political milieu throughout the world will have to get the highest priority. For this to be possible, value orientation will have to be an integral component of the emerging educational model. Promotion of eternal values and creation of a proper environment in educational institutions to inculcate these among the students has to be given top priority (Saraf, 1995). Value oriented education refers to the planned educational action and the development of proper attitudes, values, emotions and character among the learners. It covers all aspects of personality development - intellectual, social, moral, aesthetic and spiritual (Seshadri, 1992). Chinara(1992) opines that value education is a learner-centered process rather than teacher-centered.

3 OBJECTIVES OF THE STUDY: To study the effect of storytelling approach on the development of values among the 6th grade learners. To study the effect of storytelling approach on the development of values among the 6th grade learners with reference to location. To study the effect of storytelling approach on the development of values among the 6th grade learners with reference to management To study the effect of storytelling approach on the development of values among the 6 th grade learners with reference to gender.

4 HYPOTHESES OF THE STUDY: Ho1 There is no significant difference between the students exposed to the story telling approach and the students not exposed. Ho2 Story telling approach has no significant effect on development of values among 6 th grade learners than traditional method with reference to location. Ho3 Story telling approach has no significant effect on development of values among 6 th grade learners than traditional method with reference to management. Ho4 Story telling approach has no significant effect on development of values among 6 th grade learners than traditional method with reference to gender.

5 LIMITATIONS OF THE STUDY: The investigators limited this study to the selected schools of Odisha state. This study is confined to value education of primary school students at 6th grade only. The study encompasses 84 values (identified by NCERT) which are to be developed among 6th grade learners.

6 DESIGN OF THE STUDY: (Non-Randomized Control Group Pre-test post-test Design) GROUP Pre-Test Independent Variable Post-Test Experimental Group T1 Storytelling Approach T2 Control Group T1 Traditional T2 Approach(Teachers teach in their own way or convenience )

7 Distribution of sample: Group School Total Sample Experimental Group 3 Government 1 Urban 60 Boys-30 Girls Rural 60 Boys Girls Tribal 60 Boys-30 Girls Private 1 Urban 60 Boys-30 Girls Rural 60 Boys-30 Girls Tribal 60 Boys-30 Girls

8 Group School Total Sample Control Group 3 Government 1 Urban 60 Boys-30 Girls Rural 60 Boys Girls Tribal 60 Boys-30 Girls Private 1 Urban 60 Boys-30 Girls Rural 60 Boys-30 Girls Tribal 60 Boys-30 Girls

9 Tools For the present study the researchers have used two types of tools Instructional tool(it is the preparation of unit wise lesson plan based on Story telling approach. Learning materials/ teaching aids like picture, chart, map, and video related to particular concept was used). Measuring tool(situational test)

10 Statistical technique : Inferential statistics like t test and ANOVA was applied to find out the results and inferences. Each hypothesis was tested statistically by using t test and F-test to arrive at conclusion.

11 Table no-1 t-test of two groups in relation to their achievement before intervention Groups Number of students Mean Standard Deviation t-test Result Experimental group Control group N.S (Not Significant)

12 The above table indicates that the mean scores of experimental groups (m=56.51) is more or less same as mean score of control group (m=58.05).the computed t value (1.194) is not significant both at 0.05 (1.96) and 0.01(2.58) level with df=718. Therefore there is no significant difference between the mean achievement of the experimental group and the control group before intervention. Again after the treatment post test score of experimental and control group were analyzed through t-test. Finding is summarized in the following tables.

13 Table no-2 t-test of two groups in relation to their achievement after intervention Groups Number of students Mean Standard Deviation t-test Result Experimental group Significant Control group

14 Above table indicates that the mean score of experimental group(m=69.15) is higher than the mean score of control group(m=63.03). The mean difference is significant in t-test (8.934) with df=718 at 0.01 level. Hence the directional hypothesis is accepted at 0.01 levels and there is significant difference between the achievements of the experimental and control groups.

15 Figure no. -1 MEAN DIFFERENCE BETWEEN ACHIVEMENT OF EXPERIMENTAL AND CONTROL GROUP

16 Table no-3 t-test of experimental groups in relation to their achievement group of student N Mean Std. Deviation Std. Error t test Result Mean pretest experimental group control group posttest experimental group No significant Significant control group

17 From the analysis of table no.3 it is found that the computed t value is in pre-test & in post-test of experimental group with df=358. The table value for t is 1.97 at 0.05 level and 2.59 at 0.01 levels. The computed value was little less than the required table value in pre-test at both levels but much more higher in post-test of the experimental group. The result of the study clearly indicates that there is no significant difference between achievement score of experimental group in the pre-test phase. Hence both the groups are equally competent in pre-test. But in post-test it is found that differences exist among the groups. Thus it is very clear that the story telling approach has significant effect ondevelopmentofvaluesamong6 th gradelearners.

