Chapter -5

Summary
At a Glance

Chapter 1 Chapter 2 Chapter 3 Chapter 4

Introducti Review of Methodolog Data Analysis,
on Related y of the Interpretation
Literature Study and Discussion
Summar
y
1. Introduction
2. Constructivism
3. Awareness Training Model
4. Traditional Method of Teaching
5. Academic Achievement
6. Review of Related Researches
7. Need and Significance of the
Study
8. Statement of the Problem
9. Objectives of the Study
10. Hypotheses
11. Delimitations of the Study
12. Sample
13. Design
14. Tools
15. Procedure
16. Control Applied
17. Statistical Techniques
SUMMARY
18. Findings and Summary of
Research enjoys a significant place in all the fields of knowledge. Research strengthens
Results
and revitalizes the field in which the research was carried out. At the end of any research, the
researcher scrutinizes, to19.what Educational
extent the objectives Implications
of the study wereof
fulfilled.
I​ n this chapter, the researcher hasthe triedStudy
to present the summary of the research work
carried out by her. This20. chapter includes introduction of all dependent and independent variables,
Suggestions for Further Study
statement of the problem, objectives, hypotheses, delimitations, design, sample, tools, procedure,
statistical techniques, and findings.21. TheConclusion
researcher has tried to enlist a few Educational
implications in the area of the present study. Suggestions for further research of the present study
and conclusions are also given in this chapter.
5.1 INTRODUCTION
Science, as a body of knowledge includes facts, theories, concepts and principles that are
being subject to modification in the light of new evidence. Students should be conscious of the
ever changing nature of science. It should be made clear to the students that scientific
information is constantly being rearranged and reoriented in the light of new knowledge. By this
students will develop a positive attitude towards discipline and they will be curious to know
about the new discoveries and inventions and the modifications in the old principles.
“Science is a way of thinking much more than it is a body of knowledge.”
​ ​ ​ ​ ​ ​ ​ ​ ​ ​-Carl Sagan
Knowledge gains clarity when there is coherence of thought. Endeavour of good
education always considers it pivotal to remove the cobwebs of ignorance. The more the clarity
of concepts, the better is the utility and quality of education. In this knowledge infested age the
role of knowledge in moving and shaping the modern society, becomes all the more
monumental. The earlier behaviourist approach to learning has been replaced by the thrust on
constructivist based learning. The constructivist epistemology is based on the premise that
learning does not involve discovering the reality, but constructing the reality. According to the
constructivist theory, knowledge is being actively constructed by the individual and learning is
an adoptive process based on the experiences of individual (Mayer, 1992: Hendry, 1996).
Therefore, learning is not mere absorption of knowledge and learner is no longer controlled
respondent to stimuli as in the behaviourist approach (Jonassen, 1999: Perkins, 1991a) but is
considered as ‘already a scientist’ (Solomon, 1994) who actively constructs learning while trying
to make sense of the world through his own experiences, goals, curiosities and beliefs.
Awareness has always led to heightened creativity and resultant constructivism.
Awareness in fact starts from self and extends to the larger aspects of life. A combination of the
two is needed to lead towards fruitful results. Awareness devoid of creativity will be futile,
whereas, constructivism lacking the foundation of awareness will be a fragile structure prone to
have a fall at the first instance. Therefore, heightened awareness is supposed, will lead to fresher
permutations and combinations of knowledge.
“The mind is not like a vessel for filling, but like a fire for kindling.”
- Plutarch (A.D.46-120)
Science is not static but a dynamic process. Science is at one and the same time a body of
knowledge and an on-going, self- testing process of inquiry. If we want to attain the objectives of
science teaching then we will have to provide various learning experiences which can be
provided by using various methods or approaches of teaching. These methods vary from subject
to subject, topic to topic and also from teacher to teacher. Similarly all students cannot learn
science by single method of teaching. A teacher should use variety of methods in his classroom
so as to motivate and stimulate the students.
Teaching techniques have emerged as a combination of several theories, such as,
"Constructivism", "Blooms Taxonomy of Learning", "Multiple Intelligences", "Whole-
Language" and "Accelerated Learning". In simple terms it is a learning process or strategy rather
than any specific set of lessons. This process aims to enhance learning based on (1) increased
student involvement, (2) multiple ways of knowing and (3) sequential phases of cognition. By
using student derived investigations knowledge is more relevant and meaningful. This
investment in the curriculum and learning process leads to active construction of meaningful
knowledge, rather than passive acquisition of facts transmitted from a lecturer.

5.2 CONSTRUCTIVISM
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Constructivism can be traced to the 18 century and the work of philosopher Giambaltista
Vico, who mentioned that humans can understand only that what they have themselves
constructed. Constructivism is associated with cognitive psychology. Constructivist learning is
knowledge construction based on the assumption that learners actively create and restructure
knowledge in highly individual ways, through experiences. Constructivism emphasizes the
importance of knowledge, beliefs and skills that individual brings to the experience of learning.
It recognizes the construction of new understanding as a combination of prior learning, new
information, and readiness to learn.
Constructivism is an approach to teaching that acknowledges that information can be
conveyed but understanding is dependent upon the learner. Constructivism is child-centered; it
proposes that learning environments should support multiple perspectives or interpretations of
reality, knowledge construction, context-rich, experience-based activities. Constructivism
focuses on knowledge construction, not knowledge reproduction. It is a belief that one constructs
knowledge from one’s experiences, mental structures, and beliefs that are used to interpret
objects and events. The mind is instrumental and essential in interpreting events, objects, and
perspectives on the base that is personal and individualistic. ​
Brooks & Brooks (1995) Constructivism emphasizes the importance of the knowledge,
beliefs, and skills an individual brings to the experience of learning.
Stein et. al. (1994, p.26) in constructivist classrooms, students are active rather than
passive; teachers are facilitators of learning rather than transmitters of knowledge.
Strommen & Linccoln (1992) The foundational premise of constructivism is that learners
actively construct their own knowledge by anchoring new information to preexisting knowledge.
​Snyder, Bolin and Zumwalt (1992) Constructivism views learning as something
experienced, created and discovered.

5.3 AWARENESS TRAINING MODEL

William Schutz proposed the technique of ‘Awareness Training’ for increasing an
individual’s ability to cope with the complexities of living. People at all ages encounter situations
that cause various emotional reactions. With some prior experiences and feedback to gain
personal, interpersonal and insights, an individual can then make more sense out of the emotional
responses that get stirred up. Even young children wrestle with the dynamics of interpersonal
relationships dealing with best friends or no friends, learning to trust and to be trustful and
dealing with successes and failures.
Recent years have seen an explosion of interest in freeing the human being to develop
more fully, particularly in helping people achieve fulfilling interpersonal relations. For many, this
quest begins with recognition that most of us are only shadows of what we could be, and that
somehow we have surrounded ourselves with invisible barriers that keep us from reaching out
and becoming more than what we are. While there has been much attention to physical
development, emotional development, personal expression, and other forms of individual
development, it is in the interpersonal realm that the human potential movement has found its
fullest expression. It is this collective consciousness which spells the cardinal principles of the
movement which found its beginning with the thoughts being aired in the discipline of education
by Fritz Perls (1962) and later being chiseled to popularity by William Schutz and George Brown
(1985). Human potential movement gave fullest expression to this interpersonal movement. We
have chosen to focus on a model described by Schutz (1985), especially in FIRO (Fundamental
Interpersonal Relations Orientations): A Three-Dimensional Theory of Interpersonal Behaviour:
Joy; Expanding Human Awareness; and Elements of Encounter. Schutz’s writings emphasize
interpersonal training as a means of increasing personal awareness and joy, which he defines as
the feeling that one is fulfilling one’s potential. There are so many models of teaching like
Concept Attainment Model by Jerome S. Bruner, Inductive Thinking Model by Hilda Taba and
Inquiry Training Model by J. Richard Suchman etc., but Awareness Training Model by William
Schutz has significant impact in the field of Social Sciences.
Awareness Training Model is a modal to increase human awareness (in the domains of
social and self awareness), to increase one’s capacity for self- exploration and self-awareness.
Much emphasis was laid down by him on the development of interpersonal awareness and
understanding as well as body and sensory awareness.
(Fritz, 1962)
Awareness Training Model is a model to create awareness and to increase self
understanding of one’s own behaviour and that of others and also to help students develop
alternate patterns for their personal and social development.
(William Schutz, 1985)
Awareness training model presents a group with a task that involves exploration of an
area in a warm emotional way and in the extensive use of discussion where frankness and open
expression of effect are encouraged.
(Howard Lewis and Harload Streidfeld- New York, 1986)
5.4 TRADITIONAL METHOD OF TEACHING
​Traditional method of teaching is the approach of teaching in which the teacher is the
centre of the classroom activities of teaching-learning process.
​According to Good (1973), Traditional teaching is that type of teaching in which the
teacher presents the entire content to be learnt in the final form. In this approach, the student is
not required to make any independent discoveries. An appropriate example of traditional
teaching is the verbal instruction of the lecture hall.
​The terms connected with conventional method are expository, traditional and lecture
method. All these terms convey almost the same meaning. Most of the researchers have taken
traditional approach as that method of teaching where the lessons are not thoroughly planned,
objectives are not thrashed out in behavioral terms, and planning is not used as a part of the
teaching programme.

5.5 ACADEMIC ACHIEVEMENT

Achievement is synonymous with accomplishment or proficiency of performance.
Academic achievement of a student refers to the knowledge attained and skills developed in the
curriculum, which are assessed by school authorities with the help of standardized or non-
standardized achievement tests. Academic Achievement has been considered as an important
factor in the educational life of the students. It encourages the students to work hard and learn
more. It is the status or level of a person’s learning and his ability to apply what he has learned.
The handiest tool in the hands of teacher to measure concept attainment is teacher made
Academic Achievement Test. Academic Achievement means an individual’s level of skill or
range and breadth of information and what he/she has accomplished in the designated area of
learning or behaviour. Academic Achievement of the students depends upon a number of factors.
​Academic achievement has been defined by Trow (1960) as attained ability or degree of
competence in school tasks, usually measured, by standardized tests and expressed in percentage
or grade units based on norms derived from the sampling of pupils’ performance. ​
The term Academic has been derived from the term academy which means a school
where special types of instructions are imparted. Academic Achievement has been assessed in
variety of ways such as Grade Point Average (GPA), Performance on Standardized tests as the
Stanford Achievement Test (SAT). The science Research Associate Test (SRA) and Scores on
Essay Type Examination etc. (Christenson and Gorney, 1992)
​Cornell and Grossberg (1959) defined achievement as the status or level of a person’s
learning and his ability to apply what he has learned according to them, achievement would not
only include acquisition of knowledge and skills but also attitude and values.
​ erriam Webster’s Collegiate Dictionary (2001) Academic Achievement is the act of
M
achieving a result gained by efforts, the quality and quantity of a student’s work.
​According to Crow and Crow (1961) Achievement is the extent to which learner is
profiting from instructions in a given area of learning. Achievement is reflected by the extent to
which skill or knowledge has been acquired by a person from the training imparted to him.
 ​According to Oxford Advanced Learner’s Dictionary (2000) Achievement is the thing
that somebody has done successfully; especially using his/her own efforts and skills.
5.6 REVIEW OF RELATED RSERCHES
The researcher had taken comprehensive review of related literature and researches. In
the present study Constructivist and Awareness Training Model instructional programs were
developed based on the principles of constructivism and Awareness Training Model. This can be
considered a unique aspect of the study because a lot of theories are available on constructivism
and Awareness Training Model globally but very limited studies were found on implications of
constructivism and Awareness Training Model in classroom practices. During the process
researcher could find 202 related researches out of which 82 studies were from India and 120
studies were from out of India. Very few studies deal with Constructivism/Constructivist
approach and Awareness Training Model was separate processes and aimed to develop
separately, but here researcher had decided to compare its effectiveness with traditional teaching
method. On the basis of effectiveness as compared to traditional teaching we can think of a
replacement option of traditional teaching method or make corrections in it. Researcher could
find only 2 experimental studies done in India with Effect of Awareness Training Model and
Constructivism on Academic Achievement. The closely related researches were as follows.
Kaur, A. (2008) , Sandhu, B.K. (2009)
The investigator could not find any study related to effect of Constructivism and
Awareness Training Model on academic achievement of elementary school students in science.
Keeping in view the importance of teaching of Science, the investigator decided to take this
subject to examine the awareness training model and Constructivism. This model of teaching and
approach were applied to find the effect on academic achievement of sixth class students at
different location and gender in science. The present study may fill the gap that the reviewed
studies seem to leave its probe into model and approach of teaching with particular reference to
their effect on academic achievement in Science may help teachers to improve their teaching
efficiency.
5.7 NEED AND SIGNIFICANCE OF THE STUDY
In order to understand the progressive nature of society and to meet the challenge of time
and educational aspirations of the society, there is an urgent need for developing effective
methods of teaching. Teaching, in essence means creating an environment for learning. Effective
learning occurs when students are actively involved in the process of learning, rather than
passive recipients of teacher delivered bodies of knowledge. Through teaching the manner of
thinking, feeling and behaviour of students is changed. Teaching widens the adaptability of
students to complex environments. It imparts useful information to the students and develops
harmonious relationships between the teacher, the students and the subject. It guides the
activities of students and trains their emotions.
Studies of teacher effectiveness have failed to identify a single pattern of effective
teaching. No single teaching model, howsoever attractive it may seem, is a perfect one. There is
not any particular method of teaching which fits universally in all teaching situations, all teachers
and all students. It implies that we require a different method to teach different subjects, to teach
pupils with different persona logical characteristics.
​Concepts play a predominant role in the entire human activity. Human beings think, read,
understand, communicate and construct theories with the help of concepts, so learning of
concepts is fundamental for academic growth.
The ideational linkages; bridges and chains can be established easily by understanding
proper strategies. Such strategies cannot be adopted indiscriminately but these are matched to the
milieu. It is essential to find out strategies and methods of teaching, matching with the Indian
milieu, to accelerate teaching/learning.
The subject of science is very vast and important. So keeping in view the importance of
teaching science, the researcher decided to take this subject to examine the efficacy of the
teaching model i.e. Awareness Training Model from the family of personal models and
Constructivism approach. The researcher applied this model and approach of teaching to find the
effect of these on academic achievement of sixth class students at different location and gender.
Learning no longer is remaining confined to the dry and dreary domains of abstract
knowledge. Application of knowledge to daily life situations is the buzz word in the education
circles these days. Democracy has defined and spelt new meaning to the different areas of
teaching-learning processes. Constructivism, the philosophy to give meaningful interpretation to
the personalized experiences in the field of learning and awareness training model, a strategy to
enhance and promote awareness of the surroundings definitely are being rated as important
contributors towards the attainment of concepts. The present study makes an endeavor to find out
the contributions being made by these two crystallizing factors in the area of knowledge
acquisition and its meaningful application.
5.8 ​STATEMENT OF THE PROBLEM
​EFFECT OF CONSTRUCTIVISM AND AWARENESS TRAINING MODEL ON
ACADEMIC ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS IN SCIENCE.
5.9 ​ OBJECTIVES OF THE STUDY
1. To construct the awareness training model and constructivist approach for
teaching of concepts of science to sixth class students.
 2. To study whether the group taught through awareness training model and
group taught through traditional method of teaching differs in mean gain
scores on academic achievement.

3. To study whether the group taught through constructivist approach and

group taught through traditional method of teaching differs in mean gain
scores on academic achievement.

4. To study whether the group taught through awareness training model and
group taught through constructivist approach differ in their mean gain
scores on academic achievement.
5.10 HYPOTHESES
1. There will be no significant difference between mean gain scores on
academic achievement of group taught through awareness training model
and group taught through traditional method of teaching.

2. There will be no significant difference between mean gain scores on

academic achievement of group taught through constructivist approach
and group taught through traditional method of teaching.

3. There will be no significant difference between mean gain scores on

academic achievement of group taught through awareness training model
and constructivist approach.
5.11 DELIMITATION OF THE STUDY
1. The study was delimited to sixth class students.
2. The study was delimited to only two Schools.
3. Concept of Academic Achievement was delimited to Academic
Achievement in the subject of Science only.
4. Only 5 topics of Science were covered from the syllabus of class sixth.
5. The sample of the study was collected through purposive sampling.
6. The experiment was limited to only 50 days of the academic session.
5.12 SAMPLE
The sample selection for the present investigation was done at two stages with multistage
purposive sampling i.e. the school sample and the student sample. In the present study, sixth
class students enrolled in Government Senior Secondary School, Bahadurgarh, Patiala and
Government Senior Secondary School, Tripuri, Patiala were selected through purposive
sampling. In all, two hundred forty six students, 122 students from Government Senior
Secondary School, Bahadurgarh, Patiala and 124 students from Government Senior Secondary
School, Tripuri, Patiala. The students of the two schools were divided into six different groups.
The experimental Group A having students from both schools were given treatment according to
the lesson plans prepared by using Awareness training Model. The experimental Group B having
students from both schools was given treatment according to the lesson plans prepared by using
Constructivism. The Control Group C having students from both schools were given treatment
according to the lesson plans prepared by Traditional method of teaching.
5.13 DESIGN
​In this investigation, ‘pre-test post-test control group quasi-experimental’ design was
followed. Three groups of subjects were matched on the basis of marks secured in environmental
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science of 5 class examination, general intelligence and their knowledge of science. Two
groups, namely group A and group B, were treated as experimental groups and the third group C
as control group. All the three groups were pre-tested and post-tested through criterion test in
science. 3x2x2 factorial design was followed to find the independent effect of teaching
techniques, independent variables and their interactional effect. The treatment variable of
teaching techniques is designated as T and its three techniques- Awareness Training Model,
Constructivism and Traditional Method of Teaching as T1, T2, and T3 respectively. The variable
of location is designated as L and its areas are L1 and L2 corresponding to Rural and Urban. The
variable gender is designated as G and has two types of G1 and G2 representing Girls and Boys
respectively. The total number of combinations came out to be 3x2x2=12.
5.14 TOOLS
In the present study following tools were used to collect the data:
1. Criterion Test in Science
A criterion test based on objective type of items was developed by the
investigator. This test was administered as pre-test and post-test to measure the initial and
terminal behaviour of the subjects. The construction of the test was done by reading
various criterion tests available in literature i.e. in different science books for the sixth
class, with the joint efforts of subject experts. First of all, the behavioral objectives of the
test were framed. The content analysis of the topics, Motion and Measurement of
Distances, Separation of Substances, Changes Around Us, The Living Organisms and
 Their Surroundings and Air Around Us. The syllabus of science for sixth class was
thoroughly scanned, the contents were completely analysed by reading different books of
class sixth on science. After analyzing the content of the specification table, questions
were constructed. All questions were of objective type.
The initial draft of the test was prepared, which was sent to a panel of seven
science (Medical and Non-Medical) teachers to collect their views. The test items were
tried out on a pilot sample of 50 students. No time limit was fixed for completing the test.
The students took two hours and forty five minutes for completing the test. Then, in the
light of this pilot study, confusions and ambiguities expressed by the students during the
test, it was modified in material and language. The criterion test comprised 130 questions
of multiple choice objective types. The final form of the test was given to ten science
teachers to judge its content validity. They reported that the test items measured the
objectivities of the test. On the basis of their suggestions and agreement, the content
validity of the test was established. Reliability of the test was computed by split-half and
rational equivalence methods. The reliability coefficient of the test was revealed to be
equal to 0.66 which is quite high. Therefore, the criterion test in science was accepted as
a reliable tool for the purpose of the present study. The time limit of the test was fixed at
two hours and thirty minutes. Before administering the test, instructions to the
respondents were given. These instructions were printed on the front page of the test
booklet, in order to give the students proper guidelines to take the test. For scoring
purpose a scoring key for the test was constructed. In all, one hundred fifty marks were
allotted, one mark for each correct answer and zero for each wrong answer, the possible
range of scores thus, being 0 to 150.
The whole criterion test was divided into 5 sets according to the contents of the
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syllabus of 6 class in Science. Each set of criterion test consists of 26 questions [5 are
multiple choice questions carrying one mark each, 5 are identify the figure, carrying one
mark each, 1 is label the diagram carrying 5 marks, 5 are true/false carrying one mark
each, 5 are fill in the blanks carrying one mark each, 5 are match the column carrying one
mark each] having 30 marks. The duration of each set of criterion test was thirty minutes.
2. Lesson Plans
The investigator consulted the several books, including Joyce and Weil (1990) for
guidance in the preparation of the lesson plans, in addition to suggestions given by other
science teachers. Before preparing the lesson plans, the syllabus was thoroughly read and
the content was deeply analysed by reading different books on science of sixth class.
Three types of lesson plans were prepared by the investigator, one each using the
Awareness Training Model, Constructivism and Traditional Method of teaching. The
medium of instruction of the subjects in the selected three government schools being
Punjabi, the lesson plans were prepared in English but the lessons were delivered in
Punjabi. During teaching, various specific aids used (where needed) were prepared and
arranged by the investigator.
3. Raven’s Standard Progressive Matrices Non- Verbal Test of Mental Ability
The investigator used Raven’s Standard Progressive Matrices Non- Verbal Test of Mental
Ability for the measurement of intelligence of all students of the experimental groups and
control group. The test was administered strictly in accordance with the instructions
given in the manual. The raw scores were used to match the experimental and control
groups.
5.15 PROCEDURE
The sample of 246 students of sixth class from the two schools was divided into three
groups in almost equal numbers with groups A (41 Students), B (41 students) and C (40 & 42
students).The groups A and Groups B were experimental groups, whereas group C was the
control group. As such the experiment was conducted in three stages pre-test, treatment and post-
test in all the three groups.
Phase I ‘Pre-test Stage’: This was the initial stage in which the following test was conducted
and scale was used to collect information on the sample before division of it into group A, group
B and group C and also introducing any treatment. The following three types of scores were
taken up for the purpose of matching the groups.
1. Academic achievement (marks in environmental science of fifth class) of the
students was taken from the school records. The marks secured by the students in
the subject of science (examination conducted by the Punjab School Education
Board) were taken up.
2. Raven’s Standard Progressive Matrices Non Verbal Test of Mental Ability.
3. The criterion test in science (pre-test) was used to measure the initial behaviour of
the students.
Phase II ‘Treatment Stage’: In the treatment stage all the three groups were treated as given
below:
Group A: This experimental group was treated using the lesson plans prepared in accordance
with the Awareness Training Model.
Group B: This experimental group was treated by using the lesson plans prepared in accordance
with the Constructivism.
Group C: Unlike the other two groups, this was the control group. The treatment was given to
this group as per the lesson plans prepared by using Traditional Method of Teaching.
This treatment was maintained for 50 working days, for one period of thirty five minutes for
each working day, in each institution for each of the groups.
Phase III ‘Terminal Stage’: This was the post-test stage in which criterion test in science (post-
test) was administered on group A, group B and group C on the completion of the treatment. In
this way the terminal behaviour of the sample was evaluated.
5.16 CONTROLS APPLIED
To increase the precision of the investigation, due attention was paid to control different
errors arising during the experiment. As pointed out by Lingguist (1956) three basic errors arise
in performing the experiment, namely, type S, type G and type R. S errors, which characterize
simple random sampling, were minimized by group matching on academic level and general
intelligence.
Type G errors arise due to numerous factors in each group, which thus tend to have same
effect on all the subjects of one treatment group which creates systematic differences in the
criterion variables from group to group. These group differences were minimized by assigning
the same teacher i.e. the investigator, to all the three groups for administration of treatment.
Every effort was made to administer the treatment under similar conditions. The R errors could
not arise because there was no replication of treatment in the experiment.
Attention was also paid to establish proper rapport with the students to ensure a healthy
interaction during pre-test, treatment and post-test. To eliminate the inter-group interactions, the
students of one school were treated with only one model, whereas, the students of other schools
were treated with other models.
5.17 STATISTICAL TECHNIQUES
The investigator used the following statistical techniques for analyzing the data in the
present study:
1. The measures of central tendency, dispersion and one-way ANOVA were
employed for matching the experimental groups and control group.
2. Significant F-ratios were followed by t-test.
3. The technique of ‘three-way ANOVA’ (3x2x2) was used on gain scores for
finding out the main effect and interactional effect of teaching techniques,
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location and gender on academic achievement in science of 6 class students.
5.18 FINDINGS AND SUMMARY OF RESULTS
​The findings of the study are as follows:
1. The mean values of pre-test scores for the three groups came out to be 77.05,
78.74 and 75.18 respectively. F-ratio for the difference in mean scores among the
groups was not found to be significant. The calculated F-ratio was 4.25 and less
than the table value (F=4.71). Thus, all the three groups were found to be
homogeneous with regard to their initial behavior i.e. knowledge of science.
2. The F-ratio of criterion test (post-test) was revealed as 181.90, which was highly
statistically significant at 0.01 % level. The table value for 0.01 level of
confidence was 3.04. It means that the difference in mean scores of post-test of
the three groups was not by chance but due to the influence of the experimental
models on the students.

The computed t-value of combination groups A and B, groups A and C and groups B and C
were 5.26, 10.69 and 11.90 respectively, whereby all the three combinations were statistically
significant (i.e. groups A and C, groups B and C and also groups A and B p<0.01.

Verification of Hypotheses
Hypothesis 1: There is no significant difference in the efficacy of Awareness Training Model,
Constructivism and Traditional Method of Teaching for Academic Achievement in Science.
​The above mentioned null hypothesis was tested against the significance of difference
among the means of gain scores of subjects on the criterion test based on teaching through
different teaching techniques.
​The calculated value of F-ratio for teaching techniques was found to be significant (F=
92.28) which showed that there exists a significant difference with respect to learning of
concepts in science among subjects taught through three different techniques. Therefore, the first
null hypothesis was rejected.
​Significant F-test was followed by t-test. So the t-values were computed, which were
found to be significant for experimental group A and control group C (t= 11.41, p<0.01),
experimental group B and control group C (t= 12.21, p<0.01). From computed t-ratios, it was
proved that the Awareness Training Model was more effective in learning of concepts in science
than the Traditional Method of teaching. It was also clear that Constructivism was more effective
in learning of concepts in science than Traditional Method of teaching. The calculated t-value for
experimental group A and experimental group B was found to be equal to 5.62 which was greater
than the table value at 0.01 level and hence, significant. It proved that the constructivism was
more effective method than Awareness Training Model for academic achievement in science.
Hypothesis 2: There is no significant independent effect of location on the gain scores of
subjects on criterion test for academic achievement in science.
​The value of F-ratio for the variable of location has been found to be equal to 4.62. The
required table value with degree of freedom 1/192 is 3.89. Therefore, the calculated value of F is
greater than the table value. It shows that there was significant difference between rural and
urban groups on academic achievement. The means of gain scores for two locations (L1, L2) are
17.85 and 20.27 respectively which also shows that urban group is better in academic
achievement in science than the rural group. Hence, null hypothesis was rejected.
Hypothesis 3: There is no independent effect of gender on the gain scores of subjects on
criterion test for academic achievement in science.
​F-ratio for the variable of gender has been found to be equal to 0.01. The required table
value to be significant with degree of freedom 1/ 192 is 3.89. Therefore, the calculated value of
F-ratio is less than the table value at 0.05 level. It is, therefore, concluded that there exists a non-
significant difference for academic achievement in science among the girls and boys on the gain
scores of subjects on criterion test for academic achievement in science. The means of gain
scores for gender (G1, G2) are 19.13 and 19 respectively, which also show that Gender had no
impact for learning of concepts in science. Therefore, the hypothesis that there is no independent
effect of gender on the gain scores of the subjects on criterion test for learning of concepts in
science was accepted.
Hypothesis 4: There is no significant interaction effect between teaching techniques, location
and gender (in gain scores) on academic achievement in science.
F-ratio for interaction between teaching techniques and location has not been found to be
significant, which shows that there does not exist any significant difference on academic
achievement on academic achievement in science among students because of the interactional
effect of teaching techniques and location. The desired table value to be significant at 0.05 level
of significance with degree of freedom 2/192 is 3.04. The computed value of F-ratio is equal to
0.40 which is less than the table value.
F-ratio for interaction between teaching techniques and gender has not been found to be
significant which means that there does not exist any difference on academic achievement in
science among students because of the interactional effect of teaching techniques and gender.
The required table value to be significant at 0.05 level of significance with degree of freedom
2/192 is 3.04. Whereas the calculated values of F-ratio is equal to 0.44, which is less than the
table value.
The F-ratio for interaction between location and gender has been found to be equal to
0.38. The desired table value to be significant at 0.05 level of significance with degree of
freedom 1/192 is 3.89. So the calculated value is less than the table value of F-ratio, which
clearly shows that the interaction between location and gender jointly does not affect the
academic achievement in science among students.
F-ratio for interaction between teaching techniques, location and gender has been found
to be equal to 0.37. The desired table value to be significant at 0.05 level of significance with
degree of freedom 2/ 192 is 3.04. Therefore, the calculated F-ratio in case of interaction between
teaching techniques, location and gender is less than the table value of F-ratio which has been
found to be non- significant. Therefore, it is concluded that the joint effect of teaching
techniques, location and gender does not influence the academic achievement of students in
science. Thus, the hypothesis that significant interaction effect between teaching techniques,
location and gender on academic achievement in science does not exist, stand accepted.

TABLE 5.1 SUMMARY OF HYPOTHESES TESTING

Sr. Null Hypotheses Acceptance Interpretation Discussion (Agreed &
No. /Rejection Contradicted studies)
of
Null
Hypothesis
and its
significance

1 There will be no Significant There was difference Agreed Studies: Pandey (1986),
significant difference at 0.01 level between the mean gain Gautam and Katiyar (1987), Sushma
in mean gain scores scores on academic (1987), Germann (1989), Passi,
Singh and Sansanwal (1989),
on academic Rejection of achievement of group Perumal (1989), Singh (1990), Das
achievement of group Null taught through (1993), Singh (1993), Ajatha Swamy
taught through hypothesis awareness training (1995), Kasinath (2000), Perry and
awareness training model and group Richardson (2001), Sivakumar and
model and group taught through Jeyanthi (2003), Hmelo-Silver et. al.
traditional method of (2007),
Bhandari (2006), Christane
taught through
(2008), Kaur (2008), Bhandari
traditional method of teaching. (2011), Khan and Iqbal (2011),
teaching. Sandhu and Sidhu (2015).

Contradicted Studies: Brar (1985)

and Farsakoglu (2008).
2 There will be no Significant There was difference Agreed Studies: Lorsbach and
significant difference at 0.01 level between the mean gain Tobin (1990), Caprio (1994), Niaz
(1995), Hand et. al. (1997), Kim
between in mean gain scores on academic
(1997), Lord (1997), Tynjala (1998),
scores on academic Rejection of achievement of group Taber (2000), Gales and Yan (2001),
achievement of group Null taught through Zhang (2001), Devries (2002),
taught through hypothesis Constructivist Akkus et. al. (2003), Chen (2003),
constructivist Approach and group Esen (2003), Molnar (2003),
approach and group taught through Chensnevar et. al. (2004), Guthrie et.
al. (2004), Thompson (2004), Kim
taught through traditional method of
(2005), Luo (2005), Wu and Tsai
traditional method of teaching. (2005), Tsao (2006), Dogru and
teaching. Kalender (2007), Hmelo-Silver,
Duncan and Chin (2007), Douglas et.
al. (2008), Oguz (2008), Afolabi and
Akinbobola (2009), Demirci and
Yavuz (2009), Solso (2009), Bhaskar
(2010), Peter et. al. (2010), Manjula
(2011), Raval (2012), Awan (2013),
Bishaw and Gebregziabher (2013),
Srinivas (2013), Padhi and Dash
(2015), Ramulu (2015).

Contradicted Studies: Gibbs

(2000), Wesche (2002), Wright
(2006), Rosen and Salomon (2007).

Sr. Null Hypotheses Acceptance Interpretation Discussion (Agreed &

No. /Rejection Contradicted studies)
of
Null
Hypothesis
and its
significance
3 There will be no Significant There was significant Agreed Studies: Battacharya (1985),
significant difference at 0.01 level difference between in Sushma (1987), Chaudhari and
Vaidya (1990), Sood (1990), Vaidya
between in their their mean gain scores
(1990), Gupta (1991), Kaur (1991),
mean gain scores on Rejection of on academic Mahajan (1992), Kaur (2000),
academic Null achievement of group Sandhu (2009).
achievement of group hypothesis taught through Contradicted Studies: Baveja
taught through awareness training (1989a, 1989b), Singh (1990),
awareness training model and Jamini (1991), Agarwal (1997),
Singh (2004) and Raji (2007).
model and constructivist
constructivist approach.
approach.
4 There will no Significant There was significant Agreed Studies: Same as 1, 2 & 3
significant difference at 0.01 level difference in the
in the efficacy of efficacy of Awareness Contradicted Studies: Same as 1,2
Awareness Training Rejection of Training Model, & 3
Model, Null Constructivism and
Constructivism and hypothesis Traditional Method of
Traditional Method Teaching for academic
of Teaching for achievement in
academic science.
achievement in
science.
5 There will no Significant There was significant Agreed Studies: No Study
independent effect of at 0.05 level difference between the
location wise in the gain scores of rural and Contradicted Studies: No Study
gain scores of Rejection of urban students on
subjects on academic Null academic achievement
achievement in hypothesis in science.
science.
6 There will no Not There was no Agreed Studies: Peter et al. (2010),
independent effect of Significant significance difference Bhandari (2011), Manjula (2011),
gain Srinivas
(2013), Akinbobola (2015).
gender wise in the between the
Contradicted Studies: Olubunmi
gain scores of Acceptance scores of girls and (1996), Hopkins et. al. (1997),
subjects on academic of boys on academic Bhaskar (2010).
achievement in Null achievement in
science. hypothesis science.
7 There will no Not There was no Agreed Studies: No Study
significant interaction Significant significant interaction
effect between effect between Contradicted Studies: No Study
teaching techniques, Acceptance teaching techniques,
location and gender of location and gender in
in the gain scores of Null the gain scores of
subjects on academic hypothesis subjects on academic
 achievement in achievement in
science. science.

5.19 EDUCATIONAL IMPLICATIONS OF THE STUDY

The different methods or techniques for imparting instruction in a formal classroom
setting have been continuously changing in which the old ones are replaced by the new ones.
This activity has not come to an end. But the researchers in the field of pedagogy of teaching
have established beyond doubt that no single method is suitable to teach all subjects, all topics or
even a particular topic. Although certain teaching methods are better than others, there is not any
specific type which may be termed as good teaching method that fits universally. It shows that
different methods are required to teach different subjects and to teach students with different
capabilities. Various theories have accumulated in different fields of knowledge with the passage
of time. The innovation in educational technology, especially in the field of models of teaching,
is proving its worth in gaining desired outcomes in fulfilling the objectives and goals of
education thereby, being highly supportive in attaining ultimate aims of education. In this age of
heightened competition in an increasingly closed world it is essential that our school subjects
introduce all such skills which are needed for the social survival of an intellectually and
educationally developed individual.
Following Implications can be drawn from this study and this may bring considerable changes
from school teachers to the policy makers:

Awareness Training Model

• Awareness Training Model in this direction can be eminent help as it not only is
compatible for development of life skills but walks hand in hand with
enhancement in academic achievement too. ATM will go a long way in having
comprehensive development of elementary school children. ATM works equally
well to procure significant enhancement among students in the field of three life
skills viz. skill of acquiring knowledge, self awareness skill and assertiveness
skill.
• The teachers engaged in the classroom need to be made aware of ATM so that the
classroom outcome in the shape of comprehensive development of the students
can be attained. The curriculum framers of teacher educators, both pre-service and
in-service, need to introduce this model in their respective syllabi.
• The model can be of immense use if implemented in the present day Indian school
system under the new scheme of continuous comprehensive evaluation (CCE)
which aims to enhance life skills among students. This is the new age mantra for
not only in Indian educational setup but throughout the globe also. The results of
the present investigation are, therefore, of great importance for curricular
planners. The teaching-learning transactions can thus be transformed for various
life skills.
• In the area of personal values such as leadership, concern for others, honesty,
freedom and self control appeared to be the most affected values with the
application of ATM. The model can be safely recommended for the acquisition of
values and to be put in practice for cultivation and shift of values among students
thus proving to be potent tool in the hands of educators, requisite training can be
provided to teachers for this purpose. The results may therefore be of great use for
teacher educators who can utilize model approach as per requirement of the
content and learning outcomes, especially, for life skills training.
• Teaching and learning can at once be transformed into a fun-filled meaningful
activity by following engrossing ATM activities. The model can prove
instrumental in attaining our micro, as well as, macro-teaching objectives. The
implications are simple and plain writing on the wall that if system has to change
the methods of teaching, need to undergone a sea change and ATM is a safe haven
in that area. The kind of activities designated through awareness training model
may also help in co-operative ventures for teachers-parents co-operation so that
total integrated and co-operative approach can be utilized for affecting learning
outcomes on other domains of behavior.
Constructivism
• The study’s findings evidencing that constructivist learning cannot be developed through traditional
chalk and talk method of teaching. Hence, experiential mode of learning should be employed.
Constructivism Approach not only assists the students to construct basic concepts in science but
also helps to understand the abstract concepts of science in later stage of education. Concepts
constructed by the students through constructivism cannot be forgotten and increase the
permanence of learning.
• ‘Learning by doing’ activity helps the students to become scientificantly literate persons, and they
apply various skills in daily life situation. Basic science skills, such as, observation, classification,
communication, measurement, prediction, and inference are the foundation for acquiring
integrated process skills, such as, identifying and controlling of variables, formulation and testing
of hypothesis, making definitions, conducting experiments etc. Science skills are the basis for
developing scientific inquiry, scientific thinking, intuitive thinking, scientific attitudes and
interest towards science.
 • Experiential learning de-emphasizes the memorization of concepts because students actively,
enthusiastically involve in experiments by their own. Experiential learning improves students’
sense of responsibility in learning, it increases the self autonomy, equip the students in the
process of inquiry and inquisitiveness. Through Experiential learning students learnt to make
models by using waste materials.
• The study findings suggest to the teachers that, learners are the prime importance in the learning
process and teachers are the facilitators for knowledge construction and skill acquisition. Students
employ these skills for learning other subjects. By employing skills, students modify the existing
ideas in science. Acquisition of concepts helps the students to remove any misconception in
science.
• Learning does not end with our formal education, learning to be continuing throughout an
individual’s life as a lifelong learning. Through experiential learning intervention programme,
students acquired the basic science process skills and these skills play a crucial role for their
lifelong learning. Constructivism promotes independent thinking, problem-solving ability,
intelligence, questioning skill, curiosity and divergent thinking skills.
On the other hand, the control group did not show any significant upward and downward
movement among preferred values prevailing among students, which confirms that traditional
teaching method fails to touch value education in our routine educational situations.

5.20 SUGGESTIONS FOR FURTHER STUDY

​On the basis of experience and findings of the present study, the following suggestions
are made for the further research in this area:
• The effect of Awareness Training Model belonging to personal family of models
and Constructivist Approach can be explored by implementing them in the
classroom situations and comparative studies may be taken up.
• Similar studies can be designed for subject streams other than science and can be
tried at different levels of education, for example similar studies may be designed
for core subjects and also at elementary, secondary and higher education levels.
• The other psychological areas; like personality patterns, creativity, stress levels etc.
can also be taken.
• Various other life skills like positivism, self-esteem, empathy, time management,
decision-making skill etc. may be studied through similar experimental studies at
different levels of education i.e. primary, secondary, higher etc.
• All levels of students can be involved for further strengthening the research
evidences generated by this study.
• Effectiveness of awareness training model and constructivism approach may be
researched further at larger scale for large number of learners of different age
groups and grade levels for greater validation of results.
• Further investigations are also suggested in terms of socio-economic status for
their effectiveness for development of social skills and nurturance of other
communication skills.
• Further studies may be conducted to study the effect of other models and the need
for good support materials. The implications of the research in those areas of
effectiveness of various instructional designs/models and development of good
support materials will not only influence the formulation of more awareness
models but also the appreciate methodology built upon these strategies.
• Further studies may be planned and conducted around effective variables like study
habits, self-concept, self-confidence, levels of aspiration, other personality traits
and motivational levels.
• More research is also needed in the area of acquisition of concepts and both basic
and integrated science process skills through constructivism by taking large sized
samples.
• Nature itself is children’s best teacher. So we need to allow children’s exposure to
the nature. The more personal children’s experience with nature, the more
concerned and active children are likely to become. It is the nature of the young
children that they cannot be kept immobile. Movement is natural to them. They
should, therefore be exposed to experiences through play- way, fun activities,
various other outdoor activities.
• Other than models, charts, film strips, PPT and OHP transparencies, computer
software can be used as multi-media package for the teaching section of the
program.
 • Experiential learning strategies may be much fruitful for differently able students
with special needs. As it is the way to make them learn, it may further be
explored. Young children tend to develop emotional attachment to what is
familiar and comfortable for them. So they need to be helped in learning by
inducing familiarity viz., exposing through experiences.
• Lack of awareness and extinction of experience are the reasons of misconception
and lack of the knowledge. So, curriculum should be based on awareness and
experiences especially for young children.
Awareness and experience is the child of thought and thought is the child of action. So in order to
result in desirable behaviour of the children, experiential learning strategies, constructivist
approach and personal models of teaching must be adopted.
5.21 CONCLUSION
The present study concluded that for learning of concepts in science by sixth class
students in relation to location and gender:
1. Awareness Training Model was more effective than Conventional Method of
teaching.
2. Constructivism Approach was more effective than Conventional Method of
teaching.
3. Constructivism Approach was more effective than Awareness Training Model.
4. It was found that the students belonging to Urban Area had better performance
than the students belonging to Rural Area.
5. The variable of gender had no impact for learning of concepts in science.
6. There was no significant interaction effect between various teaching techniques,
location and gender.
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