18 Table no-4 t-test of control groups in relation to their achievement group of student N Mean Std. Deviation Std. Error Mean t test Result pretest experimental group control group Not significan t posttest experimental 2.14 Significan group t control group

19 From the above table it is found that the computed t value is.794 in pre-test & in post-test of control group with df=358. The table value for t is 1.97 at 0.05 level and 2.59 at 0.01 levels. The computed value was much less than the required table in pre-test at both levelsbutinthepost-testphaseitwasalittlehigherat0.05 level & a little less at 0.01 level. Hence it can be concluded that there is no significant difference between achievement scores of control group in the pre-test phase. Hence both the groups are equally competent in pre-test. In the posttest, it is found that there was little difference among the groups.

20 Table no- 5 ANOVA of Rural, Urban & Tribal students in relation to their achievement before intervention Source of variance Sum of square variance Degree of freedom(df) Mean of square variance F value Result BETWEEN WITHIN Significant

21 The computed F vale is The tablevaleof F fordf=2,117is3.07at0.05level&4.78 at 0.01 level. Hence the obtained F value is much greater than the table value at bothlevels. Thus there is significant difference among the achievements of rural, urban& tribal students before intervention.

22 Table no.6 Post hoc Analysis of Rural, Urban & Tribal students in relation to their achievement before intervention Variable Category Mean Sum of square within t value Result Location Rural Urban vs , Significant Rural vs , Significant Tribal Urban Tribal vs , Significant

23 From the analysis of the above table it is found that the computed F value is , & ,(df=2:117)ismuchhigher thanboththecritical value of F at 0.05 and 0.01 level of significance. Hence there is significant difference among urban, rural & tribal students in values before intervention.

24 Table no- 7 ANOVA of Rural, Urban & Tribal students in relation to their achievement after treatment Source of variance Sum of square variance Degree of freedom(df) Mean of square variance F value Result BETWEEN WITHIN Significant

25 The computed F value is The table value of F for df=2,717 is 3.07 at 0.05 level & 4.78 at 0.01 level. Hence the obtained F value is greater than the table value at both levels. Thus the results clearly revealed that the Story telling approach has significant effect on development of values among 6 th grade learners than the traditional method among rural, urban& tribal students.

26 Table no.8 Post hoc Analysis of Rural, Urban & Tribal students in relation to their achievement after treatment Variable Category Mean Rural vs. Urban 60.82, Sum of square within t value Result Significan t Location Ruralvs.Tribal 60.82, Not Significan t Urban vs. Tribal 73.98, Significan t

27 From the analysis of the above table it is found that the computed t value is and , (df = 2,117) is much higher than both the critical value of t at 0.05 and 0.01 levels of significance. Hence there is significant difference among Rural vs. Urban students and Urban vs. Tribal students in values after treatment. For the Rural vs. Tribal students, the computed t value is , and this is less than at 0.05 level and 0.01 level. Hence there is no significant difference among Rural vs. Tribal students in development of values after treatment.

28 Table no- 9 Comparison of Rural, Urban & Tribal students in relation to their achievement in experimental group Experimental Group Sum of Squares df Mean Square F Result pretest Between Groups Significant Within Groups posttest Between Groups Significant Within Groups

29 The computed F value is in pretest & in post-test phase of experimental group. The table value of F for df=2,357 is 3.02 at 0.05 level & 4.66at0.01level.Hencetheobtained F valueisgreater than the table value at both levels in pre & post test phases of the experimental groups. Thus the result clearly revealed that there is significant difference in achievement of Rural, Urban& Tribal students at pre test & post test phases of the experimental groups.

30 Table no- 10 Comparison of Rural, Urban & Tribal students in relation to their achievement in control group Control group Sum of Squares df Mean Square F Result Pre-test Between Groups Within Groups Significant Posttest Between Groups Within Groups Significant

31 The computed F value is in pre-test & in post-test phases of control group. The table value of F for df=2,357 is 3.02 at 0.05 level & 4.66 at 0.01 level. Hence the obtained F value is greater than the table value at bothlevels in pre & post test phases of control group. Thus it can be concluded that there is significant difference in achievement of Rural, Urban & Tribal students both at pre test & post test phases of control group.

32 Table no -11 Group Statistics of Government & Private students before & after intervention Types of school N Mean Std. Deviation t-test Result pretest government Not Significant private Post test government Significant private

33 From the analysis of table no. 11 it is found that the computed t value is.489 before intervention & after intervention between Government & Private school students with df=718. The t value is 1.96 at 0.05 level and is 2.58 at 0.01 levels. The computed value was higher than the required table in post test but less in pre-test. The result of the study clearly indicates that there is no significant difference between Government & Private school students before intervention. Hence both the groups are equally competent in pre-test. But in the post-test it is found that there are differences among the group members. Thus it is very clear that the story telling approach has significant effect on development of values among 6 th grade Government & Private Students.

34 Figure no-2 MEAN DIFFERENCE BETWEEN GOVERNMENT AND PRIVATE SCHOOL

35 Table no -12 Comparison of Government & Private school students in experimental group Types of school N Mean Std. Deviation Std. Error t test Mean Result pretest government private Not significant posttest government private Significant

36 Table no.12 clearly indicates that the computed t value is.019 in the pre-test & in the post-test of the experimental groups with df= 358. The table value at 0.05 level is 1.97 and at 0.01 level is The calculated value is less than the table value at both levels in the pre-test phase of the experimental group & higher than the table value at both levels in the posttest phase of the experimental groups. Hence it can be concluded that there was no significant difference between Private & Government schools in the pre-test phase of the experimental groups but significant difference existed in the groups at the post-test phase.

37 Table no -13 Comparison of Government & Private school students in control group Types of school N Mean Std. Deviation Std. Error Mean t test Result pretest government private Not signific ant posttest government private Not signific.659 ant

38 Table no. 13 revealed that the computed t valueis.454inthepre-testofthecontrolgroup&.659 in the post-test of the control group with df= 358. The tablevalueat0.05levelis1.97andat0.01levelis2.59. The calculated value is much less than the table value at both levels in the pre-test phase of the experimental groups & the post-test phase of the experimental groups. Hence it can be concluded that there was no significant difference between Private & Government schools in pre-test & post-test phases of the control groups.

39 Table no. 14 t-test of boys and girls with respect to their performance before & after intervention Group Statistics Gender N Mean Std. Deviation Std. Error Mean t-test Result pretest boys girls posttest boys girls Significant Significant

40 The analysis of data reveal that the computed t value is before intervention & after intervention between boys & girls with df=718. The table value at 0.05 level is 1.96 and at 0.01 level is The calculated value is much more than the table value. So the investigator accepted the directional hypothesis. Hence the story telling approach has significant effect among 6 th grade boys &girls.

41 Figure No-3 MEAN DIFFERENCE BETWEEN GOVERNMENT AND PRIVATE SCHOOL (Tests of Between-Subjects Effects)

42 Table no -15 t-test of boys and girls with respect to their performance in experimental group Gender N Mean Std. Deviation Std. Error Mean t-test Result pretest boys girls posttest boys girls Significant Significant

43 The analysis of data clearly reveal that the computed t value is in the pre-test of the experimental group & in the post-test of the experimental group with df= 358. The table value at 0.05 level is 1.97 and at 0.01 level is The calculated value is much more than the table value. So the investigator accepted the directional hypothesis. Hence there is significant difference in pre-test & posttest score of experimental group. By observing the data produced in table no. 8 the investigator concludes that the story telling approach had a significant effect among 6 th grade boys & girls in pre-test and post-test phases of the experimental group.

44 Table no -16 t-test of boys and girls with respect to their performance in control group Gender N Mean Std. Deviation Std. Error Mean t-test Result pretest boys girls Significant posttest boys girls Not significant

45 Table no.16 clearly indicates that the computed t value is 1.94 in the pre-test of the control group &.163 in the post-test group with df= 358. Hence it can be concluded that there was no significant difference between 6 th Grade boys & girls in the pre-test phase of control group as well as post-test group.

46 Major Findings: Story telling approach has significant effect on development of values among 6 th grade learner than traditional method. The Story telling approach has significant effect on development of values among 6 th grade learner than traditional method among rural, urban & tribal students. There is exist significant difference among 6 th grade learner of boys & girls in development of values. Story telling approach has significant effect on Story telling approach has significant effect on development of values among 6 th grade Government & Private Students.

47 Conclusion : Valuereferstothepossessionofqualitieswhichhelpstobea rational human being in the society. It can be concluded that story telling approach has significance importance in inculcating values among 6 th grade learners. Story telling approach is more effective for the development of values than traditional approach. It also shows that story telling approach for boys and girls, rural, tribal and urban areas, govt. and private schools has differential impact. Story telling is one of the potent ways or approach of imparting values and communicating positive messages in an integrated and implicit manner. So, special attention should be given for including stories in curriculum.

48 The storytelling approach is highly essential to students for inculcation of values. Though scientific and technological development, rapid industrialization and increasing urbanization have called for profound change of people s outlook but without value education the human being can notbe a completepersoninthissociety. Inorder for all round development of the personality, the headmaster of different schools, teachers, students and guardians must be conscious about value education.

49 Educational Implications: The study provides knowledge about the development in the minds of students to become balanced citizens in life. The findings of the present study suggest that the value inculcation through the story telling approach form a very significant dimension of student s development. The story telling approach is the best approach in inculcating values among the students. The teacher should teach by adopting the story telling approach to the subject s history and the lives of the great personalities particularly which will provide significant impact in the minds of pupils. The content matter of different subjects may be organized in that manner. The learning material can be developed in various subjects to inculcate values.

50 Dr. P.KMohapatra: & D. Dash: