A Study of the Effect of Interactive Whiteboard on
Achievement of Elementary School Science Students
By Ayesha Sheikh
Registration No: DPE01141004
Doctor of Philosophy in Education
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
i
A Study of the Effect of Interactive Whiteboard on Achievement of Elementary School Science Students Submitted to The University of Lahore
In partial fulfillment of the requirements for the award of
Degree of
Doctor of Philosophy
in
Education
By
Student Name:Ayesha Sheikh
Registration No: DPE01141004
Session: 2014 to 2017
Supervisor: Prof.Dr. Iftikhar Ahmad Baig
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
ii
Forwarding Sheet
The thesis titled “A Study of the Effect of Interactive Whiteboard on Achievement of Elementary School Science Students”submitted by Ayesha Sheikh (DPE01141004) D/O Ghulam Hussain in partial fulfillment of Doctor of Philosophy in Education has been completed under my guidance and supervision. I am satisfied with the quality of her research work and recommend it for evaluation.
14-10-2017 Dated
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
iii
Supervisory Committee
We the Supervisory Committee, certify that the content and the form of thesis titled “A Study of the Effect of Interactive Whiteboard on Achievement of Elementary School Science Students” submitted by Ayesha Sheikh (DPE01141004) submitted to the Faculty of Social Sciences. The Department of Education of the University of Lahore has been found satisfactory and recommends it for the evaluation of the External Examiner for the award of Doctor of Philosophy in Education.
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
iv
Approval Sheet
The thesis viva of Ayesha Sheikh (DPE01141004) was held on __/__/20__ at the Department of Education, The University of Lahore. The Supervisory and Examination committee gave satisfactory remarks on the thesis and viva and approved for the award of the degree of Doctor of Philosophy in Education.
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
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Declaration
I, Ayesha Sheikh (DPE01141004) student of Doctor of Philosophy in the subject of Education Session 2014 to 2017, hereby declare that the matter presented in the thesis titled “A Study of the Effect of Interactive Whiteboard on Achievement of Elementary School Science Students” is my own work and the results used in this thesis are true and purely based on the work that I have done for completion of this thesis. There is nothing that is copied in the results.
______Ayesha Sheikh
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
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Research Completion Certificate
This is to certify that the research work contained in this thesis titled “A Study of the Effect of Interactive Whiteboard on Achievement of Elementary School Science Students” has been carried out and completed by Ayesha Sheikh (DPE01141004) under my supervision.
14-10-2017 Dated
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
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Plagiarism Evaluation Report
This is to certify that I have examined the Turnitin report of the thesis entitled “A Study of the Effect of Interactive Whiteboard on Achievement of Elementary School Science Students” The thesis contains no text that can be regarded as plagiarism. The overall similarity index obtained from the Turnitin softwar is______
14-10-2017 Dated
DEPARTMENT OF EDUCATION THE UNIVERSITY OF LAHORE
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Acknowledgement
In the name of Allah, Most Gracious, Most Merciful.
This section is a token of my gratitude for all those who at any stage and in possible way helped me make this research a reality. First of all thanks toAlmighty Allah—
The Merciful who enable me not only to complete this research work but also blessed me in countless ways throughout my life.
I wish to express profound gratitude and deep appreciation to Prof. Dr. Iftikhar
Ahmad Baig, Head Department of Education, The University of Lahore, supervisor of my research for his consistent, gracious and untiring guidance for completion of this research work. It is a matter of great honour for me to work under his able supervision for which I will be grateful. His patience, guidance and knowledge gave me the strength to complete this thesis.
I have no words to pay thanks to my mother Naseem Akhtar whose heartily prayers and guidance brought every success in my life.
A study like this could only be accomplished with the assistance of many people. My special gratitude is due to my family, brothers, sister and friends and especially thanks to my beloved husband Dr. Imran Gulzar whose love always takes me to zenith of glory and transforms my dreams into reality.
Thank you all!
AYESHA SHEIKH
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Table of Contents CHAPTER 1 INTRODUCATION ...... Error! Bookmark not defined. 1.1 Statement of the Problem ...... Error! Bookmark not defined. 1.2 Objectives of the Study ...... Error! Bookmark not defined. 1.3 Hypotheses of the Study ...... Error! Bookmark not defined. 1.4 Significance of the Study ...... Error! Bookmark not defined. 1.5 Research Methodology ...... Error! Bookmark not defined. 1.5.1 Research Design ...... Error! Bookmark not defined. 1.6 Population...... Error! Bookmark not defined. 1.7 Sample ...... Error! Bookmark not defined. 1.8 Variables...... Error! Bookmark not defined. 1.9 Research Instrument ...... Error! Bookmark not defined. 1.9.1 Pattern of the Pre-test and Post-test ...... Error! Bookmark not defined. 1.10 Data Analysis ...... Error! Bookmark not defined. 1.11 Operational Definitions ...... Error! Bookmark not defined. 1.11.1 Interactive whiteboard ...... Error! Bookmark not defined. 1.11.2 Interactive learning ...... Error! Bookmark not defined. 1.11.3 Pedagogy ...... Error! Bookmark not defined. 1.11.4 Academic Achievement ...... Error! Bookmark not defined. CHAPTER 2 LITERATURE REVIEW ...... Error! Bookmark not defined. 2.1 Education ...... Error! Bookmark not defined. 2.2 Elements of educational process ...... Error! Bookmark not defined. 2.2.1 Teacher ...... Error! Bookmark not defined. 2.2.2 Learner ...... Error! Bookmark not defined. 2.2.3 Learning: ...... Error! Bookmark not defined. 2.2.4 Curriculum ...... Error! Bookmark not defined. 2.3 Formal Education ...... Error! Bookmark not defined. 2.4 System of Education in Pakistan ...... Error! Bookmark not defined. 2.4.1 Early Childhood Education ...... Error! Bookmark not defined. 2.4.2 Elementary Education: Grade (1-8) ...... Error! Bookmark not defined. 2.4.3 Secondary Education ...... Error! Bookmark not defined. 2.5 Major Methods of teaching Science ...... Error! Bookmark not defined. 2.5.1 Lecture Method ...... Error! Bookmark not defined. 2.5.2 Heuristic Method ...... Error! Bookmark not defined.
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2.5.3 Inductive Method ...... Error! Bookmark not defined. 2.5.4 Deductive Method ...... Error! Bookmark not defined. 2.5.5 Analytical Method ...... Error! Bookmark not defined. 2.5.6 Synthetic Method ...... Error! Bookmark not defined. 2.5.7 Problem Solving Method ...... Error! Bookmark not defined. 2.5.8 Demonstration Method ...... Error! Bookmark not defined. 2.5.9 Topical Method...... Error! Bookmark not defined. 2.5.10 Concentric method ...... Error! Bookmark not defined. 2.5.11 Genetic Method ...... Error! Bookmark not defined. 2.5.12 Project Method ...... Error! Bookmark not defined. 2.5.13 Laboratory Method ...... Error! Bookmark not defined. 2.5.14 Traditional Teaching Method ...... Error! Bookmark not defined. 2.6 Use of Boards in Classroom ...... Error! Bookmark not defined. 2.7 Teaching Learning Strategies ...... Error! Bookmark not defined. 2.7.1 Thinking-Skills Strategies ...... Error! Bookmark not defined. 2.7.2 Multiple Intelligences ...... Error! Bookmark not defined. 2.7.3 Bloom’s Taxonomy ...... Error! Bookmark not defined. 2.7.4 Habits of Mind (16 Intelligences) - Art CostaError! Bookmark not defined. 2.7.5 Cooperative Strategies ...... Error! Bookmark not defined. 2.7.6 Brain-Based Strategies ...... Error! Bookmark not defined. 2.7.7 Discussion Strategies ...... Error! Bookmark not defined. 2.7.8 Lecture Strategies ...... Error! Bookmark not defined. 2.8 Technology and Education ...... Error! Bookmark not defined. 2.9 Background of Educational Technology ...... Error! Bookmark not defined. 2.10 Audio-visual aids ...... Error! Bookmark not defined. 2.11 Interactive whiteboard ...... Error! Bookmark not defined. 2.12 Equipment’s of Interactive Whiteboards ... Error! Bookmark not defined. 2.13 Types of Interactive whiteboard ...... Error! Bookmark not defined. 2.13.1 Resistive Membrane ...... Error! Bookmark not defined. 2.13.2 Electro Magnetic ...... Error! Bookmark not defined. 2.13.3 Laser Scanners ...... Error! Bookmark not defined. 2.14 History of SMART boards ...... Error! Bookmark not defined.
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2.15 Use of Interactive Whiteboards in Global ContextError! Bookmark not defined. 2.16 Use of Interactive Whiteboards in Developed countriesError! Bookmark not defined. 2.16.1.1 United Kingdom...... Error! Bookmark not defined. 2.16.1.2 Australia ...... Error! Bookmark not defined. 2.16.1.3 New Zealand ...... Error! Bookmark not defined. 2.16.1.4 United States ...... Error! Bookmark not defined. 2.16.1.5 China ...... Error! Bookmark not defined. 2.16.1.6 Turkey ...... Error! Bookmark not defined. 2.16.2 Use of Interactive Whiteboards in developing countriesError! Bookmark not defined. 2.16.2.1 India ...... Error! Bookmark not defined. 2.16.2.2 Sri Lanka ...... Error! Bookmark not defined. 2.16.3 Use of Interactive Whiteboards in national contextError! Bookmark not defined. 2.17 Learning theories ...... Error! Bookmark not defined. 2.17.1 Behaviourism approach to learning ...... Error! Bookmark not defined. 2.17.2 Cognitivist approach to learning...... Error! Bookmark not defined. 2.17.3 Constructivist approach to learning ...... Error! Bookmark not defined. 2.17.4 Connectionism approach to learning ...... Error! Bookmark not defined. 2.18 Interactive Learning ...... Error! Bookmark not defined. 2.19 Interactive Learning through Interactive WhiteboardsError! Bookmark not defined. 2.20 Student Achievement ...... Error! Bookmark not defined. 2.21 Use of IWBs and Student Achievement .... Error! Bookmark not defined. CHAPTER 3 ...... Error! Bookmark not defined. RESEARCH METHODOLGY ...... Error! Bookmark not defined. 3.1 Research Design ...... Error! Bookmark not defined. 3.2 Pre-test post-test Control Group Design ...... Error! Bookmark not defined. 3.2.1 Population ...... Error! Bookmark not defined. 3.2.2 Sample ...... Error! Bookmark not defined. 3.2.3 Variables ...... Error! Bookmark not defined. 3.3 Research Instrument ...... Error! Bookmark not defined. 3.3.1.1 Preparation of the Test Instruments ...... Error! Bookmark not defined.
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3.3.1.2 Pre-test ...... Error! Bookmark not defined. 3.3.1.3 Post-test ...... Error! Bookmark not defined. 3.3.2 Pattern of the Pre-test and Post-test ...... Error! Bookmark not defined. 3.3.3 Validation of the Research Instruments ..... Error! Bookmark not defined. 3.4 The Lesson Planning ...... Error! Bookmark not defined. 3.5 Administration of the Test ...... Error! Bookmark not defined. 3.6 Data Analysis ...... Error! Bookmark not defined. CHAPTER 4 ...... Error! Bookmark not defined. DATA ANALYSIS ...... Error! Bookmark not defined. CHAPTER 5 ...... Error! Bookmark not defined. SUMMARY, FINDINGS, CONCLUSION, DISCUSSION AND RECOMMENDATIONS ...... Error! Bookmark not defined. 5.1 Summary ...... Error! Bookmark not defined. 5.2 Findings ...... Error! Bookmark not defined. 5.3 Conclusion ...... Error! Bookmark not defined. 5.4 Discussion ...... Error! Bookmark not defined. 5.5 Recommendations ...... Error! Bookmark not defined. 5.6 Suggestions for Further Studies ...... Error! Bookmark not defined. Bibliography ...... Error! Bookmark not defined.
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LIST OF TABLES
Table No Description Page Table 2.1 Thinking-Skills Strategies ...... Error! Bookmark not defined. Table 2.2 Intelligence Levels ...... Error! Bookmark not defined. Table 2.3 Bloom’s Taxonomy ...... Error! Bookmark not defined. Table 2.4 Habits of Mind ...... Error! Bookmark not defined. Table 2.5 Technology and Education ...... Error! Bookmark not defined. Table 2.6 Areas of Aids ...... Error! Bookmark not defined. Table 2.7 eight principals ...... Error! Bookmark not defined. Table 2.8 Features of innovative Interactive whiteboardError! Bookmark not defined. Table 3.1 Description of Pre-test- post-test Control Group DesignError! Bookmark not defined. Table 4.1 Age of Respondents of the Control GroupError! Bookmark not defined. Table 4.2 Age of Respondents of the Experimental GroupError! Bookmark not defined. Table 4.3 Group statistics regarding the pre-test achievement scores of the control group and the experimental groupError! Bookmark not defined. Table 4.4 Independent Samples t-test regarding the pre-test achievement scores of the control group and the experimental groupError! Bookmark not defined. Table 4.5 Group statistics regarding post-test achievement scores of the control group and the experimental group of the 6th grade students in the subject of science after interventionError! Bookmark not defined. Table 4.6 Independent samples t-test regarding post-test achievement scores of the control group and the experimental group after interventionError! Bookmark not defined. Table 4.7 Group Statistics regarding the mean achievement scores of the control group on pre-test and post-test in science.Error! Bookmark not defined. Table 4.8 Paired Samples t-test regarding the mean achievement score of the control group on the pre-test and on the post-test in ScienceError! Bookmark not defined. Table 4.9 Paired Samples statistics regarding mean achievement scores of the experimental group on pre-test and post-test of the 6th grade students in Science...... Error! Bookmark not defined. Table 4.10 Paired Samples t-test regarding mean achievement scores of the experimental group on pre-test and post-testError! Bookmark not defined. Table 4.11 Group statistics regarding the achievement scores of high achievers and of low achievers of the experimental group on post-test in Science ...... Error! Bookmark not defined.
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Table 4.12 Independent Samples t-test regarding the achievement scores of high achievers and of low achievers of the experimental group on post-test in Science ...... Error! Bookmark not defined.
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TABLE OF FIGURES
Figure No Descriptions Page
2.1 Levels of Bloom’s Taxonomy 63
2.2 Basic Equipments of Interactive Whiteboards 81
2.3 Resistive Membrane Interactive Whiteboard 83
2.4 Electro Magnetic Interactive Whiteboard 84
2.5 Laser Scanners Interactive Whiteboard 85
2.6 Learning Theories 94
3.1 Randomized Pretest Posttest Control Group Design 113
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ABBREVIATIONS
AV Auzdio Visual AAS Academic Achievement Score AECT Association for Instructive Communications and Technology BECTA British Educational Communications and Technology Agency CCTV Closed Circuit Television CG Control Group DVD Digital Video Disc EFA Education for All EG Experimental Group ER Experimental Research ES Experimental Study ET Educational Technology GOP Government of Pakistan ICT Information Communication Technology IT Instructional Technology IVs Independent variables IWB Interactive Whiteboard MS Mean Square MCQ Multiple Choice Questions PBL Problem-based Learning PC Personal Computer
SEM Standard Error Mean SAS Students’ Achievement Score SAT Standardized Achievement Test SD Standard Deviation SPSS Statistical Package for Social Sciences TTM Traditional Teaching Method TV Television UK United Kingdom VCR Video Cassette Recorder
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Abstract
The major purpose of the present study was to explore the effectiveness of interactive whiteboard (IWB) on the students’ achievement in the subject of science at the elementary level. To investigate the effect of using interactive board on elementary school students’ achievement in science,2. To compare mean achievement scores of the control group on pre-test and post-test in science subject,3.To compare mean achievement scores of the experimental group on pre-test and post-test in science subject, 4.To compare mean achievement scores of the control group and the experimental group on post-test in science subject, and to suggest recommendations, according to the findings of the study. Following null hypotheses were formulated to achieve the above stated objectives of the study:H01: There is no significant difference between mean achievement scores of the control group and the experimental group on the pre-test in Science.H02: There is no significant difference between mean achievement scores of the control group and the experimental group on post-test in Science.H03: There is no significant difference between mean achievement scores of the control group on the pre-test and post-test in Science.H04: There is no significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science. The research was experimental based on pre-test, post-test control group design. All student of class 6th Bright Career School System, Model Town Gujranwala were the population of this study. All student of class six of Bright Career School System was taken to conduct this experimental study. Two equivalent groups of 25, 25 students were developed from 50 students. A pre-test was administered for assigning the students to experimental and control group on the basis of results comparing equal marks. In order to achieve the objectives of the study following tools were developed for data collection Pre-test and Post-test. Raw scores obtained from pre-test and post- test were organized; and Frequencies, Percentages, Mean and Standard Deviation (SD), Standard Error Mean (SEM) were used as descriptive statistics; while Independent Samples t-test and Paired Samples t-test were used as inferential statistics to analyse data. . The experimental group received instruction with the aid of an interactive whiteboard and the control group received instruction without the use of an interactive whiteboard. Use or non-use of the interactive whiteboard was the independent variable. The analysis was conducted on the basis of the pre-test/post-test mean student scores of each group, and the students who experienced the interactive whiteboard performed significantly better. INDEX WORDS: instructional technology, multimedia, interactive whiteboard, student achievement.
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1
CHAPTER 1
INTRODUCATION
The present age is the age of Information and communication technology
(ICT); and ICT is bringing dynamic changes, innovations and interventions in every part of human activities. No nation can attain its aims without the effective application of ICT in every field of human activities. Like other fields of human activities, ICT is also influencing the education sector. Consequently, different ICT tools are being used in educational activities both at the teachers’ level and students’ level for effective teaching learning activities. ICT has become one of the most vital components of the present day education system throughout the world. The swift development and growth of ICT tools have prevailed over educational activities since the beginning of the 21st century to provide quality education to the learner
(Robertson, 2008). In the present day, a variety of ICT gadgets are being used to improve teaching learning activities in the classroom.
Interactive whiteboard (IWB) is one of the important ICT gadgets which is being used in present day educational scenario to improve the instructional activities and enhancing students’ comprehension and their learning outcomes (SLOs) at the classroom level (Russell & Haney, 2000; Kennisnet, 2012).An Interactive Whiteboard
(IWB) is a large sensitive touch screen which is connected with a computer. Drag, drop, highlighting, hiding and diagramming are the other interactive features of IWB.
A teacher can manipulate or modify the elements on the board by usingtheirfingers like a mouse, directly on the screen. Items can be dragged, clicked and copied; and the instructor can handwrite notes, which can be transformed into text and saved.AnIWB can be a cost saver, as this modern ICT technology portrays how one computer can 2 provide learning stimuli for the whole class. An IWB is more cost effective than equipping every student with a computer, tablet or laptop in the classroom.
According to Wood & Ashfield (2008),IWB is one of the electronic instruments which may be fixed on the wall of the classroom or science lab; or placed on a small cart with portable wheels, so that IWB can be placed anywhere in the classroom or moved from one classroom to another. It requires a connection to acomputer and data projector as well as operating software, which enables teachers to create their own teaching learning materials. Some important features of using an
IWB are described as: i) add annotations, ii) highlight text, iii) add notes and drawings and then save them to be printed out and shared, or added to a virtual learning environment, iv) shows pictures and educational videos to the whole lecture theatre, and v) demonstrate the content available on a website in a teacher-directed activity
(Kennisnet, 2011).
According to Higgins, Beauchamp, and Miller (2007) an IWB has brought the most significant changes in the classroom learning setting in the last decade. It’s one of major advantages that the IWB fits with whole-class teaching than other traditional teaching methods (Hall & Higgins, 2005). The use of IWB can improve classroom instruction by supporting the teacher’s instruction with the help of diagram, graphs, sounds, and videos, etc (Kennisnet, 2011).
There are different kinds of IWBs, but two of them are broadly used in instructional activities in the classroom. The first kind of IWB has a hard surface and it needs particular pens to write on it; and the second kind has a soft surface and a student can write easily with his fingers.IWBs demonstrate data to the whole class,enablestudents to work with them; and help and facilitate in the instruction of new topics, ideas or concepts in avery novel, interesting, and attracting way
(Sweeney, 2013, Hockly, 2013).IWBs are supportivematerials in instructional 3 activities to improve students’ understanding and their learning outcomes. Teachers can use this innovative tool to develop the learners’interest but mostly educators reject the importance of new technologies in classroom (Basilicato, 2005).
According to Bell (2002),IWBcomprised on a large, touch-sensitive board connected to a digital projector and a computer. The computer may be manipulated by touching the board with a special kind of pen. IWB can be employed for several applications, some of them are described as: representing software, using web-based clips to assist in explaining concepts, showing students’ work to the whole class, creating digital flip charts, annotating over existing documents, and optional voting tool can be used for direct response.
Research reveals that the usability of IWB in classroom setting significantly raise students’ interest, engagement and motivation in learning process (Higgins et al.,
2007); also the novel nature of IWB enhances attractiveness ofthe learnerstowards the learning material (Beauchamp & Parkinson, 2005). One common attribute of IWB is interactivity in learning activities; and consequently IWB enhance students’ learning outcomes (Schuck& Kearney, 2007). According to Moss et al. (2007) interactivity refers to social interactionsbetween pupils in relation to their learning outcomes in the classroom scenario. Consequently the use of the IWB as a teaching learning means is of dual nature: i) IWB is analysed as a tool which can be employed to improve pedagogues’ instructional activities; and ii) the IWB is analysed as an instrument which permits the instructor to meet up definite needs of the pupils.
IWB can be helpful in attaining potent learning environment at the classroom level. The association to the Internet brings the teacher in contact with a large amount of text, pictures, videos, and digital learning materials which can bring the world outside the school into the classroom. Since the instructor has easy access to a large amount of content matter, it is possible to adapt content according to the aspirations 4 and capabilities of the pupils (Glover & Miller, 2001). The interactive lessons and digital features of the IWB, like the use of voting boxes, can change the interaction between students and teacher, and among students (Kennewell et al., 2008).
1.1 Statement of the Problem
The integration of information and communication technology (ICT) in teaching learning process has been revolutionized throughout the world. Therefore, every country is trying to integrate ICT in teaching activities to provide quality instruction to the learners. Because without integrating ICT in educational activities, it is impossible to improve students’ understanding regarding content matter, and to develop critical and reflecting thinking; and particularly students’ learning outcomes
(SLOs) and academic achievement. Interactive whiteboard (IWB) is one of such ICT gadgets, which is being used in instructional activities throughout the world as an instructional tool. The major purpose of the present study was to explore the effectiveness of interactive whiteboard (IWB) on thestudents’ achievement in the subject of science at the elementary level.
1.2 Objectives of the Study
The objectives of the present study were:
1. To investigate the effect of using interactive board on elementary school
students’ achievement in science,
2. To compare mean achievement scores of the control group on pre-test and
post-test in science subject,
3. To compare mean achievement scores of the experimental group on pre-test
and post-test in science subject, 5
4. To compare mean achievement scores of the control group and the
experimental group on post-test in science subject, and to suggest
recommendations, according to the findings of the study.
5. To investigate the effect of using interactive board on elementary school
students’ achievement in science,
6. To compare mean achievement scores of the control group on pre-test and
post-test in science subject,
7. To compare mean achievement scores of the experimental group on pre-test
and post-test in science subject,
8. To compare mean achievement scores of the control group and the
experimental group on post-test in science subject, and to suggest
recommendations, according to the findings of the study.
1.3 Hypotheses of the Study
Following hypotheses were formulated to achieve the above stated objectives of the study:
H01: There is significant difference between mean achievement scores of the control group and the experimental group on the pre-test in Science.
H02: There is significant difference between mean achievement scores of the control group and the experimental group on post-test in Science.
H03: There is significant difference between mean achievement scores of the control group on the pre-test and post-test in Science.
H04: There is significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science.
H05: There is significant difference between mean achievement scores of high achievers and of low achievers of the experimental group on the post-test in Science. 6
1.4 Significance of the Study
The present study is an experiment of the instruction of the science subject through Interactive Whiteboard (IWB) on the students’ achievement at the elementary level. Therefore, this study may provide a base for change in the prevailing teaching practices through comparing the effectiveness of Interactive Whiteboard (IWB) and through traditional teaching method (TTM). Teachers are always trying to utilize innovative ideas, tools and techniques for the improvement of their instruction and the in the improvement of students’ learning outcomes. Particularly, science teachers can use IWB to enhance the students’ achievement in the science subject. This study may also be a supportive instrument for better understanding of science concepts. It will also provide a comprehensive understanding regarding the effective use of IWB and will create more interest in learners to understand science concepts. The results of this study will also be helpful for the department and policy makers for effective planning regarding the integration of IWB at elementary level for teaching the science subject.
1.5 Research Methodology
1.5.1 Research Design
The research was experimental based on pre-test, post-test control group design.
1.6 Population
All student of class 6th Bright Career School System, Model Town Gujranwala were the population of this study. 7
1.7 Sample
All student of class six of Bright Career School System was taken to conduct this experimental study. Two equivalent groups of 25, 25 students were made from 50 students. A test was administered for assigning the students to experimental and control group on the basis of results comparing equal marks. Gay (2008), Currier
(1984), Cohen et al., (2000) and Best (1996) accepted the above sample size for each Experimental and Comparison group in an experimental study.
1.8 Variables
Different kinds of variables were used to conduct this experimental study.
Independent Variables: interactive whiteboard and traditional teaching method.
Dependent Variables:post-test scores
Controlled Variables: duration of treatment, qualification of teacher, condition of instruction, average age of the students, availability of light and open access of internet, Teacher, time, gender, class room condition, and level of class and content of the course
1.9 Research Instrument
In order to achieve the objectives of the study following tools were developed for data collection:
1. Pre-test
2. Post-test
Administration of Tools
Data was collected by:
Pre-test: A test was prepared book prescribed by Punjab text Book board of
60 marks. Pre-test was developed. Pre-test was administered to class before the start 8 of the experiment .On the result of the test two equal groups were formed experimental group &control group.
Treatment: Selected units were taught to both groups (experimental and control) for the time of two months. First group was taught with interactive whiteboard and other group was taught without it. Selected units were taught to each group daily for 40 minutes.
Post-test: Post-test was administered to experimental and control group after the teaching of specified unit’s book prescribed by Punjab Text Book Board in order to determine the effectiveness of treatment.
1.9.1 Pattern of the Pre-test and Post-test
Both the pre-test and post-test items were of same difficulty level. Each test consisted of 60 multiple choice items (MCQs). Both the pre-test and post-test had 60 marks.
Validation of Instrument/ Tools
Research tools (Pre-test, Post-test) were discussed with the teachers and were modified in the light of their opinion. The modified version was tried out on 10 students who were not included in the sample for pilot study and were further re- amended in term of difficulty level on the basis of pilot study.
1.10 Data Analysis
Raw scores obtained from pre-test and post-test were organized; and
Frequencies, Percentages, Mean and Standard Deviation (SD), Standard Error Mean
(SEM) were used as descriptive statistics; while Independent Samples t-test and
Paired Samples t-test were used as inferential statistics to analyse data. 9
1.11 Operational Definitions
1.11.1 Interactive whiteboard
A large sensitive touch screen which is connected with a computer. The teacher can manipulates text and modify the images on large touch screen. Drag, drop, highlighting, hiding and diagramming are the other interactive features of interactive whiteboard.
1.11.2 Interactive learning
A learning process which involves the students through mental and physical activities for instance reading, writing, inquiry approach, problem solving, discussion, replication, and cooperative learning, etc.
1.11.3 Pedagogy
Pedagogy is the art and science of teaching students.
1.11.4 Academic Achievement
Academic achievement means, “Knowledge attained or skills developed in the school subjects usually designed by test scores or by marks assigned by teachers or by both” (Good, 1973, p.7).
10
CHAPTER 2
LITERATURE REVIEW
This chapter presents past research studies and theories on the impact of interactive boards on student’s achievements. This chapter comprises of two sections.
First section briefly presents the utilization of the technology in the education along with history of the interactive boards. Second section describes the aspect of the learning.
2.1 Education
Education is an important activity of human life. It is an instrument for self- discovery and self-direction, and emphasizes on knowledge, skills and attitudes.
Education is a basic right of every individual. It is as important for socio-economic growth of a country as breathing for survival. It is the responsibility of every human being to search for knowledge from cradle to grave. Education is a basic requirement of all the people and is a lifelong process. Its significance has been accepted worldwide. It is a powerful instrument playing a crucial role in the development of an individual and society. According to Rizwan, S. (2011, pp.11-12),
It is the act of providing, teaching and attaining knowledge, creating sound thinking, basic leadership and get ready the people to adopt the changing situations in future life. Education is the procedure by which the nation deliberately transmissions its collected knowledge, principles and skills from group to group.
Education has power to change the world. It is the transmission of knowledge from one generation to other either formal or informal methods. It is the helping hand of the new nation and provides basis for sound thoughts. Education is the process of social adjustment, self-realization and transmission of educational values to the new 11 generations. It is the procedure of bringing change in the behaviour of human beings, of imparting knowledge, developing skills and creating suitable interests and attitudes.
It is an integral part of life and growth. Education is a process of development. It is planned for the development of a child. Educating our young is the most important and is the most natural. Ahmed, F. (2004, p.11) described, “Education is the knowledge of mind in the procedures of nature. In which includes not just things and their powers, but men and their habits too. It implies not only discipline of thinking, but also a passion for creativity.”
By education, people achieve knowledge, skills, behaviour, ethics and attitudes of a society. It helps them to accumulate their cultural heritage and to live more enjoyable lives. It also helps to acquire the occupational household skills. It is the key to open all the doors of progress in any society. We can say that standard of living and the attitudes of civilization reflect through the situation of the educational institutions of it. Society manages schools, colleges and universities for its members and they focus the quality of education received. Society can be recognized by its standard of education and not by its institutions. Today everybody accepts that education is very essential for individual growth and social progress. All modern societies want to use their investment for the learning process of their youth.Sam, P. et al. (2002, p. 12) described, It is the procedure by which and through which the experience of the race, i-e, information, abilities and talents are transferred to the individuals’ of the society. It continues from birth to death and the school is not the only organization that conveys education. Though the school applies more prominent effect in educating the child, other social organizations like home, religion, press, radio, library, TV etc., supplement its work. It is the procedure of helping the child to adjust to this ever-changing world. 12
Education is not a simple concept. It includes not only the moral values and the improvement of character but it also enhances the power of mind. It is the duty of the education to find out the potentials of human beings and utilize them for the benefit of the people. It can be said that education fulfils the social, economic, psychological, physical, spiritual, moral and emotional needs of humanity. It is a famous saying that education has central place in advancement and survival of not only individuals but also for the society. Societies want to survive, for this they transfer their values to new generation. To sum up, we can say that education is a process to bring changes in the behaviour of the students. As Malik, N. (2010, p. 5) described:
Education in its wide sense is any performance or experiences that formatively affect the brain, character or physical capability of a person. In its practical sense, education is a procedure by which society intentionally transfer its accrued learning, abilities and qualities from one group to others.
Importance of education can be summarized in these words that education gives confidence to a person to develop his/her innate potential. It also equips the learner with what is required to become a creative/productive member of a society.
Education is a process of giving or receiving specific knowledge or skills. It is the science of instructions. According to Ahmad, F. (2004, p.14) the concept of education is as under, “It is an art of using information. It enables the students to visualize the whole with reference to the parts. The best education is that in which maximum information can be gained with the help of easy instruments.”
Education is one of the most important things in life. It provides us with all that is required to make our ideas come to true. It opens ways to chances for bright career. It makes us proficient of interpreting thing accurately and teaches us the right actions, good manners and how to lead life. Shafiq, A. (2008, p.11) described: 13
The significance of education is for two causes. (a) The teaching of a human mind is not finished without it. It makes a man a right scholar. It advises man how to think and how to make judgment. (b) Only through the accomplishment of education, man is enabling to obtain data from the exterior/outer world; to familiarize him with past history and get all required data concerning the present. Without it, man is as in a locked room and with it he finds himself in a room with every one of its windows open towards outer world.
The main aim of learning is the development of youth’s potentialities and elimination of the hurdles in the way of individual development. Education builds confidence in each individual to make conclusions, to face challenges and to admit success and disappointments. It is not just about lessons in textbooks as well as about the lessons of life. Sam, P. et al. (2002 p. 2) described: The purpose of education is different from race to race and group to group however the key purpose of importance has always been on the mental and physical development of the person. The methods employed at various ages may also be different but the basic factor remains the same.
The main aim of education is that after acquiring knowledge, our children can pay discipline approach to everything. They learn to relate properly and definitely with their fellow men, and can work together for the universal good; to gain a deeper knowledge of their faith and its submission in everyday life; to prepare them for a job or profession so that they can earn their living and not be a burden on their family or on society. In this age of advanced technology and scientific progress, to acquire such particular skills are important for our country to compete with the developed countries of the world. 14
2.2 Elements of educational process
Education is a complex process. There are three fundamental elements in this process, the teacher, the learner and the curriculum. It is the teacher who arranges the activities place out in curriculum, in the proper way for the learning of the leaner.
2.2.1 Teacher
The success of educational system depends upon the teacher. If teacher is at high rank regarding his knowledge, character and moral value then he can impart these qualities to the student for success in life. Teacher is a person who performs the duty of providing education, undertakes the responsibility of education and training to the students. The success of an educational process is based on teacher. Teacher is an ideal personality for the student. He is advisor, mentor and trainer of the student. If teacher is high in place of behaviour, character and knowledge, he will bless students with success and high status in life. He displays a significant part in the life of a student and in the progress and development of a nation. He delivers not only bookish knowledge but also the knowledge about all the matters of life. A teacher can revolutionize the life of the students. He is a role model for the students and like a guiding star. Students follow the teachers in all matters.
In the Standards Unit guidance (Department for education and skills, 2005, p.
6) the teacher’s part is defined as being to: “He shares the motivation behind the lesson, select proper activities that give the exact level of challenge, accomplish entire class questioning and conversation, encourage individual thoughts in a non- judgmental atmosphere and draw together the most vital learning ideas.”
Holy Prophet (PBUH) has liked the title of teacher for Himself. Teacher has been placed at high rank in every society. He has been called an artisan of human soul. As a nation builder he is responsible for the development and uplift of nation 15 and society. It is essential for the teacher to have the feelings of responsibility to tend to teaching mentally.
Farukh, I.A., Mirza, M., Salam, A. & Nawaz, R. (2011, p.3) discussed the role of teacher in educational process as: Teacher not only transmits knowledge to the student but also guides him in every matter. It can cause great success in the student’s life through his devotion, hard work and ability. If teacher is trained and skilled in teaching art, he can lead to real spirit in educational process.
Modern teacher does not think the learners as a vessel holding up to be topped off with realities; not as a flexible plastic material which can be changed in to any shape empowering him to plan his thoughts on it. The teacher of today thinks every learner as much the same as a plant and helps the learner to develop by its capabilities and aptitudes. He helps the students to learn. He understands that to teach is to encourage or develop the developing child’s or to prepare him in the sense of coordinating or directing his development. To make a successful teacher of Science teacher must have full information of the topic and classroom involvement. The previous confirms teachers have up-to-date information of the material they will be conveying and the last confirms they can convey it. Cowan, P. (2006, p.57) quoted
Stones (1994) who defined the pedagogy of teaching takes after:Teachers are enquirers; they effort to take care of pedagogical issues by exploring the theoretical structure of the subject they plan to teach and afterward utilize this knowledge to decide the most suitable method for teaching for understanding. They also use teaching tactics intended to disclose learners’ misguided judgments with the goal that they recognize what the learners’ are thinking and can address the students’ innate modals through challenging issues and questioning.
Teachers additionally plan lesson to explain the standards and provide attractive events, while considering every learner’s advantages and instructional 16 needs. Rather than simply giving lecture, teachers are helpers for learning procedure.
Sometimes, teacher performs alike guide, works with learners in the classroom or outside the class. Perhaps most important part of instructor is fully involved interaction by learners. Instructors must be bests in the class and in the institute, getting the regard of learners and set a constructive illustration. An instructor has ability to develop a learner's self-respect or destruction it in a moment.
The teacher plays a vital part in the organization of education. Teachers are thought to be “constructors of country.” Future of the nation and the future of the humankind rely on him. The impact of a teacher never stops. Like a painter makes an image. In the same way a teacher forms the character of the child. So we can say that a teacher has a distinctive opportunity and a dynamic part to play in contributing to the total improvement of the child.
The most critical component expected in the educational recreation is the teacher his individual qualities, educational experiences, proficient training and the place that he/she possesses in the school and in the community. The repute of a school and its effect on the life of the community unreliably relies on the working of the teacher working in it. The real teacher is he who can quickly come down to the level of the learner and exchange his spirit to the learner’s spirit and transparent and realize through his mind. Such a teacher can truly instruct. Therefore an active teacher is he who can recognize the procedure of education can relate education to different parts of life, can remove flaws in instructive issues and proposed change. Zubair, P.P.
(2012, p. 140) described, the nature of a country relies on the nature of its citizens, the nature of its citizen’s depends-not only, but rather in basic measure-upon the nature of their education. The nature of their education depends more than whatever other single component, upon the nature of their teachers. The teacher place in civilization is very significance. He goes about as the turn for transmission of intellectual customs 17 and practical ability from era to era and helps to keep the light of human progress burning. The quality, capability and the personality of teacher are certainly the most important.
2.2.2 Learner
The main component in the process of education is learner for which whole educational process is undertaken. All other elements of education are working for him. He is considered as the key contributor in the teaching and learning procedure.
For him, educational process is designed. The learners vary from one another in the aspects of education. He is a dynamic member in the learning procedure.
Society makes educational structure for guidance and for the reasonable growth of the students according to their individual requirements, behaviours and interests. Society develops the educational process for their proper development and training. Student is an essential member of the society. His education is education of whole society. Society wants to make the students good citizens, so that, they can well understand their rights and responsibilities. If we leave the children with-out supervision, they may be matured but their standard will not be matched to the national or social standard of the country. If we don’t care about the students, they will learn some or other thing through their experiences and environment but their standard may not be according to the required standard. Because the goal of the life is not only to maintain the relation of soul and body but to earn living, mould life in such a way as he may become useful citizen of the society and state. All students have individual differences. They all are not same in age, habits, interests, behaviours, capabilities, trends etc. To meet such differences and social needs education is very necessary for learners. According to Farukh, I.A., Mirza, M., Salam, A. & Nawaz, R.
(2011, p.3) 18
For the success of educational process it is essential to know about student necessities of the age, capabilities, personal interests and trends. With the individual differences, nature and capability it is necessary to keep in view his national, religious and social needs.
Students should understand everything a teacher says. They must always listen and obey instructions. It is up to them to formulate their own opinions on something.
They have to struggle to their very best. Weimer, M. (2014) described seven characteristics of good learners
1. Good learners are curious. They like the discovering some portion of
knowledge.
2. Good learners seek after understanding attentively. They search out data.
3. Good learners are tireless. They perceive that a great deal of learning isn’t
entertaining.
4. Great learners are never satisfied with the amount they think about anything.
5. Good pupils create information individually.
6. Good pupils modify their insight structures with a specific true goal to suit
whatever they are realizing.
7. They use the fresh information to split down what’s ineffectively developed,
to complete what’s lone moderately constructed, and to make fresh increases.
8. All the while learners construct greater and well learning structure. It is
insufficient simply proceeds in new information. 19
2.2.3 Learning:
Learning is change in any aspect of human personality. It can be physical, behavioural, spiritual and related to character. In human personality, these required changes are produced as a result of events and experiences. So, for the student, it is arranged of such experiences which cause positive change and required change. There is developed proper environment for learning in educational process. It is produced some reaction when a man faces a trail, for example a child touches fire, his hand burns, feels pain and he instantly moves away his hand, is a reaction in response to some action and this whole action is an experience of a child. Now a child, whenever sees the fire, will never go near it. Because, there has developed a change in his personality as a result of experience, and this very change is learning. Students are passed through such experiences and events to develop required and positive change.
This change collectively, causes learning in a learner.
Learning is a procedure and it requires time for children to learn. Teachers should grow such a protected and attentive learning atmosphere in which all children can learn. It requires such teaching activities and techniques that all students have active contribution in the learning process. It requires the teacher to encourage children’s efforts and recognize their success. It is also the responsibility of teachers to manage with student’s misbehaviours during learning process by utilizing using timely and positive strategies. This teaching and learning resource is designed to help you become a good teacher.
Learning occurs in a different conditions and circumstances. Learners don't for the most part acquire finest by meeting and attending to the teacher, particularly at the basic level. They can learn by demonstration and illumination 20 by the instructor, association and drill, competitions, problems and researching about Science (Bennett, J. 2003).
2.2.4 Curriculum
Curriculum implies a runway, a course, which a person runs to reach a goal.
Its literal meaning is a runway, path but in terms, curriculum means all those activities, hobbies, experiences and investigations which are undertaken in or outside the institution under the supervision of institution. It is modern concept of curriculum that all sciences, hobbies and all other necessaries are the part of the curriculum to complete the educational process. The status/place of curriculum in educational process is like the role in system of any country. It has two main points: contents and co-curricular activities.
Curriculum content is based on the knowledge derived from different sources of science as a result of human experiences, observations, investigations. This content is provided to the teacher and learner for teaching and learning purpose. Generally exams are taken from it. So, curriculum should be prepared according to the students’ mental ability, needs and interests as well as the ideology of life, values, social, national and economic demands. There should be scope of flexibility and change in curriculum to mould it according to the future needs.
Co-curricular activities are the second essential part of educational curriculum.
Curriculum plays a significant part in the building and development of student personality in case of various activities of educational institution. These activities play an important role in the status of successful future, character and behaviour of the student as a civil.
The curriculum is used for the total experiences that are provided to the pupils for achieving the objectives of education. It includes the entire learner’s experiences, 21 it may be in or outside the school which is included in the program. As Hussain, S.
(2009, p.72) has described, “Curriculum contains every-one of those exercises, practices and situations which the student gets during his learning career under the direction of educational experts. Thus it discusses the entire education of the learner.”
The educational program usually comprises all subjects and exercises over which the school has control or for which it has responsibility. Rashid, M. (2004, p.115) described, “A course of learning activities established for the learner to perform, to make him attain certain objectives set by the educational organization.”
In modern age, curriculum is interpreted as reflecting the total experiences of a child in the school, and not just a program of studies. In the words of Arif, M. (2011, p.9) it might be said, “Each one of those actions occurring inside or out the learning institution with the goal of learning of the learners under the supervision of a leader.”
Teacher has highly important responsibility in implementing vital trends in the curriculum. Applying the curriculum indicates that when teachers plan and design and develop teaching and learning strategies to suit the requirements of their pupils, they should guarantee that these strategies incorporates learning opportunities and educational practices for their pupils designed at attaining the learning results set out in the educational program. As described Dash, B.N. (2007, p.43)
Curriculum is the important instrument in the hands of the instructor through which child’s character is being constructed. In its wider sense curriculum goes to mean the whole educational enterprise of the school designed for child development. So, in the absence of it educational activities of school cannot be thought of.
Curriculum is a course of study offered by an educational institution. Course is subset of a program of study. The curriculum can be described as a set of activities which are selected to attain some targets. The curriculum includes classroom activities 22 connected to textbooks and other similar activities, which help in achieving the targets. Wojtczak, A. (2002) characterized curriculum as: "An instructive proposal that spells out which objectives and targets ought to be accomplished, which themes ought to be enclosed and which strategies are to be utilized for learning, instructing and assessment".
Curriculum incorporates all those actions, practices and atmosphere which the child gets through his educational establishments. In this way curriculum is the entire learning of the child. Curriculum touches every part of the life of the students-the need and concentration of student’s environment which ought to be instructively suitable to them, ways and behaviour to which their interest can be arouse and warmed up, the techniques and methodologies which cause powerful learning among them, the social proficiency of the individual and how they fit in with the group around.
2.3 Formal Education
Education is runway of the learners where he or she facing number of challenges all around the globe and society. It plays a very important role in defining national, social and economic standards and planning of the future policies of the country. It is the nation building activities and globally inter-related phenomenon which overall opens door towards the modernization. It develops self-consciousness and can play momentous role for the progress of nations. Education begins from the cradle and leads to grave. It is not something static but rather nonstop as well as long lasting procedure. It is bound with human race following, its introduction to the globe and keeps on working till existence of mankind.
Education prepares well individual mentally, physically and morally. It facilitates individual for their spiritual as well as material development. Education can 23 develop righteousness attitude and behaviour of individuals which can assists to build strong society with the Islamic views (Govt. of Pakistan, 2003).
Education enhances competence of the individuals and can produce an expert man power leading to economic development. Thus, role of education in the development of human source does not needs any rationalization. Developed and developing countries give highest priority to education. Constitution of Pakistan defines education to be one of the fundamental rights for every citizen and its government responsibility to provide themchance in educating themselves (Govt. of
Pakistan, 2006).
2.4 System of Education in Pakistan
System of education is a vital and fundamental need of the developing nations.
Pakistan is one of them. Without education any nation cannot be made developed.
Pakistan inherited two education systems on the day of independence in 1947.
One of them was Western and other was related with Islam. Iqbal, N. Z. (2006, p.18) says, “Existing education system is not the result of a natural growth but was transplanted by foreign rulers, to serve their purpose.” Education in Pakistan is distributed into five levels: (primary; middle; high; higher and university) level.
2.4.1 Early Childhood Education
Before discussion of these levels early childhood education is discussed here because initial ages of a youngster’s life are very important for next years in life. It discusses the formal instructing of younger by individual outer the family or in surroundings outer the home. According to Akbar, M. (2001, p.16)
Pre-school is also called Nursery, kindergarten and Prep. As the concept of pre-primary education, basic education and primary education are closely related, therefore, before proceeding further these concepts have to be made clear. Pre- 24
Primary phase is the time that is consumed by the child in a school or different organizations especially worked for this purpose before the beginning of formal schooling.
Early childhood is generally defined as before the age of regular schooling which is up to five years. It frequently concentrates on child learning through play. It has been believed that children learn more proficiently and gain more information through play-based exercises. According to Yadav, N. (2003, p.106)
The pre-school years of a child is the period of its maximum learning and intellectual development and hence of great potential educational significance.
Especially in view of the poor family conditions and deprived communities as well as environment, pre-school education has assumed more importance. In the context of universalization of elementary education it has additional significance.
Early years of life, those on which the foundation for later years is built, are the most important. Parents and community play vital role in a child’s life. This age is important because foundation of personality is laid during this period. At this stage, self-confidence in children is developed. They like to work in group and they enhance their vocabulary.
It is broadly accepted that the impacts of the kind of early care (a child gets from parents and pre teachers) decides how well a child learns and performs through his/her life. The early years are basic for the attainment of the ideas, abilities and attitudes that established the basis for long-lasting learning. (Govt. of Pakistan 2003, p.60)
Akbar, M. (2001, p.16) described education system of Pakistan as per the following: “There is no open pre-primary learning. The primary cycle is a five year course beginning at age five (class-1) and proceeding about age ten (class-V). Pre- 25 primary learning, which consists of both kindergarten and playgroup schools, remained totally in private control.”
2.4.2 Elementary Education: Grade (1-8)
It is the period of formal education beginning in the childhood and ending before adolescence. It is consisted of Primary and Elementary education. It is the stage in which youngsters get primary learning between the periods of around five to eleven, preceding primary school and after preschool. Primary education implies the learning of children up to the age of eleven years. It consists of first five to six years of education. Akbar, M. (2001, p. 14) described,Primary education is the greatest imperative sub-sector of the entire education structure. It is the basic stone whereupon the vast working of the whole communal, social and financial development of a country is to be made. Primary education is the most imperative stage in the education procedure as it makes the basis of every consequent levels of learning. Primary education is the essential right of all people without any division.
Elementary education is vital because it prepares the students for secondary education. Elementary education forms the foundations of all remaining education. It is an important stage in any system of education. About Elementary School System
Waqar, S. (2008, p.5) said, Elementary school system to which we refer today in
Pakistan did not emerge rapidly. It has evolved through last 50 year. The beginning was very meagre, and it has to struggle to evolve into elementary schools that we know today in the country.
Elementary Education has basic position in any system of education.
Elementary education is the basic need of every person. It fulfils the special needs of students during the first years of their schooling life. Mahmood, A. (2005, pp.11-12) also stated:Elementary education has basic position in the structure of an educational 26 system. It has to respond to a multitude of demands raised by psychology, philosophy and culture. It is the division of educational program that is concerned primarily with general education, including the skills, facts and attitudes which are required by all members of society.
It has specific goals that make it an exceedingly important component of an educational system as a whole. Elementary education lays the ground work for future learning and future success. At this stage, usually community prefers single sex education, but co-education is also common in many areas. At elementary stage students need guidance in their education because this age is very important in a child’s growth. So, teachers as a guide should perform their best role in this challenging duration.
2.4.3 Secondary Education
Secondary education contains the formal schooling that happens amid pre- adulthood. Secondary education starts from 9th class and continues till 12th class. On successful accomplishment of these years pupils are given Secondary School
Certificate. After effective accomplishment of next two years pupils are given Higher
Secondary School Certificate. This stage of learning is called the Faculty of
Arts/Faculty of Science or ‘Intermediate’. After middle school, a child has to complete secondary education, after which college education will follow. As Hussain,
S. (2009, p. 2) said, Secondary education is an essential sub-area of the whole education structure. Secondary stage is said to be very critical phase of life. The fundamental recognitions and methods of behaviour begin taking shapes and issues of change with the new parts in life accept abundant importance. It also occupies most basic position in any organization of education because it provides middle level workers for the economy. 27
Secondary education is given by a high school or higher secondary school.
Secondary education is a formal establishment which gets ready students for tertiary instruction or to go to a modern sphere. This is the phase of education which takes after the elementary education. Regularly secondary education is the last phase of mandatory instruction. Secondary stage suggests such instructions that can satisfy the necessities of learners of this age. It generally provides educating to students between the ages of eleven and eighteen.
Bashir, Z. (2011) stated, Secondary education is viewed as basic stage for deciding efficiency of national education generally. A large portion of the developed nations are focusing a large portion of their consideration to secondary education. It is the phase where countries’ trained labour is organized. This is the time when fate of all persons is starting to show up. It is additional expressed that quality secondary education can perform imperative part in creative effectiveness in youths. The education of this stage can build up feeling of loyalty, soul of administration, feeling of individual respect and community awareness.
Higher Secondary phase: At productive accomplishment of secondary phase pupils enter to higher secondary phase. Here pupils can select engineering, medical, software engineering and trade etc. In case pupils finish this phase effectively, they are rewarded the Higher Secondary School Certificate. (Shami, P. A. & Hussain, K.S.
2005 pp. 2, 3)
This stage plays a central however difficult part in planning for young people for the labour market, particularly for people who give up education of this stage for a job. It should satisfy the changing needs of individual pupils. It should train the students who want to go for higher education. Reddy, N. S. (2007, pp. 1-2) stated, it is that stage of education which helps children to become full members of a complex modern society. It develops to the highest potential, his abilities, his aptitudes, his 28 interests and qualities of character. It enables the individual to enter life as a knowledgeable, active minded and sociable individual.
Two years higher secondary education is essential since it represents the terminal purpose of formal educating. The higher secondary stage moreover infers its individuality in human terms since it is managing the person at a time of transformation from adolescence to youth, from early years to teenage. This is the teenager period of one’s life when the personality and its components are growing, conflicting, watching, demanding, giving, getting and sharing. At this period character begins to be shaped. Raja, S. H. (2000, p.9) stated,secondary education is exceptionally fundamental stage one might say that learners enters immaturity period.
They increase new duties. The fundamental recognition and methods for behaviour begin coming into figure and issues of conformity with the different parts in life accept basic importance. For starting appropriate type of conduct and approach these years are very imperative.
2.5 Major Methods of teaching Science
Method of teaching is specifically related to the presentation of the lesson. If this presentation is active, students can achieve the objectives of life by the obtaining of knowledge and if the teacher is unsuccessful in his presentation, it is difficult to achieve the educational goals. Which technique of teaching, a teacher should utilize relies on upon the nature of topic and the insights of the teacher. "Method is a general plan taking into account some methodology for precise presentation of chosen material to be educated" and "As contrasted with method a technique is an extremely restricted action to accomplish particular goal." (Ahmed, M. & Mamtaz, M. 2003)
The purpose of studying is to make teachers experts of numerous methods and offer of none, such that the teacher could pick the best out of the numerous suitable to 29 the content of the lesson, need of the class, chronological and mental age of the students. There are a lot of methods for teaching Science however no method can be entirely right and useful for all the contents and different students’ needs. Children ought to be communicated as small as could be and encourage finding however much as could be expected (Sharan, R. & Sharma, M. 2006). In educating Science, there is no recognized and the finest technique which will be fitting for each numerical subject and no excellent way which will be appropriate in all condition (Herrera, T. et al., 2007). It relies on the instructor to discover best techniques for instructing.
Several main strategies of educating Science are deliberated in the composition.
Different methods of teaching have been proposed by various educational scholars in education. It is necessary for the teacher to know every one of them with the goal that he can make a normal choice for himself in a given condition. An attempt has been made to talk about the following methods in detail as they will be appropriate for the applicable in Science:
2.5.1 Lecture Method
Lecture method can be considered as the very first educating method. It depends on the rationality of idealism. All things are described in words in this method. The lecturer talks when audience members take note. In this children stay inactive all through the procedure. At the college and school level, lecture method has been most broadly used. The efficiency relies on the communication skill of the teacher. Zubair, P.P. (2012) quoted F. Station at page 53, “A lecture has been defined as a process by which facts are transferred from the note book of the teacher to the note book of the learner without passing through whichever”.
In the lecture method teacher prepares a lesson on a point and conveys a discussion in the class. The speed of the addressing and illustrations used to clear up 30 different terms and ideas determined by the teacher, depending upon his appraisal of the learning abilities of students. The teacher presents the topics without any interval.
The part of learner in lecture method is to listen to the teacher, take notes and list problems, if any. They look for calcifications from the teacher by and large toward the end of the lecture. Sidhu, K. S. (2006, p. 66) described, it is the strategy for giving the word image of a thought; or the technique for transmission of data by talking. Talk is an alternative title for a communication, and when you are talking continually to a gathering of persons/learners, you are thought to be addressing. It is the strategy for telling the whole things in words. The presenter tells and the spectators listen. The speaker gives ideas and the listeners take them. The learners sit silently, attend considerately and attempt to get the idea. If the instructor is extreme in addressing he cannot make any idea on the writing board at the same time or he cannot talk about an idea with the audience by irritable inquiring. In this listeners remain passive.
The accomplishment of the lecture relies on the educator’s capacity to discuss efficiently in the class. However in this strategy the input is not exceptionally clear and therefore the teacher must build up a keen perception for indirect reactions from the class-facial appearance, way of taking notes, and apparent interest or lack of interest in the lesson. The effective teacher will be capable tointerpret the importance of these responses and amend the lesson appropriately. Suneetha, E. (2004, p. 142) described,this is an instructor focused strategy. In this technique the teacher is a dynamic member and the child is an inactive learner. This is not a mental technique.
In this technique the teacher talks or conveys a lecture on a specific theme and the students listen. It is one-way activity on the grounds that the teacher gives thoughts and the children get them. This is a one man’s show because the children stay uninvolved all through the procedure. In this technique it is hard to know the degree 31 to which the student has been capable to learn. It is valuable in relating some of the historic and Science events.
This strategy is the most broadly utilized type of presentation. Each teacher has to know how to create and display a lecture. They also should know the scopes and limits of this technique. Lectures are used to present new subjects, summarizing thought, showing relationships between theory and work, reemphasizing chief points, etc.This technique is adaptable to a wide range of settings. This method is adaptable to many different setting. It may be utilized to present a unit or a complete course.
Lecture method in theclassroom is a method by which "the experienced people" presents the material of the course in a planned way to "the learners", going from concept to instances and back once more. In science classes broad utilization of a blackboard during a lecture is basic. To be effective the technique requires that the experienced person and the learners have both background and skilfulness. In addition to other things, the expert ought to have mastery of his or her subject and also abilities to conveyance with-style. The learners must come to the class with a strong basis in course requirements and have the capability to think for a long time consecutively.
They should have to the ability of effective note taking and be well prepared. In this method a learner has to take great notes in class. Most of the classroom learning at the secondary and postsecondary levels relies on comprehension and remembering material from lectures. In utmost cases, students are anticipated to take notes and to analysis those in preparation for testing of lecture material. Kindersley, D. (2012, pp.97-98) described, it is an old teaching method. In this method a lecture on different points of any topic in a serial order are delivered and several questions are asked by a teacher from the students in the middle of his lecture in order to draw their attention 32 properly. He comes to the class with full preparation for lecture and lays much stress on the logical and sequential presentation of the content during lecture.
2.5.2 Heuristic Method
This method indicates finding of oneself. In this method child put in the place of find. The method includes discovering by the students. The success of this process lies in the able use of different techniques to be taken after while teaching Science.
This method creates logical and scientific and science attitude thus it has a special place in Science teaching.
This technique has been discovered helpful in the educating of Science also. It is a kind of endeavour to create in the student a specific attitude. It focuses preparing the student in the technique of learning. Learning is not the essential thought here.
Confidence, innovation, freedom of judgment and thinking power are to be created in the person’s to make him an ever-effective learner.
In the application of this method, the instructor stands on the side as an observer and the child chooses his own way and continues according to his own particular lights. The educator is not requisite to support, help or lead him. There is no requirement of the instructor’s satisfaction or dis-satisfaction with his work. In the event that he needs to finish the process of something, lease him organize it in his specific manner. The instructor ought not to force his thinking and conflict on him.
Let the youngster himself with thinking and dispute. The scholarly, readymade and instructor-made arguments ought not to be imposed on him. This strategy makes the student confident and free. It presents a sound planning in the preparation of self. The instructor’s work is not to take care of issues for the students, however to empower the pupil to resolve the issues for himself. Kindersley, D. (2012, p.103) described,
Heuristic truly means ‘I find.’ In this method of teaching students learn themselves. 33
Teacher creates difficult condition for the learners and students learn by themselves.
Each student finds the solution of the problematic situation separately by trial and error method. In this method teacher displays the problem for solution in the class.
Teacher gives information about the materials and skills that is useful in the solution of the problem. Students frame the hypothesis themselves and collect the information for testing the hypothesis.
This method can prove to be more valuable if teacher explains keeping in mind the innovative attitude, interest and different needs of understudies. This strategy ought to be utilized for specific goals only when students will have enough learning of Science. Heuristic method is expected to change the inactive recipient of information into an active autonomous enquirer and find of learning. The proverb,
‘practice makes a man perfect’ and ‘Learning by doing’ are material not only to physical exercises but also for logical activities. The fundamental motivation behind this strategy is to prepare the students to think. This is very vital technique from instructive perspective in the light of the fact that by the utilization of this technique logical and scientific attitude can be produced in learners. Suneetha, E. (2004, pp.
186-187) described, Heuristic technique has a distinctive place in Science teaching alike other methods. The word heuristic is supposed to be initiated from Greek word
“Heurisco” which means “I discover”. The profounder of this technique was Prof.
Hennery Edward Armstrong. This strategy is more significant from instructive perspective educational because in this method students work like an analyst and solves the issues. Herbert Spencer has thrown light on this technique and expressed that –“students ought to be told least, they should be urged to find.” As indicated by
West away- the heuristic technique is proposed to give training in strategy.
The success of this technique relies on the educator. As a general rule it can be said, ‘Give the least amount of assistance’ don’t tell anything which the student can 34 discover for himself. Let the questions; for example, require genuine thinking with respect to the students to discover answers for. A lot of assistance is obviously against the soul of this strategy. Too much help is of course against the spirit of this method.
Any strategy for instructing Science that creates in the students the attitude of doing, thinking and finding by them is heuristic.
Heuristic technique is established upon the supposition of Herbert Spencer that little ought to be advised to the student and give additional chances to student and inspire him/ her to study without any other person as much as possible. This technique has the purposes to create critical thinking leaning, consistent and innovative thinking capacity, and exploratory attitude of learners towards the issue (Narayana, S.
Krishma, G. & Rao, D. B. 2004). This procedure gives emphasis to the experimentation. Rather than uninvolved audience members, learners assume the part of explorer. This is the procedure of demonstrating that puts the learners beyond what many would consider conceivable in the approach of an explorer. This technique makes the students self-confident and independent.
2.5.3 Inductive Method
This method proceeds from simple to complex. In this method, principle or formulae are drawn on the base of practices, experimentations and examples. Teacher presents such cases before the students that have already come to the experience of students. On the basis of these illustrations students come to achieve laws, rules and formulae. In this method a little pieces of data are displayed before the students one by one in units then a complete framework is produced.
Induction suggests giving generally accepted fact or hypothesis by demonstrating that they are valid for a specific case, it is valid in the next case in the same serial order and therefore valid for any such cases. This is the method of 35 development in which generalisations are made with the help of learning experiences provided by the teacher as well as by the students themselves. It also gives them a chance to arrive at some generalization and makes the pupils self- reliant.(Zubair, P.P. 2012, p. 59)
It is the strategy for developing an equation with the assistance of an adequate number of real illustrations. An equation or theory is consequently reached at through a definite procedure of thinking and handling of issues. After various solid cases have been comprehended, the learner effectively goes the theory. Suneetha, E & Rao, S.
(2004 p. 153) described, inductive technique of instructing and learning Science depends on induction. Induction implies showing a universal facts or theorem by demonstrating that if it is valid in a specific case, it will be valid true in the next case in the same serial order. This is a strategy for advancement in which the student is made or encouraged to find truth for himself. In inductive strategy the standards and formula are built up after broad investigation of experiences, tests and illustrations.
Inductive method is more helpful in lessons where standards, rules, definitions, generalizations and fundamental connections between actualities are to be built up.
This strategy is psychological in nature. The students take after the subject with great interest and comprehension. The students can comprehend the entire procedure in detail. This is inspiring and motivating technique for instructing Science.
It creates experimental attitude amongst the students. In inductive method student achieve the information of some formula or rule with the assistance of facts, illustrations and experiments. So the learning accomplished by this technique gets to be strong and solid. This technique is more helpful in arithmetic learning.
In the procedure of induction, the teacher shows some particular conditions or case before the learners. On the basis of these illustrations the pupil’s achieve some particular standards, laws or formulae by reasonable argument. In this method we 36 continue from specific to general, “particular case to standards, or formulae universal laws,” and after that the sum up the outcomes. In this way solid examples are given and with their help students are requested to reach at certain decisions or standards on the basis of the solid truths. For example; if we find that a parrot is green in colour, we discover another parrot also green in colour still another parrot green in colour and so on… and thus we can say that: all parrots are green in colour. Thus, the learners by measuring the inside interior angles of a triangle reach to the conclusion that the total of inside angles of a triangle is equivalent to two right angles i.e.1800.
This technique demonstrates the course from solid to theoretical, specific to universal, and from illustrations to equation. It is reinforced on acceptance that implies demonstrating a general truth by showing that in the event that it is valid for a specific situation, is more valid for sensibly abundantly amount of cases and it is valid for all such cases. Sharan, R. & Sharma, M. (2006) is of the view that in this methodology, first certain particular illustrations are taken as a procedure and in the last formulae are universalized. This methodology is important in calculating, instructing and education.
2.5.4 Deductive Method
It is a technique of clarification of a known principal and check of the result. In the deductive method guidelines, generalization and rules are provided to the students and after this they are asked to confirm them with the help of actual examples.
Deductive thinking is the procedure of drawing sound conclusion from recognized facts or important assumptions. Deduction is the housemaid of the induction and without induction there is no deduction. Kindersley, D. (2012) described, “This is just opposite of inductive method. When a teacher faces shortage of time problem, he uses this method. He tells formulae, rules, or principles to the students first and then on the 37 basis of these laws or principles solutions of the problems are arrived at.” Sidhu, K.
S. (2006, p. 73) described, in this technique student continues from universal to specific, theoretical to concrete, and equation to illustrations. A pre-developed equation is advised to the learners and they are requested to resolve the related issues with the assistance of that equation. The procedure is recognized by the learners as a pre-developed and understood truth. Instantly subsequent to declaring the subject for the day, the educator gives the related equation. To clarify further the utilization of the equation to issues, he takes care of various issues on board. The learners come to see how the equation can be utilized or practical.
Deductive procedure is the inverse of inductive procedure. In this strategy, procedure continues from universal to particular or from theoretical to physical. A pre-assembled recipe is advised to the pupils and they are enquired to understand the related issues with the assistance of that equation. The equation is perceived by the student as a pre-developed and settled reality. In this method, the given recipe or principle is connected to resolve issues. This methodology is primarily utilized in all branches of Science. Suppositions, hypothesizes and sayings are useful in this methodology (Sharan, R. & Sharma, M. 2006). Suneetha, E. & Rao, S. (2004, p.161) also stated,Deductive technique is just invers to inductive strategy. Deductive reasoning is utilized in this method. Deductive technique is chiefly utilized in
Algebra, geometry and trigonometry because diverse relations, laws and formulae are utilized as a part of these sub-branches of Science. It is difficult to confirm every law and equation basically. In this technique help is taken from assumptions, hypothesizes and sayings of Science. This strategy is utilized for education Science in higher classes. This depends on reasoning. In deductive technique: we continue from
‘conceptual to concrete from ‘general to specific’ and ‘from general law to example’.
In this strategy standard, laws, formulae, and relations are introduced before the 38 learners in genuine form. Students learn the told laws, standards and principle by heart.
2.5.5 Analytical Method
The meaning of analysis is division into parts. In this method teacher divides any issue into various segment on the basis of different parts of the problem and studies each portion individually i. e., in this method we go from unfamiliar to recognize or from conclusion to hypothesis. So, this method is like heuristic or discovery method. According to Zubair, P.P. (2012, p. 64)
The word (analytic) is gotten from analysis which intends to separate or isolating things that are as one. In this technique, the difficult parts of the issue can be broke down and discover the solution of the given problem. Analysis suggests the capacity to separate material in to its segment parts so that its administrative structure may be gotten on. It requires a comprehension of both the content and the organizational type of the material.
The first importance of the word analysis is to loose or to separate things that are collected. Analysis stars with “what we have to discover, and traces the association between it and the information. With the assistance of this strategy, the difficult parts of any issue can be investigated to discover the solution of the given issue. Therefore partition of various parts of a problem is known as analysis. In this technique we continue from ‘unknown to known’ or from ‘conclusion to theory’. In this technique we begin from ‘what is to be determined’ or ‘what is to be demonstrated’. Such we reach to the conclusion. According to Sidhu, K. S. (2006, p.
79) ‘Analysis’ means ‘separating’ of the issue in hand thus it finally becomes associated with somewhat clear or definitely recognized. It is the procedure of explaining the issue or of directing its process to know its concealed perspectives. 39
Begin with whatever is to be discovered. At that point think more steps and outcomes which can associate the new with the known and discover the wanted result. In its unique common sense the verb "to analyse" mean separate things that are as one.
For example, if we have to study about any person, we will divide this topic into several portions, such as his life sketch, services, victories, and religious policies and so on. After that every segment of the topic will be taught individually and theory will be defined at least that he was a successful person. All these logical works will be done with the assistance of students through question answer technique.
In Science when clarification of each portion is approved on which begins from the outcome of an issue or theory, than these clarification are associated with states of issue or suspicion and investigate the result. This procedure is named logical strategy (Tanver u zaman, 2002). In this procedure unidentified issue is broken up into more straight forward portions and is attempting to recombine for finding the arrangement. This strategy is deliberated as uneconomic, tedious, and hard to take after for the learners who are lower than normal. Though, this technique stimulates learner’s support, and depresses forcing. It helps in creating thinking force and courage in the learners. Learning got by this technique is more strong and extreme.
2.5.6 Synthetic Method
This method is the inverse of the investigative system. It continues from recognized to unidentified. Practically, synthesis is the supplement of analysis. To integrate is to assemble things that are isolated. It begins with the information accessible or known and associates the similar with the decision. It is the procedure of assembling recognized bits of data to achieve the fact where unidentified data gets to be true and genuine. Kindersley, D. (2012) describes, Synthesis means joining small bits of pieces and giving it new and big shape. It is somewhat similar to the inductive 40 method in the sense that teacher presents small pieces of information to students and then on the basis of this information’s he asks them to draw conclusion themselves.
The word synthetic is gotten from the word synthesis which intends to join together. It is opposite of the analytic strategy. In this procedure we begin with something definitely known and join it with the unknown part of the declaration. In this way, in this strategy we continue from known to unknown or we begin with theory and end with conclusions. Syntheses prompt rote memory and doing by minor imitation. Synthesis without analysis is narrow minded, but the mixture of analysis and syntheses is very important in the educating of Science. Suneetha, E. & Rao, S.
(2004, p. 174) described, it is the opposite of the analytic procedure. Synthesis intends to put together things that are a section or “to joins separate parts.” In this technique we continue “from known to unknown”, or we begin with theory and end with conclusions. In this way, synthesis starts from the information and associates them with the conclusion. Synthesis is the technique of formulation, recording and showing briefly the discovered course of action ignoring the trails and mistakes. Analysis is the method of finding the answer and synthesis is the technique for setting out the solution in a brief form so as satisfy yourself as well as other individuals.
Geometry theorems are proved through this method in Science. It means that students are first of all comprehended whatever is known to them. Then on the basis of three and four known facts, the fourth or fifth unknown fact is discovered. In this way, we can say that analysis is a process of finding out the solutions of the problem and synthesis is a method of writing down the solution in précised form. A successful teacher uses these two methods together. According to Mustafa, J. (2011), this procedure is the converse of analytical methodology. In this technique different truths are consolidated, implement certain scientific operations and reach at a reply. It is started from the identified facts and is associated with the unidentified portion. This 41 strategy saves the time and work and is suitable to larger part of the learners. However it makes the learners uninvolved audience members and empowers studying. In this procedure, there is no space for discovery and learners need confidence.
Science instructor ought to utilize both analytic and synthetic strategy together. In instructing arithmetical issues and geometrical developments, analysis will just help us to discover an answer.
2.5.7 Problem Solving Method
Science is a subject of issues. It’s educating and knowledge demand resolving of countless issues. Proficiency and capacity in resolving problem is an assurance for achievement in taking in this subject. Zubair, p. p. (2012) described, life is filled with problems and the effective man in life is he, who is completely prepared with sufficient information and thinking power to handle these issues positively. There are issues and confusing circumstances which are a common component of a child’s daily life. These problems develop complication as he becomes older and older. The answer of these problems empowers him to have a mastery of the situation. In this way, it is purpose of education to empower the learner to set him up for life.
Children are curious by nature. They want to discover answers of numerous inquiries which sometimes are confusing even to the adult; however they should be fulfilled their interest, wherever possible by resolving different issues. We should educate the students, how to think so that they can exchange these methods too huge number of different issue circumstances.
Problem solving technique as the name shows starts with the declaration of a problem that encounters the learners to discover an answer. In this students required to resolve a problem by an exploratory design making utilization of past learning. The problem ought to be put before the learners in clear words and ought to be according 42 to the comprehension and capabilities of the learners. The learners do the analysis and synthesis of the problem with the assistance of the instructor and attempt to discover answers. Sidhu, K. S. (2006, p. 94) described about problem solving method,It pre- assumes the presence of an issue in the instructing-learning circumstances. An issue is a kind of obstacle or trouble which must be overcome to achieve the objective. A human youngster needs to see and resolve issues as he create issues which are exist in his physical environment, his scholarly relations and in his societal relations. These issues develop in amount and complication as he gets to be more established. His success in life is in huge measure controlled by the individual’s ability and proficiency to resolve them. Issues be present for him at each stage; his advancement, improvement and alive in their answer.
Problem solving strategy aims at giving the information to be learnt as an issue. It starts with difficult circumstances and comprises of meaningful and important activity. The difficulties are set to the students naturally and it is guaranteed that the students are really involved to tackle them. The methodology of issue technique is nearly similar to that of the venture procedure. We can utilize this strategy in the instructing of Science. As for example, discovering the measurements of a cylinder is an issue beforehand the class. An equation must be made on the reason of the prior equation for the measurements of a cuboid. Whereas examining the issue, it becomes related with the past data that measurements of any ordinary solid can be originated by duplicating of its base with the altitude of the item. The known data is sorted out to the point that it turns into requisite data. The region of the base of the cylinder is originated by a much identified equation and strategy. At that point the requisite from is acquired by increasing this region with the given altitude. With the end goal of confirmation it is connected to a various comparative issues dependably originated from the pupils. The instructor stays out of sight and coordinates or directs learner 43 action from that point. Tesfaye, F. (2014, p.11) described, problem-solving is a higher order thinking ability creating methodology that finally furnishes learners with the chance of examining and experimenting with what he/she knows, find what his/ her own aptitude for accomplishing higher performance in group work. Issue-based learning is the discovering that happens when a little group of pupils (generally 5-8) collaborate. There is generally a student leader, recorder and reader of the problem.
The part of the problem-based learning mentor is not to instruct or give data but instead to encourage students thoroughly considering the problem.
Problem-solving education by its nature is a student-cantered which suggests learning opportunities that are related to the students, the objectives of which are at least mostly directed by the students themselves. Problem-based learning starts with the statement that learning is a dynamic, coordinated and productive procedure affected by social and logical elements. The child is inquisitive by nature. He needs to discover solutions of various issues which sometimes are confusing even to the adults.
In any case, he should be fulfilled his interest, by handling different issues. We should educate the students how to think with the goal that they can exchange these systems to a vast number of changed challenging circumstances. Whenever there is some obstacle in the teaching-learning situation, we say that there is some issue.
It is a trouble that is obviously existent and perceived by the learner. It can be simply intellectual trouble or it can be physical and include the control of information.
Problem solving includes idea development and innovative learning. Problem solving may be described as a method of raising a problem in the minds of learners in order to inspire purposeful thinking in meeting up a rational solution. 44
2.5.8 Demonstration Method
In the Science teaching demonstration method is very significant. In this strategy both the instructor and students are dynamic. Demonstration may be performed by only one teacher or a group of instructors. Suneetha, E. & Rao, S.
(2004, p. 147)
The educator makes a hypothetical analysis and demonstrates it in the class- room. The teacher plays out the experiment while instructing in the class and the students obtain knowledge with careful observation of the experimentation.. The teacher ought to stress main points in the demonstration and preferably ought to keep in touch with them on black-board. The teacher ought to be knowledgeable in the handling of the machine and apparatus. Even though demonstrating instructor ought to ask some thoughtful questions to rouse a power of thinking and concentration of learners in the classroom.
Ali, A (2000, p.21) also stated, “Demonstration may clear up this abstractness, may make the lesson fascinating and may draw the thought of the students.
Demonstration has a reason and is arranged exactly, while conventional technique has neglected to achieve target in educating Science.”
2.5.9 Topical Method
‘Topical method’ is increasingly a plan of a topic than a strategy or educating.
Its implementation relies on upon an appropriate association of the curriculum. The subject is to be instructed at extend, without an interruption or a breakdown. The other way to deal with this strategy is that a subject is chosen and is prepared the premise of numerous different themes. The chose theme turns into the center point of connection though managing with the unitary technique; the learners can be familiar with time and effort, basic intrigue, normal, percentage and even, to some degree, with basic 45 conditions of variable based science. Themes of different subjects can moreover be stated. Sidhu, K. S. (2006, p. 91) stated that, it is the inverse of concentric method.
Concentric technique includes the separating of the point into proper portions, while topical method goes for possessing it together. A point is occupied as a combined entire or as a permanent component. It depends on the rule that any subject or theme once started ought not to be left half done. It ought to be done completely, before the next subject is taken.
This is a productive methodology for teaching Science. Regardless of put emphasis on science substance, it imposes the use of Science for which a focal subject is chosen. As for example, the utilization of science substance, ratios, estimation, statics or polynomial science can be highlighted while demonstrating a focal topic of games. Educating of Science through topical methodology is a basis to reduce the crevice between Science inside the institute and furthermore Science utilization outside the school (Handal, B. & Bobis, J. 2004). Topical showing approach concentrates on educating of Science with application.
2.5.10 Concentric method
In this a subject is broken into various segments and the bits are distributed to different lessons. The conditions are inconvenience of portions and constrain of understanding of pupils during a time aggregate. Any crevices of learning are completed for a long time. Complete learning of the subject is finally given. It is generally concerned with year to year instructing, yet its effect can be practiced in every day educating too. Learning to be given today ought to follow from the information given on earlier days and ought to lead to the educating on the next days.
Sidhu,K. S. (2006, p.93) stated, the method suggests increasing of information basically as concentric circles continue expanding and extending. It is additional 46 proper to call it an arrangement of activity of the topic. The education of the subject is extent over various years. Starting from a centre, the circles of information continue extending year after year. Basic information is assumed in the early year, somewhat more is told in the following time; somewhat still more is included in the resulting year and so forth. A consistent advance is retained in the attainment of information of a subject for an adequate number of years constantly.
2.5.11 Genetic Method
Competent utilization of the heuristic methodology is to clear courses for a science identity and method and is known as the inherited technique. This technique concentrates on the dynamic support of the learners. To make an atmosphere of collaboration and inspiration data is assumed to learners, inquiries are requested to include the entire class in procedure. In this technique instructor assumes the part of an inspiring manager. The instructor can utilize this technique if he or she is competent in this procedure, as incompetent instructor can’t prompt to the wanted outcome (Vijaya, J. & Rao, D. B. 2006).
2.5.12 Project Method
In project strategy, educating and learning are considered from the child's perspective and in this technique information and aptitude are learn by students through practical treatment of problem in their normal setting. This module method is a perfect method for advancing innovativeness, creativity, arousing interest, and imparting the spirit of enquiry among the learners. However, in this procedure instructing is basically incidental. Zubair, P.P. (2012) described,the project strategy is the result of the realistic instructive rationality of John Dewey, the notable American scholar and educationist. This strategy was created and connected practically by
Dr.William head Kilpatrick of the Columbia University. “A venture is an entire 47 hearted deliberate action continuing in a social setting. A project is a unit of action in which students are made responsible for arranging and purposing.”
This technique depends on realistic philosophy. This technique comprises mostly of building a complete unit around an activity which might be carried on in the school or outside. It includes a diversity of activities. In this strategy all the students work co-operatively. Kindersley, D. (2012) described, “In this method students are assigned such a project to be done which has direct utility for students as well as teachers. Pupils work on the project under the supervision of their instructor and discover the solution of the problem on the basis of their own practices.”
The project-based learning is one of the standard educating strategies. It is a sub-type of activity focused and learners coordinated learning and creativity in which students take part in pragmatic problem solving for a specific timeframe. Generally, activities are started by the instructor but as far as possible they are arranged and performed by the learners themselves, independently or in groups. In spite of traditional strategies, projects concentrate on applying, not communicating, particular information or aptitudes, and more thoroughly than lecture, demonstration, or recitation.
In this method learners need to bear on in an open ended technique utilizing critical thinking methodologies. They outline and set into practice their own particular arrangements for managing with the exploration inquiries and assume responsibility for the hearings and outcomes. Pupils need to search for their resources and can get demonstration abilities in the procedure (Nayak, A.K. & Rao, V. K. 2002). The advocators of venture based education say that it expands the retaining level of learners, encourages pupils’ concentration and inspiration, the chance of creating relationship with the world outer institute is given through venture technique. This methodology is productive in creating coordinated effort, creativity, critical thinking, 48 correspondence and basic problem solving capacities in learners (Nastu, J. 2009). It is clear from the above definition that a project is an intentional and problematic activity which is accomplished in regular, genuine and social environment. In this the problem is displayed in a practical and genuine sense.
2.5.13 Laboratory Method
Science is incorrectly viewed as a problematic subject to comprehend, implied just for persons of higher mental capacity. It produces fear among numerous students which in turn creates conflict to learning at and results in a threatening effect on their achievement. But really, school Science is within the reach of any normal student which is required is to make the right environment of learning Science in every school. Science should be learnt with a feeling of happiness and pleasure. It should be connected, wherever possible, to life concerned actions, to care concentration in the subject. Zubair, P.P. (2012, p.86) stated, to make Science more fascinating and significant, lab strategy is utilized as a part of educating of Science. In this strategy students get the chance to obtain realities through direct experience independently. It is the experimental portion of the inductive technique or the functional type of the heuristic strategy. Subsequently, in this technique one proceeds from concrete to theoretical. It depends on mental standards of learning such as “learning by doing”
“learning by observation” and so on. Research focus procedure is completely part to relate the theoretic learning with the practical base.
In lab strategy, the teacher obviously clears up the purpose of practical work to be completed by the students. The learners are given essential materials and instruments. The instructor clarifies the technique of the experiment to be carried out by the students. The teachers themselves watch the students working from time to time and guides whatever point required. The students are required to make the 49 conclusions as per purposes of the experiment. Sidhu, K. S. (2006, p.85) described, science is a subject which must be educated by doing instead of by understanding.
The doing of Science, offers ascend to the requirement of a sensible strategy and an appropriate apartment. Research centre strategy and science Lab are the best possible responses to it. This technique drives the learners to discover Science actualities. It depends on standards of ‘knowledge by doing’, ‘learning by perception ‘and proceeding from physical to theoretical. In one sense, it is just an increase of the inductive procedure. It is more explained and realistic type of the inductive technique.
Students do not just pay attention for data, yet achieve somewhat for all intents and purposes also. The technique, if correctly used, ought to help in the elimination of the theoretical method of Science. It forms the topic exciting as it consolidates show and activity.
The creation work in Geometry is all in all a lab work. The sketch of a line, development of an edge, development of a triangle or a quadrangular or a quadrilateral, and so forth, all include the usage of some apparatus and thus their disposition is that of suitable of research facility work. There may be numerous new illustrations to clarify the strategy. Correspondingly, demonstrating the congruency of triangles by the technique of setting is mostly research centre work. Estimation of the volume of a concrete (cuboid or chamber) should be possible with the assistance of a progressed chamber which is loaded with water to a particular stature. When we submerge the concrete in this water, the increase in water will give the measurements of the solid. Subsequent to doing as such basically with various comparative solids, formula can be developed.
The proof that, whole of edges of a triangle is equivalent to two right edges, can be tried for all intents and purposes additionally at the preliminary phase. Taking triangles of various dimensions, request that the learners calculate their angles in the 50 wake of measuring them. Each geometrical proposition might be demonstrated basically before it is tried theoretically. Each procedure like numbering, documentation, expansion, deduction, increase, partition, calculating, balancing, etc., clearly with the assistance of some applicable substantial, is a sort of useful research centre work. Particularly in junior classes, the presentation of this work is further crucial, attractive and workable.
Laboratory method utilizes rough information or material things to convey better comprehension of the topic or lesson. It uses reality as opposed to images. It makes usage of the power of perception and thinking. It makes utilization of reality to make learning easier and long-lasting. It makes usage of the investigative attitudes. In lab method students learn by doing and come in contact with raw information or material objects in the instructing learning procedure. This technique builds up the power of perception and thinking. It develops the logical attitudes. It gives a comprehension of what research is and how to apply the experimental strategy for exploration. It gives planning in arranging information assembled from real material items and how these objects are controlled to achieve the goals. Since students interact with real life circumstances, it can be a planning for tackling real-life issues.
This is an activity strategy that leads the learners to find numerical truths. It depends on the rule of “learning by doing”, “education by perception”, and continuing from physical to theoretical. It is engaging and enjoyable for learners. They jump at the chance to accomplish something with their own hands. “For constructing Science additionally fascinating and significant, research centre procedure is utilized. In this technique, pupils’ check assured numerical facts through investigation and useful work. In lab strategy doings of the learners are encouraged and they are stimulated to make disclosures. The achievement of this strategy is obligated to state of very much organized Science lab (Sarita & Sarivasta, 2005). It is stimulating and cheerful for the 51 students. He enjoys performing something with his two hands. It depends on two sound mental values namely, “continue from physical to theoretical” and “Learn by doing”.
The learner gets a clear comprehension of the subjects. He finds and learns facts with his own effort. It gives great space for independent work and individual development. It helps in the development of confidence. It impress upon the spirit of collaboration and exchange of thought when the learners are required to perform lab work in group. A successful experiment is a source of happiness and reinforcement for the learner.
The strategy depends on the principle of learning by doing. It relies on upon the student’s self- pacing. It helps in clarifying certain key ideas, thoughts and so on.
It builds up the self-confidence and educates the learners the dignity of work. The youths take in the utilization of equipment’s, which are utilized in laboratory. It creates in the learner a habit of exploratory, enquiry and examination. This strategy presents Science as an applied subject. It rouses the concentration of the students to work with strong material. It gives chances to social collaboration and co-operation among the learners. It is child-centred and in this way it is a psychological strategy. It helps the learners to effectively take an interest in the learning procedure and in this way the learning becomes more important and fascinating. This is a usual technique of making discoveries. It makes the investigation of the subject interesting, particularly to the little children. It brings the use of Science into distinction.
Suneetha, E. (2004, p. 179) described, in this procedure learners check the realities and laws of Science themselves with the help of experiments. This strategy needs a lab in which equipment’s and other helpful teaching aids related to Science are available. For example equipment’s related to geometry, mensuration, numerical 52 model, chart, balance, diverse figures and shapes made up of wood or hardboard, graph paper, etc.
In this strategy the students do analyse themselves in the laboratory and get information through direct encounters. They themselves discover the solution by survey, perceiving and calculating. They set up and confirm a law or principle in their own particular words. The instructor watches the learner’s working occasionally and help them by giving guidelines whenever required. Hence in this technique the educator additionally must be dynamic with the students. In this technique students get in contact at some conclusion by active involvement so this creates inventive and heuristic viewpoint amongst them. This strategy is more helpful and exploratory when equated to different techniques. The achievement and efficiency of experiments in laboratory rely on the capacity, capability and knowledge of both teacher and learner.
Laboratory strategy can be called activity-based teaching also because practical work done in laboratory is almost as in activity-based teaching. For these techniques need laboratory in which equipment’s and other significant teaching aids interrelated to Science are available. For instance, equipment’s interrelated to geometry, mensuration, numerical model, chart, equalization, different facts and figures made up of wood or hardboards, diagram paper and so on. This is a technique in which the practical work is stressed. The learners work in the Science laboratory or even outside and check science truths. By really weighing and measuring lengths, areas, volumes, lines etc., every specific science connection is found as an outcome of various such experiments. In geometry, the students will draw diverse triangles in their note-books and by real estimation; they will find that the whole of the angles of a triangle is equivalent to two right angles. Assume the learners are to discover the proportion of the circumferences to the diameter of a circle i.e., they may take various 53 round plates. With the help of a measuring tape, they will measure the circumferences and diameter of every specific plate. They will find that for every situation, the proportion comes out to be the same and they will discover this proportion.
2.5.14 Traditional Teaching Method
Learning is mostly related inside the classroom and is frequently focused. The lesson’s substance and movement are thought to be most imperative and learner expert data through exercise and drill (for example repetition learning). Content need not be learned in setting. Traditional Science guideline was defined as, “Teacher- coordinated direction utilizing the Science textbook, worksheet, hands on activities, and drill-and-practice exercises in huge and little groups and lecture-based classroom instructing.” (Butzin, S. M. 2001; Shults, P. A. 2000)
Conventional strategy is instructor focused technique in which educator is the turn of all the classroom work out. He needs to have principle influence in the teaching learning procedure. In the conventional technique a lot of tension is laid on the educating of course book by utilizing the technique, which is alike, an adjustment of the Grammar-interpretation strategy. Traditional teaching strategies are defined as being teacher-arranged, in a speech style and are firm. Lessons are typically educated by the teacher presenting skills utilizing a blackboard joined by a verbal clarification or lecture. Practical work for learners is then allocated, followed by input from the instructors. Conventional education, otherwise called as back to basics, straightforward or ordinary instruction, suggests subsequent to a long time prior settled traditions that society generally utilized as a part of schools. According to reformers, traditional instructor-centred techniques concentrated on repetition learning. Marwat. A. N.K. (2013) stated;this skill-based presentation induces a substitute part for the educator. Dynamic collaboration by the student is critical. This 54 can be possible by utilizing interactive exercises in the classroom. Keeping in mind the end goal advance this, the instructor must not turn out to be less dynamic in the class, yet rather less the center of movement. Definitely, an educator who is checking, supervising, engaging, empowering, appreciating and taking an interest in the particular classroom social affairs will be a great deal more dynamic than the customary educator. The educators’ part ought to be changed to wind up more administrative and controlling. Educators ought to be more versatile in their dispositions towards how learning is accomplished.
Arends, R. I. (2004) described, “A teaching strategy is a proposition, or blue print, for helping learners to acquire particular sorts of information, approaches, or abilities. It includes particular educating steps plan to fulfil wanted instructive results.” Sing, M. (2004) said, “That conventional techniques are content focused. In this, instructor remains more dynamic, more subjective and less affective. In the view of Rao, D. (2001), “conventional techniques are concerned with the review of true information and mainly disregard higher levels of rational outcomes”.
Traditional teaching strategies tend greatly toward class address book knowledge through repetition and retention of actualities, equivalences and formulas.
Recitation as a general rule comprises of repeating without tending what the book or teacher has communicated.” The teachers are ignorant of the current investigations in the field of dialect educating. They take after out of date, typecast strategies, which produce weariness beside excitement for the class in view of the meagre ability of the educators in educational and expert zones. The part of instructor inside the class is dictator with the minimum contribution of the learners. (Behlol, G. 2009, p.2-3)
Conventional/traditional teaching strategy is adept in our educational framework. Lecture process is one of its significance procedures. The traditional teaching strategy is connected for instructing diverse disciplines at all levels 55 constantly. In this instructor-focused and educator paced indicating strategy, a teacher passes on the data commandingly. A few qualities of the traditional teaching strategy described by Rahman, A. (2011) are given as follows:
1. It depends on listening abilities of the students primarily.
2. Conventional/Traditional teaching strategy helps learners to remember
realities. In our schools, reproduction of the indicated material is supported.
The assessment of students depends chiefly on the exact recovery of data
given in the course books only.
3. In a conventional/traditional teaching strategy, learners are under-minded by
repelling bodily or compensating rankings. Learners work in an environment
of demand and obey and they talk little in class.
4. Traditional teaching strategy encourages one-way correspondence and there is
little space of inquiring, conversation and direct work throughout classroom
demonstrating learning periods.
5. In our teaching learning periods, the educator is to compose on the
board/whiteboard and learners are to take its notes. The educators don’t talk
about the topics generally in the light of the fact that the focus of teacher is on
the attention of syllabus at the cost of it soonest finish.
6. There is lack of relationship between students and instructors. It can be found
in a classroom of our educational framework that a vast majority of the
instructors make a pin-drop quiet in the classrooms and it is the voice of
educator that remains loud for determined most great time of the period.
7. The traditional mentoring promotes theoretical seeing and intelligent
processing. 56
8. In traditional classes, learners are imagined to be uninvolved learners. This is
simply visible in our classroom sessions where students are educated through
traditional teaching.
9. Traditional educating is the formal demonstration of content or verbal
presentation of teaching learning content.
The review of various qualities of the traditional teaching strategy tells that the greater part of the expressed qualities is being connected in our classrooms where teachers apply traditional strategy to instruct various disciplines. Such practice can be watched simply where communication of student to instructor or student to student is weakened during teaching learning period.
The customary showing technique comprises of primarily conveying addresses by the instructors and pupils are mentally dynamic however physically sit without moving. Learners might be involved in note taking (Haghighi, A. M., Vakil, R. and
Weitba, J. K.2005). In our classroom teaching learning sessions, the main physical task done by the students is either note-taking or remaining on the seat to answer any inquiry of the teacher.
Traditional teaching strategy works against the normal working of human mind (Weber, E. 2006). Students are included in repetition learning. Instructor forces the students to repeat the material that had been told to them. Corporal punishment, hatred of the teachers and frightening role of commanding teacher is noticeable generally in our classrooms. During the long conventional teaching periods, interests and consideration of learners can’t be looked after (Cangelosi, 2003).
There is no way for learners to present somewhat in the class to talk in the class and thus pupils get to be inactive learners. It makes the entire procedure of the showing learning dull and dry .It provides no room in any movement to the educator and to the learners. The learners think about the dialect yet they are not in situation to 57 talk easily. A disadvantage of this technique is that students who have learning problems can’t adjust how the lessons are conveyed.
It relies on upon an imperative maxim of educating “continue from known to unknown” This strategy spares the teacher’s time and also that of the learners. It is a useful strategy for demonstrating great classes in a least time. The educator’s work is finished basic and light. His solitary work is to give word by word meaning. It requires no preparation and no hard work. He considers that his obligation has been finished. This technique does not want the utilization of varying media helps. The educator while remaining in the class has just to direct the learners. He utilizes board to some degree where he needs to clear up some problematic words and theoretical terms. The importance of the troublesome words, expressions and sentences are carried home simply. There is no better gadget then this for its immediate understanding.
2.6 Use of Boards in Classroom
All around the globe, teachers utilize pen, paper and teaching boards as the classroom tools. Classroom blackboard is considered as one of the requisite tools in educational process and has a gargantuan effect on the efficiency of student.
Blackboard as well as whiteboard is simple, economical, erasable and effective.
History of the blackboard had begun from the ancient times. Clay tablets with stylus were utilizedin describing lessons in written for the ancient Babylonia as well as
Sumerian students. These tablets could be erased and be used again. For permanent documents, these could be baked. In 11th century, teachers of India used personal blackboards in classroom for instructions (Betcher& Lee, 2009).
Till 18th century, students used individual slates coated with paint in Europe and American as the use of paper and ink was costly. Use of wood was economical 58 but inefficient. Teachers faced the problem during presentation of a lesson to the whole class. It was difficult for teachers to go to each student and give them an assignment on their own slates (Betcher& Lee, 2009).
Plato stated:“The true creator is necessity, who is the mother of our invention.” In 1801, at Old High School Edinburg Scotland, James Pillans who worked as headmaster as well as geography teacher invented first blackboard. He used large piece of slate as well as hung on classroom wall. In America, George
Baron got fame by utilizing wall-mounted blackboard for the first time.
Innovation spreads rapidly. Chalk board was another name of black board. In the middle of 19th century, in America, every school had blackboards in each class, later, use of the blackboard introduced in business meetings.
In the 20th century, classroom blackboards were highly essential. In 1960s green board was introduced as replacement of the blackboard. It was porcelain-based enamel steel plate. Green board is considered as more attractive than blackboard. In
1980’s, green boards turned into dry erase able white boards. Use of the chalk boards and erase able whiteboards are very beneficial for students (Betcher& Lee, 2009).
2.7 Teaching Learning Strategies
Learning techniques characterized as practices and considerations in which learner connects with and which are expected to impact learner's encoding procedure.
Therefore, objective of any specific learning methodology might influence route in which learner chooses, obtain, sorts out, or incorporates new information. Great show incorporates reflects understudies of how to learn, recollect, think, and propel themselves. Instructors enter classroom with two unmistakably various types of aims which show understudies "what" to learn and showing understudies "how" to learn. 59
Various real classes of learning systems are practice methodologies, for instance,, replicating, underlining, or shadowing, elaboration procedures, for example, rewording or condensing, authoritative techniques, for example, sketching out or making a pecking order; cognizance observing methodologies, for example, checking for understanding disappointments; and complete of feeling methodologies, for example, being ready and loose.
Number of current ways in dealing with the classroom learning accentuates learner's part in making, observing, and controllingsuitable learning environment.
Providing as learn procedures research, solid confirmation that these learning systems could taught, is making helpful information base from which applications could and would be determined. There are varieties of instruction procedures that teachers can overallin enhancing students learning.
2.7.1 Thinking-Skills Strategies
Critical thinking skills sum of mental activities, for instance, ability in intuiting, clarifying, connecting, inferring and judging. It unites these exercises and empowers the understudy to address what information exists for example De Bono’s six Thinking Hats and Mind Mapping.
60
Table 2.1Thinking-Skills Strategies
De Bono’s six Thinking Hats Mind Mapping White Hat Thinking (facts, figures, information needs and gaps). Red Hat Thinking (intuition, feelings and emotions). Black Hat Thinking (Judgment and vigilance and explanation). Yellow Hat Thinking (logical and positive about happened). Green Hat Thinking (creativity, alternatives and proposals). Blue Hat Thinking (Overview or process control. It concerned with meta-cognition).
Active Learning is defined as understudies do in a classroom other than only inactively listening to a teacher's address. Examination demonstrates that importance of the dynamic learning cannot be neglected at any instance as it overall works in the enhancement of the understudies' understanding and maintenance of data and can be extremely viable in creation of higher request subjective abilities, for example, critical thinking and discriminating considering (Chapuis, 2003).
2.7.2 Multiple Intelligences
Gardner’s definition of intelligence has highlighted and identified significant position in the learning process. In accordance to Gardner, intelligence is defined as ability to sort the problems and solve in an intelligent and logical manner. He categorized the intelligences into seven levels:
61
Table 2.2Intelligence Levels
Intelligence Levels 1) Mathematical Intelligence considers as Logical intelligence 2) Linguistic aptitude 3) Astuteness of Spatial 4) Brainpower of Music 5) Kinaesthetic Intelligence 6) Personal Aptitude 7) Naturalist
Teacher must recognize intelligence level of the child and utilize the skills of learner and on the other hand, intelligence level should be determined for the selection of the professional carrier (Chapuis, 2003).
2.7.3 Bloom’s Taxonomy
In 1956, Benjamin Bloom developed the classification of levels of intellectual learning. This taxonomy is comprised of three overlapping domains that includes cognitive, psychomotor and affective.
Most familiar to educators are Cognitive domain. Knowledge, comprehension, application, analysis, synthesis, and evaluation are considered as different levels of the domain. These levels are in detail presented as followed:
62
Table 2.3Bloom’s Taxonomy
Knowledge level Recalling of previous knowledge. Definition, Descriptions, identification, labelling, matching, reading and reproduction are included in this level. Comprehension level As understanding of the meaning of informational materials. Classification, discussion, estimation and explanation are included in this level. Application Use of former information in new way. Collection, charts, prediction, construction, reports, discoveries and determination are included in this level. Analysis Level Informational materials can be break down into parts at Analysis level. Correlation, diagrams, differentiates, discrimination, and separation are included in this level. Synthesis Divergent previous knowledge and skills to produce new information. Adaptation, categorization, combination, comparison, contrast, reconstruction and reinforcement are included in this level. Evaluation Judgment of the personal value of material based. Comparison & contrasts, conclusion, criticizes, critiques, decision, interpretation, judgment, justification and reframes are example of this level (Chapuis, Lea, 2003).
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Figure 2.1Levels of Bloom’ Taxonomy
2.7.4 Habits of Mind (16 Intelligences) - Art Costa
Teacher adopts various strategies in class based on arts activities. Learner completes the art based tasks and gains new knowledge. When learner does not know the answer, at that time, a Habit of Mind behaves intelligently. Chapuis, Lea (2003) maintained the attribute of intelligence as knowing how to act. 16 intelligences are as following:
64
Table 2.4Habits of Mind
1) Persisting 2) Managing impulsivity – not being too impulsive. 3) Listening with understanding 4) Flexible Thinking 5) Meta-cognition 6) Motivation for accurateness 7) Questioning and posing problems 8) Use previous knowledge in new way 9) Clear communication 10) Collection of data without ambiguity 11) Creating, imaging and innovating 12) Responding with wonderment and awe 13) Ready to expected risks 14) Finding humour 15) Having philosophy of inter dependence 16) Continues Learning (Chapuis, 2003).
2.7.5 Cooperative Strategies
Cooperative and communitarian learning are considered as instructional methodologies which understudies cooperating in a little gathering for the perspective of achieving typical learning goals. It should be deliberately arranged as well as executed, yet they do not require for all time shaped gatherings.
Co-operative learning is considered as one of successful instructional strategies because a variety of activities can be utilized for different students in accordance to their levels of ability in enhancing their understanding of the concept or theme. Everyone is accountable for outcome of complete class. Researches strongly argued in the favour of cooperative methods for the positive effects on student 65 achievement. Group investigations, Jigsaw and Guided reading are beneficial co- operative learning methods.
Team-based learning (TBL) is considered as new ways in dealing with instructions in which understudies are dependent on one another for their own learning and are considered responsible for coming to class arranged. Examination has found that understudies are more mindful and more connected with when group based learning is executed.
The significant distinction in TBL and ordinary gathering exercises is that the gatherings are changeless and the vast majority of the class time is given to the gathering meeting. At its best, group showing permits understudies and personnel to profit by the solid trade of thoughts in a setting characterized by common admiration and a mutual enthusiasm for a point. By and large both employees are available amid every class and can give distinctive styles of cooperation and additionally diverse perspectives. Communities unite individuals for shared learning, disclosure, and the era of information. Inside of a learning group, all members assume liability for accomplishing the learning objectives. Most essential, learning groups are the procedure by which people meet up to accomplish learning objectives.
2.7.6 Brain-Based Strategies
Brain-Based Strategies are considered as the technique for the guidelines, understudies touch base at comprehension of the ideas without anyone else and obligation regarding learning rests with them. This technique is considered as urges understudies in constructing research aptitudes that can be utilized all through their instructive encounters.
Problem-based Learning (PBL) is an instructional technique that evaluates students to
"figure out how to learn," working in gatherings to look for answers for genuine 66 issues. The procedure duplicates the regularly utilized systemic way to deal with determining issues or meeting difficulties that are experienced in life, and will help incline toward understudies for their professions. Experiential learning is a way to deal with instruction that spotlights on "doing so as to learn," on the member's subjective experience.
The instructor's part outlines "direct encounters" that incorporate preliminary and intelligent activities. Games, examinations and recreations can be rich learning situations for understudies. Understudies today have grown up playing recreations and utilizing intelligent devices, for example, the Internet, telephones, and different apparatuses. Amusements and recreations empower understudies to take care of genuine issues in a sheltered situation and have a good time at the same time.
2.7.7 Discussion Strategies
Engaging understudies in the dialog extends propelling so as to learn and inspire them to build up their own perspectives and hear their own voices. A decent domain for association is initial phase in urging understudies to talk. Interdisciplinary showing includes join two distinct points into one class. Educators taking interest in interdisciplinary instructing find that understudies approach material in an unexpected way, while employees additionally have a superior energy about their own particular order content.
Learner-Centered means understudy is at focal point of the learning. The understudy accepts obligation regarding learning while teacher is in charge of encouraging learning. In this manner, force in the classroom movements enhances learning of understudy. 67
2.7.8 Lecture Strategies
Lectures are the way most educators today learned in classes. On the other hand, today’s understudies, addressing does not holds their consideration for long, despite of fact that they are a method for passing on data to understudies. Writing assignments in class can give chance to them to apply discriminating speculation aptitudes and enhance skills.
2.8 Technology and Education
It’s the age of technology which is now a day’s is also being utilized in educational sector. Technology has central position for instruction in modern classroom. Use of technology becomes essential part of pedagogy in delivery of curriculum (Wang, 2000).
Passey and Rogers (2004) identified the impacts of visual, auditory and kinesthetic aspects of computer technology in enhancing learning activities. They investigated motivational impact of technology for learning (Passey& Rogers, 2004).
Russell and Haney (2000) compared society’s adaptation of new technologies and use of computer or laptops in education. In every field of life, technologies have enormous impacts like industry, business and education. Integration of technology has changed our life style.
Even in education, learning has changed. Use of technology in teaching has been started many years ago. Audio, video tools are still used in all over the world for teaching (Dudeney&Hockly, 2007).
Information and Communication Technologies (ICT) have contributed to the prime role in the development and growth of education in twentieth Century.
Information and communication technologies have lucid impacts on the education and have overall resulted in the rising of the educational standards. William, Dyrness, and 68
Juan (2008, p.870) has described technology as an art of doing things with the advanced and new techniques. OnifadeandNadagana (2006, p.17) has identified and analyzed effective instructional processes through which the learners utilize variety of the instructional materials, techniques and suitable media with complete involvement.
Educational technology is defined as hardware and software utilizing in pedagogy to overall enhance teaching and learning environment.
Singh, (2004) has identified and analysed revolution of the educational system with utilization of new and advanced teaching techniques and skills. The use of internet has a positive influence on education system. The era of ICT in education bears significant importance. Technology has become one of the necessary tools for the education and delivery of the effective curriculum (Wang, 2000). Competence of students could be enhanced with the assistance of technology (Faucett, 2000).
Wasif, EhsanUllah and Shafqat indicated that the availability of Information and Communication Technologies have impacted on the students. Knowledge as well as learning skills should be improved with the assistance of the ICT. The utilization and adoption of ICT overall improves the educational efficiency.
Researches Alessi and Trollup (2001) have provided new viewpoint about the technology and education. They had integrated the instructional processes and technologies. Behavioural and cognitive theories have presented towards the learning have being substituted with the constructivist approach. High quality learning environment can be created with the assistance of multimedia. Learning process needs to be really effective in the schools. Motivation is highly essential in learning and technology has incredible power in overall motivating students (Alessi&Trollup,
2001).
Technology plays a significant role towards effective learning processes.
Flexible learning environments can be created for students with the utilization of the 69 technology. Engagement of students’, motivation, interest, content knowledge and levels of fluency can be enhanced in the interactive environment (Bermudez &
Palumbo, 1994).
Research work Susskind (2005) reported the comparison of perception of student about use of power point. Students stated that more motivated in the power point class in comparison to the traditional lecture instruction. Students prefer and enjoy power point presentation because of its appearance as well as organized lessons.
Similarly, Fery, &Birbaum (2002) reported positive perception of students about the utilize power point in pedagogy. They found that valuable educational tool power point holds attention of complete class (Fery&Birbaum, 2002).
Mayer's past research work demonstrated that understudies gains the profound from the multimedia lesson than from verbal lesson. He further identified eight main principals of media outline, in light of cognitive theory and upheld by former research:
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Table 2.5 Technology and Education
Interactive media standards Words and pictures cause more profound learning than words alone. Contiguity guidelines Displaying words and pictures at the same time as opposed to progressively, causes more profound learning Coherence principals There is more profound realizing when superfluous words, sounds, and pictures are excluded. Research demonstrates that over- burdening the lesson with superfluous subtle element decreases profound learning. Modality principal Deeper learning happens when words are described instead of on screen content. Redundancy principal Deeper learning happens when words are exhibited as portrayal as opposed to portrayal and on-screen content. Personalization essential Deeper learning happens when words are talked in conversational style as opposed to formal style. Interactivity principle Deeper learning happens when learners are permitted to control the presentation rate. Signalling principle Deeper learning happens when key steps are flagged or when more accentuation is put on key focuses (Mayer, 2002).
2.9 Background of Educational Technology
Innovation conceivably benefits all the learners in classroom as an individual learning instrument and as an intend to widen curricular points and give profundity
(Leonard ,Noh& Orey,2007). PCs have been a piece of classrooms for almost 25 years. At first their incorporation in the classroom was viewed as an approach to enhance learning accomplishment by method for oversimplified practice. The advantage of innovation has an incredible arrangement to do with how it is utilized. 71
All the more as of late, interactive innovations have turned into the new classroom apparatus as an instructional supplement. Innovations, for example, the Interactive
Whiteboard (IWB), Student Response Systems (SRS), and Interactive Tablets deliver certain issues identified with joining and utilization in the classroom setting by their configuration as interactive apparatuses for overseeing data.
Computer appeared in education field in 1980s. Basic computer skills were taught in the schools initially (Henderson, 1999). In mid-1980s, Apple computers took an experimental step in seven schools of United States. This experiment was known as Apple Classrooms of Tomorrow (Apple, 1995). Educational environment was created with routinely used technology. Computers were placed for each teacher and pupil with continual access of internet at home and schools too. In the start, the purpose of this project was only to find out the effects of technology on learning. But later, Apple Corporation augmented that technology have positive effects on teachers and students for the educational point of view. These findings integrated technology in schools nationwide. In 1990s, computers became the part of education all over the world (Stallard&Cockard, 2001).
They connect holes in the classroom, providing an interface that is well known to both instructor and students. IWB appropriately goes as an expansive presentation touch screen dealing with the anticipated PC capacities as well as turning into instructional devices. It includes programming which is considered as interactive media lesson which overall brings improvement in utilization in class. SRS remote provides criticism reaction when utilized with PC application intended for the utilization—likewise going about as an instructional device for engagement or support
(Carson, 2003). 72
Computer age occurs in the period of 1094s-1960s. At that time, only big companies and government used computers. In 1970s, personal computers were introduced for small industry and individual (Stallard&Cockard, 2001).
In 1995, in technology, government noticed lack of training of teachers. For accomplishment of this purpose, utilization of technology was expanded in the schools. National Center for Education Statistics (NCES, 2005) stated that the internet access has increased in schools from 35% to 99% during period of 1994 – 2002.
Today, use of technology is considered as central part of school instruction. Use and existence of the technology has got innermost position in classroom. It has being considered that without using technology, learning targets cannot be achieved.
Numbers of initiatives related to instructional technology were established in No
Child Left Behind Act (2001), for instance, encouraging the teachers to utilize technology for instruction. High quality technological training programs for teachers need to be arranged and schools should be motivated to completely replace traditional teaching style. Schools must promote multimedia presentations and/or electronic textbooks instead of paper based textbooks and roar learning. Students should encourage the application to the completion of their assignment.
Studies have shown that students like technology application in classroom as it makes learning easy and interesting. Instructional technology motivates and encourages students. Technology makes lesson easier and effective (Miller, Glover
&Averis, (2005); Dhindsa, &Emran, S. H. (2006). Educational technology is planned learning for educational promotion. Technology has incredible power in motivating students. Student learning can be enhanced with use of the technology in classrooms.
Educational technology can be explained as an outcome of use of audio visual aids. 73
2.10 Audio-visual aids
Few PC innovations have been proposed for the utilization in training, which appear to achieve a steady position and wide viable application, bolster the accompanying exercises:
1. Content trade and sharing,
2. Management of instructive exercises,
3. Audio/feature correspondence,
4. Sight and sound and intelligent substance comp
Number of instructional techniques and equipment’s has raised the standard of education such as A.V. aids, TV program, PC computer etc. Audio –visual aids are significant for the learning processes because normally, an individual learns 3% through taste, 3% through smell, 6% through touch, 13% through hearing and 75% through seeing. According to Dudeney and Hockly, the use of technology in learning processes not new. Technology has been used in classrooms since many years ago.
Tape recorders, CD players, videos, overhead projector and video have been used and they are still used in classrooms.
Singh declared that use of audio video such as paper, ink, books, radio, television, VCR, charts help in enhancing the quality of education. Audiovisual aids are the sources to transfer knowledge to students. There are many types of Audio visual aids for instance maps, models, drawings, graphs, pictures, films, etc. Rashid,
M. (2004) has categorized AV aids into three main areas, which are presented as followed:
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Table 2.6 Areas of Aids
Areas of Aids Description Non Projected AV Aids Books, Charts, Chalk and boards, Journals, Manual Instruction, Hand Outs, Programmed Texts, cutouts and models. Projected AV Aids Slides, Films, Film Strips, Overhead Projectors, etc. Electronic AV Aids Radio, Videos, Closed Circuit Television (CCTV), Computers, Internet, and Television (Rashid, 2004).
Since last few years, use of multimedia in classroom has being dynamically increased. Modern visual aid projector is used to support instructional process. It appears as replacement of blackboard.
Mayer's former exploration has demonstrated that students learn more profoundly from an interactive media lesson than from a verbal lesson. He further presented eight principals of media outline, taking into account subjective hypothesis and upheld by earlier research.
These eight principals are presented as followed:
Table 2.7 eight principals
1) Media guideline words and pictures cause more profound learning than words alone 2) Contiguity standards Displaying words and pictures all the while as opposed to progressively, causes more profound learning. 3) Coherence principal There is more profound realizing when unessential words, sounds, and pictures are avoided. Research shows that over-burdening the lesson with superfluous subtle element diminishes profound learning. 4) Modality principal Deeper learning happens when words are described as opposed to on screen content. 75
5) Redundancy principal Deeper learning happens when words are introduced as portrayal as opposed to portrayal and on-screen content. 6) Personalization principle Deeper learning happens when words are talked in conversational style as opposed to formal style. 7) Interactivity principle Deeper learning happens when learners are permitted to control the presentation rate. 8) Signaling principle Deeper learning happens when key steps are flagged or when more accentuation is put on key focuses (Mayer, 2002).
2.11 Interactive whiteboard
Use of computers in teaching was introduced in last decade. A Smart System has been introduced in the field of education. Interactive whiteboards are prominent in rising figure of ICT. Interactive whiteboards take the position of alternative chalkboards in classrooms (Butler, 2005). The appearance of whiteboard is flat, looks like television screen. The sizes of these boards are different. A projector and computer connect with screen. This touch screen works as computer monitor and displays images on the board.
Teachers can move displayed objects with the touch of finger. Teacher can use pen to write on board. SMART technology has introduced this device in 1991. In
1992, SMART and Intel worked together for marketing development. In the beginning, this board was used to present for distance learning. But later, its use evolved in general classrooms (SMART, 2004). Teacher can manipulate the data.
Presentation can be prepared with the use of specific software (Loschert, 2004).
Teacher can modify images and graphics. Important particulars can be pointed out with overwriting. Interactive whiteboard attract the students towards studies by 76 prominent feature of touch screen (Butler, 2005). All these application clear the concept development of the students about objects (Glover, Miller, Averis, & Door,
2005). It’s possible for teachers to make full animated interactive pages, display documents, view movies and web pages on interactive whiteboard. The uses of interactive boards are vast and helpful to integrate the technology for pedagogy (
Ziolkowski, 2004). A new simple instructional tool interactive whiteboard could be helpful for teachers in improving students’ engagement (BECTA, 2003).
Interactive Writing Boards (IWB), a large plain touch screen input device works with a data projector and displays image on the board screen. Interactive whiteboard has the additional feature of writing with hand and pen. The text appears on screen as output of computer.
Anyone can manipulate the font, colour, text etc. Traditional teaching boards could be replaced with IWBs which are helpful in visual display, drawing, writing, editing, and internet access in classroom (Lee &Winzenried, 2009). Instructional videos, presentations, digital flipcharts, internet and manipulation of the text can be shown in the classroom on IWBs (Hall & Higgins, 2005). Interactive whiteboard is an attractive and colourful tool for demonstration and helps the learners to absorb information more effectively and easily. IWB promotes the active participation and collaborative work of students.
Interactive whiteboard assists students in three types of learning which includes visual learning, auditory learning and tactile learning. Whiteboard uses pictures, animation and videos for the visual learning. IWB can be used for sounds, pronunciation, speeches, and poems to upgrade the auditory learning. Tactile learning is the third characteristic of IWB. Students’ interaction, involvement with board is enhanced with use IWBs (Beeland, W. 2002). IWB encourages an interactive approach in the natural setting. It is the best tool for complete class teaching. IWB 77 enhances students’ motivation, engages learner in learning processes, interest with visual stimuli, attention, and better concentration and builds up their personal and social skills (Levy, 2002).
Gatlin (2013) identified in the research about Greiffenhagen’s three key potential uses of interactive whiteboards in the educational setting, which are listed as followed:
1. Liveliness and control,
2. Utilization of the whiteboards material components isolating the sentiment
direct control
3. Utilization of pencil and paper with the feeling of "energized" control one gets
from electronic gadgets.
Further, he presented electronic whiteboards offering another open door for the utilization of vivified programming in particular subjects, for instance, chemistry or physics. Vivified programming can be straightforwardly controlled with hand giving an energized status some place in the middle of a "genuine" classroom test and an"ideal" course reading representation.
A second potential, was of moments or remote access. Electronic tablets, slates and voting gadgets permit understudies to associate with lessons from their seats rather than heading off to the class' front and composing on the board or basically standing and giving an answer. Such gadgets offers multi-modular assets to the understudies which before were mostly limited to instructors.
Thirdly, giving a crowd of people, Greiffenhagen noticed that former explorations have regularly perceived importance of distinctive "groups of onlookers" for understudies.
In accordance to Lee (2010), the most effective tools for instruction are teacher’s voice, pen, paper and teaching board. A well- understood tool used in the 78 classroom is teaching board. With the help of teaching board, teachers could perform their job with effective learning outcomes. Old-style blackboards are still teaching boards in most of the classrooms. But nowadays, Interactive whiteboards have taken the place of traditional boards for instruction. The first digital technology is interactive whiteboard which is specially designed for whole class instruction (Lee
&Winzenried, 2009). With the use of IWB, teacher can heave all digital experiences in the classroom. Teacher can engage his students in discussion and exploration with the use of IWB. Interactive whiteboards are ideal for interaction with the media. IWB can be use for integration of content with manner.
Where a student's work was at one time a private matter between the understudy and educator, electronic assets can make understudies work visible to the whole class. Moment input from the instructor and different schoolmates can be promptly accessible with the utilization of electronic gadgets, for example, electronic tablets, archive cameras and scanners. These gadgets make it easy to show understudies' work before the class which may expand an understudy's motivator for clear correspondence.
Student can view pictures, listening stories, provide feedback, use internet and have access to the worldwide web sites. IWBs hold various learning styles in teaching. Features of IWBs are entirely different from traditional blackboards.
Capturing, storing and modifying are stupendous functions of IWBs. Most IWBs have two modes that are PC control mode and composing mode. At the point, when IWB is in PC control mode, a pen, or stylus, mouse, and a tap as a mouse click. In the composition mode, pen, or stylus, goes about as a genuine written work actualize, with the PC creating computerized ink on the anticipated picture.
Uses of IWB are subjected to the product that is introduced and extensively utilized on PC associated with IWB. A portion of number of applications accessible 79 incorporate the concealing and uncovering, composition and controlling content, penmanship acknowledgment, sparing, recovering, and printing notes, catching and controlling web substance, shading, colouring, and animations. Kennewell and
Beauchamp’s (2007) has identified the Features of Interactive whiteboards as timeliness, emphasis, multimodality, accuracy, list, template, acquisition, dynamism, simultaneity, library, linkage, automation, capacity, range, edit ability / transformability and feedback.
Table 2.8 Features of innovative Interactive whiteboard
Features Description 1) Capturing Coping and pasting the material from software 2) Emphasizing Highlighting the main points, colour, movement etc 3) Drag & Drop Dragging and dropping the images and text 4) Storing Matter can be saved and re-used 5) Annotating Notes Explanatory notes can be noted with a special pen 6) Games Games can be played for the educational purposes. Animated videos can be helpful for visual and audio learning. 7) Linking Internet access, MS word, power point, and Excel files can be used
IWB furthermore disservices not withstanding its advantages, various inadequacies in utilization of IWB are found. Examples are presented as followed:
1. To get IWB to class is generally an issue of cash, they are more costly than
other educational instruments,
2. If IWB is utilized again and again, it is no more so appealing for students,
3. Excessive use of IWB can stifle abstract thinking of pupils,
4. IWB is typically introduced for all time and its stature may not be suitable for
a. different students and teachers, 80
5. Availability of electricity is major problem in Pakistan,
6. Sometime internet is not accessible.
2.12 Equipment’s of Interactive Whiteboards
An interactive whiteboard needs three equipment’s for the successful operations that includes a computer system, a projector and an interactive whiteboard.
Computer operates interactive whiteboard by storing information. Teacher could prepare presentation with assistance of pictures, notes, diagrams and animation.
During class, he could be retrieved on IWB. A digital projector is necessary in transferring data on from computer to IWB. A large touch screen that displays data in the class is interactive whiteboard.
Teacher can manipulates the content on the screen with touch. Students can draw, write with different colour pens, edit the text, and can control computer applications via IWB. British Educational Communications and Technology Agency defines Interactive Whiteboard as large sensitive touch screen, with digital projector connection which is controlled by touch with a special pen or directly (BECTA, in
Hall &Higgen, 2005). 81
Figure 2.2 Basic Equipment’s of Interactive Whiteboards 2.13 Types of Interactive whiteboard
IWB is an innovative technological tool which has been used in educational processes to increase productivity. An interactive whiteboard assists students for developing essential skills. IWB helps students in organizing content, to become flexible, developing constructive approach, and sharing. The growing popularity of interactive whiteboards needs vast range of said boards. Nowadays, different kinds of interactive whiteboards are available and used in education, business and others area of life. Selection of right technology for different verticals such as schools, colleges, corporations, government, military and other social enterprises etc is necessary for right productivity.
Extensive research has pointed that IWBs have positive effects on student’s learning. There comes a broader range of choices in IWBs on the increased demand. 82
There is a wide variety of interactive whiteboards technology available in the market.
Different whiteboards are used for different purposes. Scanning, touch technology and writing instruments are included for modification and creativity to integrate the interactive elements (SMART, 2010).
Design must be selected according to the curriculum requirement. The whole class can access the digital resources with the use of interactive whiteboard. Various
IWB technologies are available, with some strengths and weaknesses. Resistive
Membrane Whiteboard, Electromagnetic Whiteboard, Laser Scanner Whiteboard,
Infrared Optical Whiteboard, Capacitive Whiteboard, Ultrasonic Whiteboard and
Digital Whiteboard are used in various fields (SMART, 2010).
There are number of different options to choose, and more on the way. But in educational field, there are three main different kinds of IWBs which utilized in classroom for the pedagogy purpose. Resistive Membrane Whiteboard,
Electromagnetic Whiteboard and Laser Scanner Whiteboard have got inclusive position in the classroom (SMART, 2010).
2.13.1 Resistive Membrane
A soft touch-sensitive surface reflects the computer data. Fingers are used for writing and drawing. Different colour pens can be selected used via software.
Movement is followed by detecting the force of the stylus object or pen on the screen.
Two parallel sheets made up of resistive material are soft as well as flexible. These sheets are resistive to electricity. Because of applied pressures on board, these sheets come together and coordinate data to the computer. Data can be manipulated with the finger touch (SMART, 2010). 83
Figure 2.3 Resistive Membrane Interactive Whiteboard 2.13.2 Electro Magnetic
Electromagnetic whiteboards comprise of hard surface which is upheld with a matrix of the electronic wires that connects with curl on a stylus pen. Loop helps lattice wires recognize arrangement of X and Y on the pen. Anyone likewise selects to utilize an attractive pen which associates with attractive sensors incorporate with whiteboard that identify movement of pen and send it back to PC. For such kind of innovation, users must utilize pen subsequent to the design which is unequipped for detecting touch signals as well as guiding gadgets (SMART, 2010).
84
Figure 2.4 Electro Magnetic Interactive Whiteboard 2.13.3 Laser Scanners
Laser scanners are scanners are using laser light and laser innovation which are dispersed close to edges of whiteboard. Laser scanners are situated on the edge of whiteboard incorporating with the felt stylus pen with the intelligence innovation that mirrors laser light back on edge. This tracks development of stylus on surface of whiteboard and registers areas of pen, and in additionally hues being utilized
(SMART, 2010).
85
Figure 2.5Laser Scanners Interactive Whiteboard 2.14 History of SMART boards
Computer technology has been shifted towards the interactive white boards in classroom since past few years in the developed countries (McCrummen, 2010).
Interactive board is large touch screens which are connected with computer.
Interactive whiteboards are modern tools for the instructions during class in developing the learning enjoinment (BECTA, 2003). Use of interactive whiteboard has brief history. In the beginning, remote response systems were used during pedagogy in late 1970s in Europe, Australia, Turkey, Canada, and the United States.
This purposive tool was limited for voting. Later, this innovation became popular as an instructional tool to accumulate information and rapid feedback during classroom lessons (Hill,Smith& Horn,2004). The first interactive board was introduced by
SMART Technologies in 1991.Wireless technologies and interactive touch stood base for interactive whiteboards in 1992. (SMART, 2010). Initially, The University of 86
Colorado (United States) introduced online Science courses with an interactive board in the late 1990s (Abrams&Haefner, 1998).
In 2003, British Primary Schools Whiteboard Expansion Project installed whiteboards in 97 schools and monitor teachers on the daily practice (BECTA, 2003).
Prominent features of the interactive whiteboard drag and drop, hide and reveal, high lightening, animation, storage, recall and feedback (Glover,Miller, Averis, &
Door,2005).
2.15 Use of Interactive Whiteboards in Global Context
The technology of the interactive whiteboard has essential position in school system in existing era. All over the world, information and communication technologies (ICT) are used for positive learning. In Western Europe, Australia,
Canada, Turkey, New Zealand and the United States, interactive white boards got fame as primary item for pedagogy. Due to its potential, developing countries are investing on the interactive whiteboards in the educational sector. India, Sri Lanka, even Pakistan have recognized the significance of interactive whiteboards for effective learning.
2.16 Use of Interactive Whiteboards in Developed countries
Interactive whiteboards (IWBs) have got prominent position in pedagogy especially in developed countries. Sale of IWB has increased in 2005-1010 (Lee,
2010). National funding of UK has been boost around £50 million for adoption of
IWBs (Hall & Higgins, 2005). Netherlands and the Denmark also are attracted towards IWBs and installed 40-42% in primary classrooms.
Many countries, such as UK, Australia, China, New Zealand, Turkey and USA are well aware of the importance of using technology for learning. These countries are 87 enthusiastically utilizing interactive whiteboards in classrooms (Yang, Wang, & Kao,
2012).
2.16.1.1 United Kingdom
The strongest support for the implementation of the interactive whiteboards by government has been viewed in United Kingdom. Significance of using ICT
(Information and communications technology) in classroom is highly evident in
United Kingdom. ICT has positive effect on learners’ achievement. Many initiatives have been proposed for the development of ICT for pedagogy (British Educational
Communications and Technology Agency, 2003).
Welsh Assembly Government announced £ 9.9 million grants installation of interactive whiteboards, computers and projector in every primary and secondary schools. In September 2003, National Whiteboard Network was established. IWBs recognized as compulsory teaching tool. IWB creates challenging environment in inquiring new knowledge. Fastest installation of the IWBs has been seen in UK.
Newsweek magazine reports that 70 percent secondary and hundred percent primary schools of U.K. are using interactive whiteboards (Lee &Winzenried, 2010). UK government has provided funds school for integration of technology. Interactive whiteboard has impacted on working of whole-class.
2.16.1.2 Australia
Australian researches proved the importance of the interactive whiteboards in classrooms. The researchers investigated the potential of interactive engagement. The results showed that teaching methods based on the ICT increasing the students’ engagement. Teaching with the interactive whiteboards is exiting and full of fun (Lee and Boyle, 2003). Australian primary schools teachers are using interactive whiteboards for enhancing the effectiveness of their lessons. Since 2009, 31% of 88
Australian classrooms were equipped with IWBs (Futuresource, 2010a; 2010b; Lee,
2010).
IWB was quite easy means to combine information and communication with the curriculum. [Reference] argued in the favour of IWB because of its features of availability and easy access, presentation, storing and printing. [Reference] had point of view that in the science era IWB develop the stencils to meet the requirements.
These stencils sustain the reliability of content and teaching methodology. He explained IWB as a helpful tool for learning outcomes such as vocabulary, sharing lesson structure approach and relevant skills etc.
Australian National Schools Network published snapshot of Stephen Seddon in 2010. This snapshot is based upon the interviews. Stephen Seddon worked as science coordinator in Noble Park Secondary College. Around 650 students of this school belonged to multicultural vicinity of Melbourne. Stephen shared his experience about initial interactive whiteboards to the school.
2.16.1.3 New Zealand
Technology has had a foremost influence on the educational sector of New
Zealand. To prepare the students for the pace of future, all primary schools of New
Zealand are equipped with the interactive whiteboards. IWBs are very helpful for the students to become effective users of technology. Jacqui conducted a research to identify the impacts of the IWBs on the student learning and classroom.
Beauchamp and Parkinson (2005), Hodge and Anderson (2007), and Smith, Higgins,
Wall and Miller (2005), have showed effectiveness and contribution of the interactive whiteboard to learning. A case study was held in New Zealand, primary schools for
13 months. The results were in favour of usability of interactive white boards. The research also identified that learning of students has increased in the presence of 89 interactive whiteboard technology. This technology overall enhances motivation and achievements of students. Class participation also increases due to IWB.
2.16.1.4 United States
In 2007, one of the largest American installation of IWBs, Sarasota County
School District in Florida, 3300 classrooms were equipped with IWBs. Later, in 2008,
Fort Worth Independent School District had planned to install over 5,000 interactive boards in their schools. This trend spreads all over developed countries (Sarasota,
2006).
In 2008, one of educational organizations established a pilot project across 60 countries. For this purpose, six middle and senior high schools in Israel were installed with interactive whiteboards. The findings indicated that studying with IWB overall increases motivation and engagement amongst the students in learning process. IWB also affected attendance and participation of students. Now, IWB has become one of an embedded part of the institutes.
2.16.1.5 China
Philips Digital Projection Lighting commissioned Futuresource Consulting
(2011), an independent specialist market research and consulting company conducted research in China about the adoption and integration of technology in primary and secondary schools. The Futuresource found that projector and interactive whiteboard usage in primary and secondary schools are increasing and almost equal quantities of both are sold in education sector.
Hodson, made the donation personally, at Dongqi Middle School in
September, and said that SMART will train the teachers to get better results of young generation (FuturesourceConsulting , 2010b). 90
Although, according to the data, the use of projector and interactive whiteboard in
China is less than UK, but it is increasing day by day. Interactive whiteboard is an innovation that is gaining extensive presence in modern-day classrooms (Futuresource
Whitepaper, May 2010: Projector and Interactive Whiteboard usage in primary and secondary schools). SMART company has donated 100 interactive whiteboards in
China. More than 20 Sichuan schools were installed new technology. SMART’s president and COO, Tom
2.16.1.6 Turkey
Balta& Duran (2015) recently, studied on attitudes towards use of IWB in schools. Many investments have been done for interactive whiteboard technology in educational sectors of Turkey. The government has been initiating steps to spread it to schools of all levels. The outcomes indicated high rates of IWB by the instructors and students. Mostly students are in the 90avour of interactive whiteboards. Some suggestion for policy makers, researchers and teachers are also could be seen in this study (Balta& Duran, 2015).
More than $1 billion invested for the placement of interactive whiteboards in school sector of Turkey. In November 2010, to act upon the National Science and
Technology Policy 2003-2023 Strategy Document, this investment was utilized with
FATIH Project (The Increasing Opportunities and Improvement of Technology
Movement). This project aimed to provide equal opportunities in all Turkish schools.
Moreover, to make sure the productive use of technologies. 570000 LCD Panels and infrastructure were provided in schools (FATIH, 2014).
2.16.2 Use of Interactive Whiteboards in developing countries
Multimedia has attained its own place as an important tool in current scenario of education sector. Interactive whiteboard is highly beneficial for learning due to 91 interactivity, the use of Interactive whiteboard in number of developing countries that has been boosted for the last 20 years.
2.16.2.1 India
Use of the technology in schools as well as collages have encouraged and funded by government of India. The usage of the interactive whiteboards has been boosted in India during past decades. Demands of IWBs have been increased especially, in educational sector. Although, IWBs prices are higher than traditional whiteboard but it provides a highly interactive environment.
In number of schools, Classrooms have been equipped with interactive whiteboards to enhance the teaching and learning environment. According to this report, day by day, demands of the interactive whiteboards are increasing in India. It needs expenditure to purchase and installation of interactive boards but it provides significant high interactive environment. In India, educational sector is focused with utilization of ICT. Government encourages use and integration of technology in education sector and provides initiatives for private sector (Researchmoz, 2014).
Research conducted in Department of English at Government Collage of
Engineering, Triunel, Tamil Nadu, India benefits of the interactive whiteboards for the effective learning processes. After the analysis, it was very clear from the results that interactive whiteboards are very beneficial for students. IWBs have high-quality effects on their attitude and behaviour (Senthikumar, 2012).
2.16.2.2 Sri Lanka
A big educational resource named Skool Lanka provides creativity and inventively for pedagogy through interactive whiteboards. Although IWB is expensive but it has been boosted during the past decades in third world countries.
The curriculum structure was modified in many developing countries including Sri 92
Lanka. This change created huge demand for computers. Before this dramatic change, people of Sri Lanka had no idea about IWB and its benefits. But later, teachers used
IWB for effective teaching in schools.
IWB attracts students ‘attention. IWB helps the students in self-learning and in improving skills. To contend the pace of modern technology, use of interactive whiteboards in classroom is encouraged in Sri Lanka.
2.16.3 Use of Interactive Whiteboards in national context
A revolutionary change occurs in educational field too, although, in Pakistan, computer culture has not very well established. But learning through ICT is rapidly growing in the era. Interactive whiteboards become desirable peripherals in Pakistan.
Number of private schools is running e-learning programs. Computers, tabs and interactive whiteboards are considered as instructional tools. Hi-tech multi-media completely air-conditioned computer labs are designed for each student by the school administrations. Instructors provide complete attention on each pupil according to his understanding level.
Lawrence College Murree is an elite institute of Pakistan. The oldest residential institute established in 1860. The curriculum of Lawrence College Murree is based on student- center teaching method. E-Learning program has been started in
O. Level section and junior section. Interactive whiteboards are used in the classrooms which make the teaching more effective. IWBs meet the students’ demands
Hundred governments higher secondary schools have being installed
Interactive whiteboards ensure new and improved teaching methods introduced into classrooms across the province in Khyber-Pakhtunkhwa (Asad, 2015). This was declared in documents issued by Khyber-Pakhtunkhwa Elementary and Secondary 93
Education department in Pashawer. “The whiteboards have been installed as part of a pilot project that aims to use information technology to transform the education system,” K-P Elementary and Secondary Education Department Chief Planning
Officer IdreesAzam Khan told The Express Tribune on Monday. “The project will be extended to other schools.” In accordance to Azam, interactive whiteboard is a display panel which can function as an ordinary writing board.
“It can also be used as a projector screen on which you can operate a desktop,” he said. “The screen can be controlled with a finger or with a special pen. It operates in a similar manner to a touchscreen phone.” Azam added that whiteboards are utilized during the lectures in the classrooms where it can perform multiple functions, images can be printed with the assistance of it and data can be saved to a computer
(Tribune, 2015).
Laurelbank School System Lahore integrates education for the pre-primary and primary classes. School are using interactive whiteboards for teaching purpose.
Beaconhouse E. Learning programs Islamabad creates interactive environment for the learning learners utilizing the tablet individually and each classroom is equipped with interactive board. Resource Academia Lahore engages kids in different activities by providing high interactive environment. E-learning educational system creates every student enabling to set the own pace. Smart school combines web-based e- learning and traditional teaching methods as blended learning method.
Bright Career School System Gujranwala provides quality education with help of Interactive boards. School believes that the digital classroom engages children in imagination, exploration and innovation. Students avails the opportunities to participate in continuous learning, interaction and teamwork. IWBs develops creative approach in pupils. Presentation on the IWB create learning environment for the students and effectively manage all the projected computer functions. School accepts 94 the challenges of today’s student’s education that is not easy now. To obtain this target, school uses rich technology in its classrooms.
2.17 Learning theories
Learning is adjustment in understudy's point of view of reality and learning result are appeared in the subjective changes in understanding of student, scholarly, social and specialized capability. In 1995, several learning models were categorized by Leider and Jarvenpaa. Objectivism, cognitive, constructivism, collaborative learning, information processing, and socio-culturism could be viewed under these categories.
Learning is considered as a continual process and technology shaping our thinking. Behaviourism, cognitivist, social learning theory, social constructivism, multiple intelligences and brain-based learning are famous. To create instructional environments for learning, behaviourism, cognitivist, constructivism and connectionism learning theories are utilized. These Learning theories support the use of technology for the educational instructions. Synaptic view about learning theories are presented as followed:
Figure 2.6Learning Theories 95
2.17.1 Behaviourism approach to learning
Behaviourism describes learning as impossible understanding of person which goes on inside him (the “black box theory) (Gredler, 2001). Learner is passive and learns by the external process. Lecture, drill practice, rote learning and multiple choice tests are methods of learning. Behaviourism describes knowledge as external to learner. Behaviourist states learning process as act of internalizing knowledge.
Behaviourism operates on principle of stimulus response. An external stimulus is cause of all behaviours. There is no need to consider internal mental states or consciousness. John B. Watson and Ivan Pavlov are originators and contributor of this theory. Behaviour is shaped through positive and negative reinforcement which increases the probability of repetition of specific behaviour. Learning can be defined as behaviour changes.
Student’s response and behaviour towards teacher and content is highly important in the teacher-centered class. In behaviourism, teacher talks and students listen. Concepts of rewards and punishments have got central position to learning
(Budd, 2002). Behaviourism best known theorist B.F. Skinner turned this theory towards Connectionism.
2.17.2 Cognitivist approach to learning
In 1960, cognitive dominant paradigm had taken place of behaviorism.
Merrill-Component was the originator of this theory. Display Theory (CDT) was strong base of cognitivist. The main focus of this theory is inner mental activities.
Valuable thing is an human mind for understanding like a black box which is necessary to open. All mental evolution needs to explore. Cindy Buell described cognitivism as an example of computer processing model. Learning can be sighted as inputs, administrative in the short term memory. Coding can be used for the long-term 96 recall. Thinking, memory, knowing and problems are mental process congnitivism views, the knowledge as external knowledge. Cognitivism focuses on the psychological processes. Perception, thinking, recalling, learning, problem solving and direct attention are included in psychological processes (Buell, 2004).
2.17.3 Constructivist approach to learning
Constructivist approach is for the instruction as learner-centered.
Constructivist approach provide base for the e-learning which is an active process for learners to construct meanings. Active participation of the learner is essential for the new knowledge and is constructed through interactivity. Interactivity is not a simple function of computer. It promotes base transaction and fundamentals for the success in pedagogy.
Constructivism states that learner creates knowledge with his external experience (Driscoll, 2000). An Italian psychologist GiambttisaVico gave an idea about constructivism in the early 18th century. According to the first definition of constructivism,
“Humans can only understand what they have constructed.”
Social cognitive and constructive theories are very close to the interactive learning. These all ideas are based on socio- constructivist approach. Bandura and
Vtgotsky explain that in social cognitive theory, learning could be possible through culture. Best development of understanding could be possible in company of others.
Guidance, instruction, problem solving approach and peer interaction would be helpful for learning.
Friedrich Frobel, Lev Vygotsky, and John Dewey develops ideas of the individual coaching, learning by doing, inquiry-based learning, object teaching methods, personal interaction, and intervention (Null, 2004). Vygostsky (1978) 97 believed that social interactions play a vital role to learning. Fundamental elements to learning are social interactions. Learners gain knowledge from actively participation.
In a class room, students’ interaction with content, penetrating for the information and manipulation are necessary for the learning process (Lave & Wenger, 1990).
Interactive whiteboard supports cognitive learning strategies for the implementation. According to constructivism, individuals cannot enhance knowledge passively from environment. It could be possible by taking active part in learning process. New knowledge about the world establish after interaction of the human being and existing information (Gordon, 2009, p.39). Students construct new meanings with the prior experiences as well as new information through inquiry and social interaction.
Dewey, Piaget and Bruner focus personal involvement and participation of learner. According to constructivism, teacher plays role of facilitator. He assisted the students to construct knowledge through dialogue and questioning. In view point of constructivist; learner constructs new ideas with the personal engagement and actively participation. Alexio-Ray, Wilson, Wright &Peierano (2003) emphasized that the interactive whiteboard are assisted for the learners.
LeDuff (2004) upholds contribution of the interactive whiteboards for the active learning. Interactive boards are useful for the instruction and in constructing new knowledge through the exchange of ideas. Social cogitative and constructivist include the interactive learning with the help of interactive whiteboards. Student motivation, enhancement of knowledge, class participation could be increased with the use of interactive boards. Learner is all in all to select and transfer information.
Learner constructs the meanings to make decisions. Constructivism involves the students in active participation in discussion and group activities. 98
In Pakistan, now science education has got fundamental position of basic education. Constructivist approach provides base for explicating science. Students create alternative concepts of things after formal instruction of science. The combination of personal experience, observation, perception, culture, language and prior instructional materials are the origins of these concepts (Novak, 1996).
Stitch (2003) proved the benefit of use of animation in teaching biology. He investigated that interactive animation with audio and video of biology were beneficial for learners (Stitch, 2004).
Murcia and Sheffield investigated that interactive whiteboards can engage and motive the students. The study indicated that students explore more about science and construct new knowledge with the use of digital resources. Interactive white boards were used to whole class for the course of science. It was suggested that interactive pedagogy can enhance the knowledge about scientific literacy positively. Murcia and
Sheffield supported the teaching of science through interactive whiteboards (Murcia and Sheffield, 2010). Similarly, Hennessy et al., 2007 and Gillen, et al., 2008 argued in the favour of interactive whiteboard in classroom during science lessons (Hennessy et al., 2007; Gillen, et al., 2008).
A constructivist teaching sequence involves orientation, elicitation, restructuring of ideas, application, review and assessment (Mathews, 1989).
Interactive whiteboard fulfils all the above teaching sequence. Interactive whiteboard can be used as presentation tool in constructive classroom.
2.17.4 Connectionism approach to learning
Technology and connection of learning activities moves learning theories to a new era. It’s the digital age. Competency can be originate by connection of personal experience and acquire knowledge. According to the connectives approach, learner is 99 self-directed to quest and sharing the content. Source of knowledge could be spontaneous learning groups. Learner creates knowledge collaboratively. Edward
Thorndike, was popular psychologist of beginning of the 20th century proposed that key to learning is connectionism. He worked on human mind’s working and educators
’teaching content. He had the point of view about learning that is responding to stimuli.
Thorndike presented this theory on the base of original S-R framework of behavioural psychology. According to S-R framework of behavioural psychology, the associations forming between stimuli and responses are the cause of learning. Nature and frequency of S-R pairings can increase and decrease the strength of these associations or habits. Learning could be sufficiently explained without any unobservable internal status is the prominent characteristic of connectionism.
Thorndike’s theory comprises of three primary laws that are law of effect, law of readiness and law of exercise. Transfer of learning is always specific and depends upon the presence of identical elements. Thorndike introduced the concepts of
Belongingness” and “spread of effect”.
2.18 Interactive Learning
A pedagogical model interactive learning encourages the students in active participation. Students interact with the content material actively. Interactive learning model is learner-centered. Critical thinking, problem-solving and imagination of students are encouraged in this model.
Punjab Education Department also placed SIM based tablets and smart devices in 54 thousands schools. To compete the developed countries in education field, education system has been digitized. Under the E-Learn program, first step is 100 scheduled to provide tablets in schools. Punjab Information Technology Board (PITB) has converted the curriculum from 6 to 10 into digital format.
In 21 century, interactive learning environment is measured essential to focus on capabilities of each individual. Interactive whiteboard support the visual, auditory and kinaesthetic learners. Bright and colourful world of interactive boards are helpful in images and visual media for visual learners. Sound effects, speeches and music engage the auditory learners in group discussion for best production. Hand-on- activities such as moving the objects, highlighting, underlining, and drawing the images support the kinaesthetic learners to give best output.
2.19 Interactive Learning through Interactive Whiteboards
Modern technology made up of a computer attached to both a projector and a touch-sensitive board which is combined in shape of IWB that shows the pictures proposed from the computer, enables for modifications, and automatically accepts input or by touch. The software for the IWBs allows a variety of activities e.g., projecting presentations and short films, writing, and erasing the board (Glover,
Miller, Averis, & Door, 2005). Suitable strategy of digital learning material and environments should relate to student perception for cognitive skills. Bell conducted an internet survey on effectiveness of interactive white boards and importance of interactive learning. She found overall positive attitude towards the IWB. Her research supports the IWB as an effective learning tool (Bell, 2002). Interactive and constructivist learning and teaching need IWBs which help in the functioning of a fixed board with further means (Betcher& Lee, 2009; Way, et al, 2009). Researchers have admitted the effectiveness of interactive learning teaching method. With the help of this innovative tool effective teaching learning can be produced. (Harper
&Hedberg, 1997; Sims, 1998; Shinde, 2003). The use of IWBs in several countries 101
(United States, Maxio, Itlay, Britain, Australia) it is accepted that IWBs is effective for teachers and to learner (among others).Student motivation is very vital element for during the learning process effective learning. A motivating classroom environment can enhance the student’s achievements. (Wishart& Blease,1999). Visual tools are useful for enhancement of classroom learning (McKendrick& Bowden, 1999).
Interactive whiteboard increase learning process in many ways such as pupils’ motivation, participation in class discussion and attendance (SMART, 2000). The
Kamatetal.s (2009) compared the interactive multimedia with traditional educational methods for different subjects i.e. science, history, Science and geography. They concluded that interactive multimedia is much effective than other way
(Kamat&Shinda , 2009). The main issue of e-learning is to support of learning process as cognitive and constructive (Lytras et al., 2005).
Interactive whiteboard proved as helpful tool for both students and teachers.
Many studies have found IWBs as highly motivated and learner-centered technology.
But the drawback exists that is the potential lack of teacher while using interactive whiteboard. Moreover, interactive whiteboard is more expensive than conventional board.
2.20 Student Achievement
Today there is significant pressure on school pioneers to enhance student achievement. All through the nation, responsibility measures and benchmarks have been put on school regions and now the No Child Left Behind Act (NCLB, 2001) obliges that areas use innovation to expand student achievement.
Today, student achievement has got eminence in education sector.
Accountability of teachers towards their classroom students ‘progress affect the measures the criteria of achievement. If student learns specific content in given time 102 and gets high scores, then achievement level increases. Student achievement in results shows the successful instruction. There are many factors which impact the successful instruction but the classroom instruction and learning disability are the more critical.
All students do not have the same learning caliber. Teacher must use different teaching methods for the students with having different abilities. A good teacher use different strategies during his lesson delivery for instance, lecture, discussion and audio or video paraphernalia.
Bloom (1976) introduced the alterable variables of classroom. These variables can be helpful in augmentation of students’ learning. With the help of alternative variables, all students could be able to reach the desired level of achievement. Bloom reported that first important alternative variable was time-on-task. Time-on-task refers the available time for learning. Moreover, if students have been positively participate in learning process in the fix time, and then they could obtain achievement. If students do not engage themselves in learning process actively, the instruction is poor.
The next effective alterable variable is cognitive entry characteristics. The characteristics as specific knowledge abilities, skills intelligence and aptitude are rudiment for learning process. Bloom found the causal effects of cognitive entry characteristics on students’ achievement. Cognitive entry characteristics have played important role in the learning outcomes.
Bloom took formative test as another alterable variable in the classroom.
Achievement tests are also designed for summative purpose but summative testing is partial. In summative testing procedure, students could not have the opportunity to correct the mistakes. The set standard of achievement is student’s scores or grades in summative tests. But formative testing increase the achievement level. Formative testing procedure affects the learning process throughout the whole year. Students’ interest in learning, confidence and ability to learn can be increased with the use of 103 formatting testing. Monthly tests, quizzes and phase tests are the concrete examples of formative tests.
The classroom alterable variable introduced by Bloom is the relationship of teacher characteristics and student learning. The teacher characteristic affects the teaching process positively. Bloom described cues, reinforcement and participation as characteristics of teaching. Cues refer to the content. Reinforcement refers to the reward. Participation refers the active engagement of students. Teacher interaction with student is very necessary for learning outcomes. Teacher attention and support can uplift the student from bottom to top. This alterable variable provides chance to improve the student achievement.
According to the Bloom, socio- economic status is the last alterable variable.
Parent status and home environment affects the school achievement. Socio- economic status could not be alterable but home environment can be replaced with the help of teacher by parents’ involvement, home visits of tutors and educating the parents.
Classroom teacher has great effects on student’s achievement. He can modify the interest of students towards achievement.
Sanford and Everston agreed with the time-on-task. Students complete work in time gain more achievement. According to Travers, Harry and Margaret Maslow emphasized the consequence of external stimulation. Classroom teacher has the potation to diminish the lethargy, lack of learning and discipline problem (Travers,
1972). Dyer indicated that accountability of teachers for students learning effect much on their achievement. All planned and unplanned activities help the student in learning is education process. Circumstances, environment, home, community and vicinity all are the elements of educational process (Dyer, 1973). Keller (1983) presented four categories of motivation. Attention, relevance, confidence building and satisfaction moved the students to success (Keller, 1983). 104
2.21 Use of IWBs and Student Achievement
Marzano (1998) identified the importance of technology and mentioned the categories of instructional strategies. These strategies proved helpful to improve the student achievement. Motivation in a classroom can be measured by the participation of a student in the learning process. Motivation is an imperative factor for the learning and students’ achievement (Marra& Wheeler, 2000). Anna Smith submitted her first evaluation of the impact of interactive whiteboards in 2000. It was published by
MiranadaNet. This research examined the impact of technology on learning and classroom interaction ( Mirandanet: Promethean Ambassadors Programme, 2005).
United States and United Kingdom invested a lot in their schools to use of technology. Interactive whiteboard is supporting tool for teachers to increase in student motivation. IWBs demonstrate as a positive addition for learning in classrooms. DiGregorio conducted a research to find out the effect of IWBs on several common themes for instance, motivation, interaction, class participation, learning and achievement (DiGregorio, 2001). Glover and Miller suggested that the use of IWBs during early stages can improve student motivation. Students always appreciate the use of technology in teaching (Glover and Miller, 2001). Glover and Miller (2001b) affirmed that issues with the utilization of interactive whiteboard innovation and a restricted effect on adapting more often than not happen when the educators neglect to understand that mix requires distinctive ways to deal with teaching method. In an investigation of secondary schools in which the greater part of the classrooms were outfitted with interactive whiteboards, they presumed that compelling instructing requires that instructors ought to perceive and respond to the differences of adapting needs and learning styles inside of the group being taught. Instructive change, they accepted, is important with the goal that innovation turns into a transformational 105 gadget to improve learning. They contended that the utilization of the interactive whiteboard is just of worth when it turns into a piece of the normal classroom design.
According to Levy, instructional use of IWB encourages the students for classroom engagement and interaction. Ideas and concepts are more easy and understandable for the students. The use of interactive whiteboard for teaching increases the interest, participation and enjoyment of students (Levy, 2002). Teachers observed the participation, interest and attention of students in the class which is outfitted with interactive whiteboard (Beeland, 2002).
Similar finding has been seen in UK. Bush et al. (2004) found that interactive boards turn the students towards the studies. Interactive learning enhances the pupils’ motivation and concentration. Visual aspect of interactive whiteboard keeps the students attentive (Bush et al, 2004). In United State, Zittle (2004) examined the influence of lessons with IWB on students’ achievement. He compared the results of achievement of students who had lessons with IWB and who had not use IWB. He reported significant difference between groups. The students those learned with
Interactive whiteboard achieved higher scores. An educationalist Breuilly Le established in a case study, that use of interactive whiteboard had been elevated the literacy level and motivation of students. Interactive whiteboards have positive effects on the achievement of students (Breuilly Le, 2004). Later, Picking, Pollock (2001),
Brabeck, Fisher, and Pitler (2004) took these strategies and proved the significant of technology use for classroom instruction. Identification of similarities, summarizing activities, reinforcing student efforts and providing recognition for solving problems, developing the skills, learning new knowledge (with the help of drawing, images, diagrams, video clips), Peer working, setting objectives, generating and testing hypotheses and arising question to gain new knowledge. Many schools placed interactive whiteboards in their classroom to raise achievement scores (Halls 106
&Higgins, 2005). In a basic survey of the writing, Smith, Higgins, Wall, and Miller
(2005) found that teachers and students displayed an inclination for the utilization of the interactive whiteboard over conventional guideline. They doubted, in any case, in the matter of whether the energy has prompted viable strategy. They contended that however the innovation is costly, in the hands of the right instructor it could and ought to be utilized as a part of inventive and creative courses well beyond that of customary sheets or projection innovation. They composed that the uniqueness of interactive whiteboard innovation “lies in the possibility for a crossing point in the middle of specialized and instructive intelligence” (Smith, Higgins, Wall, and Miller,
2005 pg. 99). Moreover, teachers consider IWB more effective than a teacher’s resource box due to its better capture (Warwick &Kershner, 2008). Interactive whiteboard hold the attention and enhanced motivation of learners (Miller & Glover,
2005).
Greenery, Jewett, Levaaic, Armstrong, Cardini and Castle (2007), composed a study to decide the effect of the London test bit of the schools intelligent whiteboard extension venture (SWE). The task was intended to prepare one center subject division in each London Secondary school with intelligent whiteboards.
As the consequence of the study, they found that interactive whiteboards coordinate well into the entire class instructing environment that is behaviour in optional classrooms, and use fluctuates amongst diverse instructors and subjects. They verified that the procedure of changing teaching method in a school is a long process.
For execution to be fruitful, exchange of instructional method is generally as critical as talk of the innovation. They additionally found that however the freshness of the innovation was invited at to start with, the increment in inspiration was makeshift.
Their measurable investigation likewise demonstrated no impact on student accomplishment in the first year of the execution. Greenery, et al. Found that 107 interactive whiteboard innovation prompted an expanded pace of conveyance, expanded utilization of media assets and an adjustment in entire class educating to one more intelligent. Showing collaboration and media presentations can be seen from two alternate points of view they trusted, a surface perspective and a profound comprehension of the commitments to teaching method. The specialized and physical parts of the innovation show up at first glance. Physical features of the interactive whiteboards lead to interactivity in this case. A more profound methodology see be that as it may, evaluates the impact of the innovation on a more extensive pedagogical methodology. This implies evaluating the pedagogical data on understudy comprehension of key ideas significant to the lesson.
Methods of teaching effect the students’ motivation, classroom engagement, scores, and self-efficacy (MOE 2006 Similar research had been conducted by Dhindas and Emran in 2006. They compared the two groups of college students having IWB and without having IWB. The positive effect of interactive whiteboard had been seen.
SMART Technologies presented a report in 2006 and described the affects of interactive whiteboards on learning. IWBs raised the student’s participation, motivation, attendance and enthusiasm for learning. Research also indicates that
IWBs can be used for creating learning environment. Observations also indicate that
IWBs enhance the understanding and problem solving skills of students (SMART
Technologies, 2006).
BECTA (2007a) concluded that use of IWB has positive effect on the achievement of student. IWB can be used to turns the students towards lessons with keen interest, classroom participation and motivation (BECTA, 2007). Robertson has no doubt about effectiveness of IWBs. He stated that IWB can enhance the student attention and motivation (Robertson, 2007). What the students did not care for about the interactive whiteboard were specialized issues also, absence of abilities by 108 educators and students. Specialized issues, for example, solidifying, programming breakdown and recalibration of the board were among those recorded by the understudies as being tricky. Another issue that beset the understudies was that of having the capacity to see the board, because of the way that the projection was not sufficiently brilliant as there was a lot of daylight getting through the windows, or that the board was not appropriately set in the room as a result of the accessibility of electrical or system outlets. Earlier research bolsters that great specialized backing impacts the utilization of innovation in schools, they declare.
As indicated by Hall and Higgins, students are forcefully mindful of educator’s specialized and pedagogical inadequacies in the utilization of interactive whiteboards. Professional development, they keep up ought to be supplied in both specialized and pedagogical parts of the board and ought to be seen as a consistent as opposed to a careful procedure. The author kept up that the customary pedagogical strategies that place the instructor at the focal point of the instructive universe must offer route to a less focus centered part for the educator as a facilitator and instructional guide. Research indicated that instructors’ utilization of an interactive whiteboard prompts customary showing systems offering approach to new ones as an aftereffect of the more prominent adaptability. Then again, they keep up changes in instructor’s strategies are troublesome because of the extreme requests of national and state principles. The presentation of the interactive whiteboard may be seen as a method for permitting educators to determine a percentage of the issues with innovation joining and bolster interactive showing routines in entire class circumstances. There are concerns, in any case, that interactive whiteboards could have a negative impact by evacuating student self-governance and restoring the instructor focused classroom (Tanner and Jones 2007). 109
Basically teachers utilize these new apparatuses in individual teaching styles.
The innovation itself does not as a matter of course support a more interactive methodology. Truth be told, Tanner and Jones placed this innovation as regular existing techniques with just shallow changes by and by. Their findings were in the favour of this innovation access with controlled by the educator and communication must be frequent about lessens.
Some studies have provided evidence of the effectiveness of interactive whiteboard on students’ achievement. Young, Rose determined the effective use of computer technology in the classroom. His study showed that technology had great influence on students’ grades, motivation, attitude and attendance (Rose, 2008).
Newsweek magazine reported in September 2008 that interactive whiteboards effect the student achievements. It increased the students’ class participation, school attendance, engagement and higher test scores. Sabrina Considers interactive whiteboard as a tool for education which promotes the skills and intelligences. Use of
IWB enhances the positive changes in students for instance, motivation, classroom participation, attendance, concentration and grades (Campregher, 2009).
Swan, K., Schenker, J. &Kratcoski, reported the use of interactive whiteboards in English language improved students learning. Saltan, F. &Arslan, K. (2009) proved the potential of the IWB for effective teaching and learning. The touch-sensitive nature of IWBs facilitates the teachers to deliver the lessons efficiently. IWBs help the students to enhance their learning process ( Saltan, F. &Arslan, K. , 2009).
PetetDigregorio analysed that the effects of Interactive whiteboard on students’ academic achievements. He concluded that IWBs enhance the perception, motivation, attention of students towards learning. According to his point of view, use of IWB also effects on the behaviour, level of interaction and learning process
(PetetDigregorio, 2009). 110
Hall, Jeffrey Scott (2010) maximized the benefits of interactive whiteboard technology on the bases of his findings. IWBs encourage collaboration. Fulltime access to IWBs ensures students’ achievement (Hall, Jeffrey Scott, 2010).
Interactive whiteboards enhance the motivation and enjoyment of the students.
During learning process, student avail the opportunity of revision. IWB allows the students for participation. Rodney Lee Winkler (2011) investigated about utilization of IWBs in classrooms. Interactive whiteboards can enhance the quality of presentation of work and have influence on students’ learning positively. Later, Uma
Maheswari&Jeyanthi (2013) conducted the research about utility of interactive whiteboards in second language classrooms. The findings have shown the positive impact of the use of interactive whiteboards. IWBs could be motivated the students to complete their assignments more efficiently. Aderonke Bello, 2014 explored the significant difference in student achievement with the use of increasing technology intervention in rural Nigerian schools. The results of his study showed significant differences in student achievement between technology and nontechnology schools.
His study is resource material for stakeholders in education to determine the use technology interventions for student’s achievement. The results might be helpful for professional development of teachers’ technology integration and improving student performance (Aderonke Bello, 2014).
This chapter proposes that innovation, when legitimately coordinated into direction, can lead to expanded student inspiration and learning. The center of this audit was on multimedia direction and specifically the utilization of the interactive whiteboard. In spite of the fact that the exploration guides positively toward the utilization of mixed media direction and the interactive whiteboard, it must be noticed that specific alert must be taken for its success. Educators, officially under the gigantic weight of state and government orders, won’t just should be prepared in the 111 utilization of the interactive whiteboard, however for it to be successful most will need to experience an adjustment in showing styles and strategies.
Change, as we know does not come welcomed in our society. The school or district should likewise deliberately arrange innovation coordination, cautious to incorporate preparing and budgetary duty as well as mindfulness that the innovation must turn into a fundamental piece of the classroom. On the off chance that educators must be worried with steady apprehension of hardware disappointment or the procedure included in getting the innovation to the classrooms, its utilization is necessary.
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CHAPTER 3
RESEARCH METHODOLGY
Research Methodology deals with population, sample, design of research, variables, research tools, validation of tools, administration of tools and groups, data collection and data analysis.
3.1 Research Design
The research was experimental based on pre-test, post-test control group design.
3.2 Pre-test post-test Control Group Design
It is an experimental design which is used for comparison between experimental group and control group.
Table 3.1 Description of Pre-test- post-test Control Group Design
Description of Pre-test- post-test control Group Design Group Time 1 Time 2 Time 3 1 Pre-test Experimental Treatment Post-test 2 Pre-test No Treatment (Controls) Post-test
The true experimental design which is used in this study is further represented pictorially below: 113
Figure 3.1 Pre-test post-test Control Group Design 3.2.1 Population
As the aim of the present study was to compare the effectiveness of the
Interactive Whiteboard (IWB) and Traditional Teaching Method (TTM) on students’ academic achievement in the Science subject. The population of this study was all the students of school located in district Gujranwala.
3.2.2 Sample
This study was conducted in Bright Career School System Model Town
Gujranwala because the said school had the IWB facility for teaching students. Also, the management of the said school was willing to conduct this experiment in their school. This school had only one section in the 6th grade. Consequently, this section was taken as an intact group to participate in this experimental study (ES). There were
50 male students in this section. A pre-test was conducted before the formation of the 114 control groups and the experimental group. Only 60 multiple choice questions
(MCQs) were included in the pre-test.
After conducting the pre-test, the research subjects were ordered from the highest to the lowest, according to their achievement scores. On the basis of pre-test, the students were divided into two groups. One group was named as
Experimental/Treatment group and the other group was named control group. Thus, two equivalent groups of 25, 25 students were formed from 50 students. Treatment
(the use of Interactive Whiteboard) was also given randomly to one group from the both groups.The group which was assigned for treatment was labeled as the
Experimental/Treatment group; while the other group was named as the Control group.
The students of experimental group were instructed through the Interactive
Whiteboard (IWB). Teacher adopted the first three stages of Beauchamp’s Model of
IWB Use (Appendix IV). On the other side, Traditional Teaching Method (TTM) was used for teaching to the students of the control group. Gay (2008), Currier (1984),
Cohen et al., (2000) and Best (1996) accepted the above sample size for each
Experimental and Comparison group in an experimental study.
Following null hypotheses were formulated to achieve the above stated objectives of the study:
H01: There is no significant difference between mean achievement scores of the control group and the experimental group on the pre-test in Science.
H02: There is no significant difference between mean achievement scores of the control group and the experimental group on post-test in Science.
H03: There is no significant difference between mean achievement scores of the control group on the pre-test and post-test in Science. 115
H04: There is no significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science.
H05: There is significant difference between mean achievement scores of high achievers and of low achievers of the experimental group on the post-test in Science.
3.2.3 Variables
Different kinds of variables were used in this experimental study.
Independent Variables: interactive whiteboard and traditional teaching method.
Dependent Variables: post-test scores
Controlled Variables: duration of treatment, qualification of teacher, condition of instruction, average age of the students, availability of light and open access of internet, Teacher, time, gender, class room condition, and level of class and content of the course
3.3 Research Instrument
Following instruments were used to conduct the present study:
1. Pre-test
2. Post-test
3.3.1.1 Preparation of the Test Instruments
No SAT in science subject was available for the elementary level students in
Pakistan. Consequently, teacher made pre-test and post-test were constructed with the consultation of the advisor.
3.3.1.2 Pre-test
A test was prepared book prescribed by Punjab text Book board of 60 marks.
Pre-test was developed. Pre-test was administered to class before the start of the 116 experiment .On the result of the test two equal groups were formed experimental group &control group.(Appendix-I).
Treatment: Selected units were taught to both groups (experimental and control) for the time of two months. First group was taught with interactive whiteboard and other group was taught without it. Selected units were taught to each group daily for 40 minutes.
3.3.1.3 Post-test
Post-test was administered to experimental and control group after the teaching of specified unit’s book prescribed by Punjab Text Book Board in order to determine the effectiveness of treatment. (Appendix II). The post-test was taken from those chapters which were taught during the experiment.
The following units includes in the post test from 6th grade Science text book:
1. Cellular organization of plants and animals;
2. Sense Organs; and
3. Photosynthesis and Respiration in plants.
During this experimental study, the above described three chapters were taught to the subjects of the control group and the experimental group.
3.3.2 Pattern of the Pre-test and Post-test
Both the pre-test and post-test items were of same difficulty level. Each test consisted of 60 multiple choice items (MCQs). Both the pre-test and post-test had 60 marks.
3.3.3 Validation of the Research Instruments
Research tools (Pre-test, Post-test) were discussed with the teachers and were modified in the light of their views.The modified version was tried out on 10 students 117 who were not included in the sample for pilot study and were further re-amended in term of difficulty level on the basis of pilot study.
3.4 The Lesson Planning
Before starting the experiment, the researcher made lesson planning about each selected unit from sixth class science text book. Both groups were taught the same units. The study lasted for twelve weeks with a daily period of 40 minutes.
3.5 Administration of the Test
Immediately after the intervention, a post-test was conducted both for the control group and the experimental group under the same conditions as were offered for the pre-test. Therefore, the post-test was also consists of 60 MCQs. Both the control group and the experimental group completed the test in fixed time.
3.6 Data Analysis
Students’ raw score obtained from pre-test and post-test wasorganized and summarized; Frequencies, Percentages, Mean and Standard Deviation (SD), Standard
Error Mean (SEM) were applied as the descriptive statistics while Independent
Samples t-test and Paired Samples t-test were used as inferential statistics to analyze data.
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CHAPTER 4
DATA ANALYSIS
4.1 SECTION 1
This section deals with the demographic information regarding the participants of control group (CG) and experimental group (EG).
4.1.1 Demographic Characteristics of the Research Participants
Table 4.1Age of Respondents of the Control Group
Age of Respondents of the Control Group
Sr.No Age (years) Frequency Percentage 1 11 09 36% 2 12 11 44% 3 13 05 20% Total - 25 100%
The table 4.1 reflects the age of the research subjects of the control group.It can be observed from this table that 36% research participants were 11 years old, 44% were 12 years old, and 20% respondents were 13 years old. Therefore, from above table it is concluded that the majority (44%) of the research subjects were 12 years old.
Table 4.2Age of Respondents of the Experimental Group
Age of Respondents of the Control Group
Sr.No Age (years) Frequency Percentage 1 11 06 24% 2 12 16 64% 3 13 03 12% Total - 25 100%
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The table 4.2 expresses the age of the research subjects of the experimental group (EG). It can be seen from the above table that 24% research participants were
11 years old, 64% were years old, and 12% respondents were 13 years old. Therefore, from above table information it is inferred that the majority (64%) of the research subjects were 12 years old.
4.2 SECTION 2
This section deals with the analysis of data regarding the research hypotheses of the present study. Therefore, Mean, Standard Deviation (SD) and Standard Error
Mean (SEM) were used as descriptive statistics for organizing and summarizing data while Independent Sample t-test and Paired Samples t-test were used as inferential statistics to analyze data. The analysis of data was conducted by using the SPSS version 16.
H01: There is no significant mean difference between achievement scores of the control group and the experimental group on the Pre-test in Science.
HA: There is significant mean difference between achievement scores of the control group and the experimental group on the Pre-test in Science. An Independent Samples t-test was applied to explore the significant mean difference between achievement scores of the control group and the experimental group on pre- test.
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Table 4.3Group statistics regarding the pre-test achievement scores of the control group and the experimental group
Group Statistics regarding the pre-test achievement scores of the control group and the experimental group
Groups N M SD SEM Control Group 25 34.16 5.843 1.169 Experimental Group 25 35.84 6.101 1.220
Table 4.3 represents the results of the statistics regarding the number of respondents, mean (M), standard deviation (SD) and standard error mean (SEM) about the control group and the experimental group on pre-test achievement score of the 6th grade students in the subject of science at the elementary level. It is revealed from the above information that the mean achievement score of Control Group (CG) is M =
34.16(SD=5.843, SEM= 1.169 & N= 25) and mean achievement score of
Experimental Group (EG) is M = 35.84(SD = 6.101, SEM = 1.220 & N= 25) on pre- test basis. It is observed from the above information that mean achievement scores of the control group and the experimental group before the treatment were equivalent on the pre-test basis. Hence, the null hypothesis stated that there is no significant mean difference between achievement scores of the control group and the experimental group on the Pre-test in Science is accepted.
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Table 4.4Independent Samples t-test regarding the pre-test achievement scores of the control group and the experimental group
Independent Samples t-test regarding the pre-test achievement scores of the control group and the experimental group Groups N Mean Std Error t P Difference Differences Control group 25 -1.680 1.690 -.994 .325 Pretest-posttest 25
Independent Samples t-test was applied to investigate the significant difference between meanachievement score of the control group and the experimental group on pre-test of the 6th grade students in the subject of science. The information of the table
4.4 reveals a non-significant difference between meanachievement score of the control group and the experimental group on pre-test; t(48) = -.994, p>.05. Therefore the null hypothesis claiming “no significant mean difference between achievement scores of the control group and the experimental group on the Pre-test in Science” is accepted and alternative hypothesis is rejected. Consequently, it was concluded from the above information that mean achievement scores of the control group and the experimental group before the treatment were same on pre-test of the sixth grade students of the Bright Career School System, Model Town Gujranwala.
The magnitude of Eta Squared (η2) was .02, which indicated a small effect size
(Cohen, 1988) between achievement scores of the experimental group and the control group of the 6th grade students before intervention/treatment.
H02: There is no significant mean difference between achievement scores of the control group and the experimental group on the post-test in Science.
HA:There is significant mean difference between achievement scores of the control group and the experimental group on the post-test in Science 122
An Independent samples t-test was applied to explore the significant mean difference between achievement scores of the control group and the experimental group on post- test after treatment.
Table 4.5Group statistics regarding post-test achievement scores of the control group and the experimental group of the 6th grade students in the subject of science after intervention
Group statistics regarding post-test achievement scores of the control group and the experimental group of the 6th grade students in the subjects of science after intervention
Groups N M SD SEM
Control group 25 34.92 6.689 1.338 Experimental Group 25 49.44 5.100 1.020
Table 4.5 represents the results of the group statistics regarding the number of respondents, mean (I), standard deviation (SD) and standard error mean (SEM) about the control group and the experimental group on post-test score of the 6th grade students after intervention in the subject of science. It is portrayed from the above table information that the mean achievement score of Control Group (CG) is M =
34.92 (SD = 6.689, SEM = 1.338&N= 25) and the mean achievement score of
Experimental Group (EG) is M= 49.44 (SD = 5.100, SEM= 1.020&N= 25) on the post- test. It is indicated from the above table information that the mean achievement score of the experimental group was significantly greater than the control group after intervention. Hence, the null hypothesis stated that there is no significant mean difference between achievement scores of the control group and the experimental group on the Post-test in Science is rejected. 123
Table 4.6Independent samples t-test regarding post-test achievement scores of the control group and the experimental group after intervention
Independent samples t-test regarding post-test achievement of the control group and the experimental group after intervention Groups N Mean Std Error T P Difference Differences Control group 25 -14.520 1.682 -8.631 .000 Experimental Group 25
***p< .001,df=48 Independent samples t-test was conducted to explore the significant difference between score of the control group and the experimental group on post-test of the 6th grade students in the subject of science after intervention. The information of the table
4.6 expresses a highly significant difference betweenmeanachievement score of the control group and experimental group on post-test;t(48) =
-8.631, p<.001. Therefore the null hypothesis claiming “no significant mean difference between achievement scores of the control group and the experimental group on post-test in science” is therefore rejected accepted and alternative hypothesis is accepted.Therefore, it was inferred from the above information that achievement score of the experimental group was significantly greater than the control group after treatment. It is because of that the experimental group was instructed science subject through interactive whiteboard (IWB) in the science room, not only on the factors basis while traditional teaching method (TTM) was used for instruction of the research subjects of the control group.
The magnitude of Eta Squared (η2) was .65, which represents a very large effect size
(Cohen, 1988) between the achievement scores of the experimental group and the control group of the 6th grade students after intervention.
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H03: There is no significant difference between mean achievement scores of the control group on the pre-test and post-test in Science.
HA: There is significant difference between mean achievement scores of the control group on the pre-test and post-test in Science.
A Paired Samples t-test was conducted to explore the significant mean difference between achievement score of the control group on the pre-test and post-test.
Table 4.7Group Statistics regarding the mean achievement scores of the control group on pre-test and post-test in science.
Group Statistics regarding the mean achievement scores of the control group on pre- test and post-test in science.
Control group N M SD SEM
Pre-test 25 34.16 5.843 1.169 Post-test 25 34.92 6.689 1.338
Table 4.7 expresses the results of the Paired Samples Statistics (PSSs) regarding the number of respondents, mean (M), standard deviation (SD) and standard error mean
(SEM) about the control group on the pre-test and post-test achievement scores of the
6th grade students in the subject of science at the elementary level. It is indicated from the above information that the mean achievement score of Control Group on the pre- test is M = 34.16(SD = 5.843, SEM = 1.169 & N= 25) and on the post-test is
M=34.92(SD = 6.689, SEM = 1.338 & N= 25). It is observed from the above information that mean achievement score of the control group on the pre-test and on the post-test was remained equivalent of the sixth grade students. Hence, the null hypothesis stated that there is no significant difference between mean achievement scores of the control group on the pre-test and post-test in Science is accepted.
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Table 4.8Paired Samples t-test regarding the mean achievement score of the control group on the pre-test and on the post-test in Science
Paired Samples t-test regarding the mean achievement score of the control group on the post-test in science. Control N Mean Std Error T P Group Difference Differences Pre-test – Post-test 25 -.760 .549 -1.385 .179 p> .05,df=24 Paired Samples t-test was used to investigate the significant difference between mean achievement score of the control group on the pre-test and on the post-test of the 6th grade students in the subject of science. The information of the table 4.8 indicates no significant difference between mean achievement score of the control group on the pre-test and on the post-test; t(24) = -1.385,p>.05. Therefore, the null hypothesis claiming “no significant difference between mean achievement scores of the control group on the pre-test and post-test in Science” is therefore accepted and alternative hypothesis is rejected. It was concluded from the above table’s information that average achievement score of the control group on the pre-test and on the post-test was remained same because the control group was taught through same traditional teaching method (TTM) on both occasions and it received no treatment.
The magnitude of Eta Squared (η2) was .07, which revealed a medium effect size
(Cohen, 1988) between achievement score of the control group on the pre-test and on the post-test in Science subject.
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HO4: There is no significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science.
HA: There is significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science.
A Paired Samples t-test was run to explore the significant mean difference between achievement score of the experimental group on the pre-test and post-test.
Table 4.9Paired Samples statistics regarding mean achievement scores of the experimental group on pre-test and post-test of the 6th grade students in Science.
Paired Samples Statistics regarding mean achievement scores of the experiment group on pre-test and post-test of the 6th grade students in science.
Control group N M SD SEM
Pre-test 25 35.84 6.101 1.220 Post-test 25 49.44 5.100 1.020
Table 4.9 expresses the results of the Paired Samples statistics regarding the number of respondents, mean, standard deviation and standard error mean about the experimental group on the pre-test and post-test achievement scores of the 6th grade students in the subject of science at the elementary level. It is cleared from the above information that the mean achievement score of experimental group on the pre-test is
M= 35.84 (SD = 6.101, SEM = 1.220 & N= 25) and on the post-test is M = 49.44(SD
= 5.100, SEM = 1.020 & N= 25). It is observed from the table 7 information that means achievement score of the experimental group on the post-test was more than on the pre-test of the sixth grade students. Hence, the null hypothesis stated that there is no significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science is rejected. 127
Table 4.10Paired Samples t-test regarding mean achievement scores of the experimental group on pre-test and post-test
Paired Samples t-test regarding mean achievement scores of the experimental group on pre-test and post-test Experimental N Mean Std Error T P Group Difference Differences Pretest-posttest 25 -13.600 .486 -27.96 .000 ***p< .001,df=24 Paired Samples t-test was used to investigate the significant difference between mean achievement score of the experimental group on the pre-test and on the post-test of the
6th grade students in the subject of science. The information of the above table 4.10 reflects a statistically highly significant difference between mean achievement score of the control group on the pre-test and on the post-test; t(48) = -27.956,p<.001.
Therefore, the null hypothesis claiming “no significant difference between mean achievement scores of the experimental group on the pre-test and post-test in Science” is therefore rejected and alternative hypothesis is accepted. Consequently, it is concluded that usability of interactive whiteboard (IWB) in the classroom improved students’ academic achievement in the test than teaching students through traditional teaching method, in which learners remained passive during the instruction.
The magnitude of Eta Squared (η2) was .97, which revealed a very large effect size
(Cohen, 1988) between achievement scores of the experimental group on pre-test and post-test of the 6th grade students in the subject of science.
128
HO5: There is no significant mean difference between achievement scores of high achievers and of low achievers of the experimental group on post-test in Science.
HA: There is no significant mean difference between achievement scores of high achievers and of low achievers of the experimental group on post-test in Science.
An Independent Samples t-test was applied to investigate the significant mean difference between achievement scores of high achievers and of low achievers of the experimental group on post-test in Science.
Table 4.11 Table 4.11Group statistics regarding the achievement scores of high achievers and of low achievers of the experimental group on post-test in Science
Group Statistics regarding the achievement scores of high achievers and low achievers of the experimental group on post-test in Science.
Experimental Group N M SD SEM
Low Achievers 12 44.83 2.887 0.8333 High Achievers 13 53.69 1.888 0.524
The table 4.11 reveals the results of the group statistics regarding the number of respondents, mean (M), standard deviation (SD) and standard error mean (SEM) about the achievement scores high achievers and of low achievers of the experimental group on post-test in Science. It is expressed from the table 4.11 that the mean achievement score of the low achievers of the Experimental Group (EG) is
M=44.83(SD=2.887, SEM = 0.833 & N=12) and high achievers of the Experimental
Group (EG) is M = 53.69(SD = 1.888, SEM = 0.524 & N= 13) on the post-test in
Science. It is deduced from the above results that mean achievement score of the high achievers of the Experimental Group (EG) was significantly more than the mean achievement score of low achievers of the Experimental Group (EG) on the post-test in Science. Hence, null hypothesis stated that there is no significant mean difference 129 between achievement scores of high achievers and of low achievers of the experimental group on post-test in Science is rejected.
Table 4.12Independent Samples t-test regarding the achievement scores of high achievers and of low achievers of the experimental group on post-test in Science
Independent Samples t-test regarding the achievement scores of high achievers of the experimental group on post-test in Science. Groups N Mean Std Error T P Difference Differences Low Achievers 12 -8.859 0.964 -9.001 .000 High Achievers 13
***p< .001,df=23 Independent Samples t-test was applied to investigate the significant difference between mean achievement scores of the high achievers and the low achievers of the experimental group on post-test in Science. The output of the Independent samples t- test is presented in table 4.12. The results of the table 4.12 shows a highly significant mean difference between achievement scores of low achievers and higher achievers of the experimental group on the post-test in Science; t(23)= -9.001, p<.001. Therefore, the null hypothesis claiming “There is no significant mean difference between achievement scores of high achievers and of low achievers of the experimental group on post-test in Science” is therefore rejected and alternative hypothesis is accepted.
Therefore, it is concluded from the above table results that mean achievement score of the higher achievers of the experimental group was more than the mean achievement score of the low achievers of the experimental group in Science on post-test.
The magnitude of Eta Squared (η2) was 0.78, which revealed a very large effect size
(Cohen, 1988) between achievement scores of the low achievers of the control group and experimental group on post-test in Science subject after the intervention. 130
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION, DISCUSSION
AND RECOMMENDATIONS
5.1 Summary
Interactive whiteboard being an innovation in classroom tools is considered necessary equipment for teaching. Hence, Interactive whiteboard has been regarded as essential part in classroom in developed countries. The present study was designed to investigate the effectiveness of interactive whiteboard on the academic achievement of elementary school student for science subject in Pakistan. The major objectives of the study were (1) To investigate the effect of using interactive board on elementary school students’ achievement in science (2) To explore the association between achievement of students and use of Interactive whiteboards and (3) To find out the difference in achievements between those students who use the interactive boards and those who are not.
To accomplish the targets of the study, null hypotheses were formulated and tested. This study was conducted in Bright Career School System, Model Town
Gujranwala. The students of 6th class served as the sample of the study. On the basis of pre-test the students were divided into two equal groups. One group was named as experimental group and the other group was named control group. Obtained data was analysed, interpreted and conclusions were drawn. Same science teacher taught both the groups. Both groups were taught the same study material. The study lasted for twelve weeks with a daily period of 40 minutes. Traditional teaching method was used to teach control group and experimental group was taught with the help of
Interactive whiteboard. For experimental group, teacher used a wide variety of 131 resources during the interactive whiteboard lessons, such as electronic flipcharts, graphic manipulative, Internet links, electronic voting devices and a variety of resources built in to the whiteboard software.
First three units of text book were covered during this experiment. Later, the academic achievement of both control and experimental group was examined through the post-test. Significance of difference between the mean scores was tested by applying t-test. The major finding of the study revealed that the interactive whiteboard has more significant effects on the academic achievement of the students of science at elementary level as compared to traditional method of teaching.
5.2 Findings
The following findings emerged as a result of the analysis of data.
1. It was found that there is no significant mean difference between achievement
scores of the control group and the experimental group on the Pre-test in
Science. Mean values show that Control Group (34.16) and mean
achievement score of Experimental Group (35.84) were equivalent on the pre-
test.
2. Analysis revealed that there is significant mean difference between
achievement scores of the control group and the experimental group on the
Post-test in Science. Mean values show score of Control Group (34.92) and
the mean achievement score of Experimental Group ( 49.44) on the post-test
were not equivalent on the post-test. The mean achievement score of the
experimental group was significantly greater than the control group after
intervention. Hence, the null hypothesis stated that there is no significant mean
difference between achievement scores of the control group and the
experimental group on the Post-test in Science is rejected. 132
3. It was found there is no significant difference between mean achievement
score of the control group on the pre-test and on the post-test; t = -1.385 &
P>.05. Paired Samples t-test was used to investigate the significant difference
between mean achievement score of the control group. Therefore, the null
hypothesis claiming “no significant difference between mean achievement
scores of the control group on the pre-test and post-test in Science” is
therefore accepted and alternative hypothesis is rejected. It was concluded
from the information that average achievement score of the control group on
the pre-test and on the post-test was remained same because the control group
was taught through same traditional teaching method (TTM) on both
occasions and it received no treatment.
4. It was found that there is significant difference between mean achievement
scores of the experimental group on the pre-test and post-test in Science. Mean
achievement scores of experimental group on the pre-test is X̅ = 35.84 and on
the post-test is X̅ = 49.44 show the significant difference. It was observed that
mean achievement score of the experimental group on the post-test was more
than on the pre-test of the sixth grade students. Hence, the null hypothesis
stated that there is no significant difference between mean achievement scores
of the experimental group on the pre-test and post-test in Science is rejected
and alternative hypothesis is accepted. Consequently, it is concluded that
usability of interactive whiteboard (IWB) in the classroom improved students’
academic achievement in the test than teaching students through traditional
teaching method, in which learners remained passive during the instruction.
5. It was found that there is no significant mean difference between achievement
scores of high achievers and of low achievers of the experimental group on
post-test in Science. It was expressed that the mean achievement score of the 133
low achievers of the Experimental Group (44.83) and high achievers of the
Experimental Group (53.69) on the post-test in Science. It was observed from
the results that mean achievement score of the high achievers of the
Experimental Group (EG) was significantly more than the mean achievement
score of low achievers of the Experimental Group (EG) on the post-test in
Science.
5.3 Conclusion
The findings of the study lead to the conclusion that there was no significant difference between the pre-test scores of the students for experiment and controlled group. This lead us to conclude that elementary student of control group and experimental group was exhibiting same achievement level for all the skill level before manipulating the variable.
It was concluded that there was a significant difference between the post-test scores of the students for experiment and controlled group. Mean values showed that scores of students of taught through interactive whiteboard method were better as compared to student taught by traditional method for all the skill levels. Mean values showed that achievement score of the higher achievers of the experimental group was more than the mean achievement score of the low achievers of the experimental group in Science on post-test. The findings of the study lead to conclusion that interactive whiteboard methods are effective to get better results in the science subject for elementary level students. Interactive whiteboards can enhance the quality of presentation of work and have influence on students’ learning positively. The findings of the study lead to the conclusion influence of lessons with IWB on students’ achievement. It was compared the results of achievement of students who had lessons with IWB and who had not use IWB. It was reported significant difference 134 between groups. The students those learned with Interactive whiteboard achieved higher scores. IWBs help the students to enhance their learning process.
5.4 Discussion
Interactive whiteboard attract the students towards studies by prominent feature of touch screen (Butler, 2005). This study found that interactive whiteboard useful to enhance the achievement level of science students at elementary level. As interactive whiteboard clear the concept development of the students about objects
(Glover, Miller, Averis, & Door, 2005).
Interactive whiteboard increases students’ motivation, engagement in learning, interest with visual stimuli, attention, and better concentration and builds up their personal and social skills (Levy, P., 2002). This study found that use of interactive whiteboard helps students to reveal high scores. Previous researches (Beauchamp &
Parkinson, 2005; Hodge and Anderson, 2007; Smith, Higgins, Wall & Miller, 2005) support this finding.
Interactive whiteboards have high-quality effects on their attitude and behavior (Senthikumar, 2012). This might be the reason that use of interactive whiteboards in classroom is encouraged in Sri Lanka. As the study found that use of interactive whiteboard enhance the achievement level of the students in science subject. Interactive whiteboard provide opportunity to learn actively especially in the field of science. The use of interactive whiteboard helps teachers to present the concept with more clarity. Thus the study support the use of interactive whiteboard in the science classrooms which is supported by other researches too (Gillen, et al.,
2008; Hennessy et al., 2007; Murcia and Sheffield, 2010).
This present study found that use of interactive whiteboard increase the achievement of students. Prior researches have shown that instructional use of IWB 135 encourages the students for classroom engagement and interaction. Ideas and concepts are more easily understandable for the students. The use of interactive whiteboard for teaching increases the interest, participation and enjoyment of students (Levy, 2002).
The main purpose of e-learning is to support to learning process as cognitive and constructive (Lytras et al., 2005). The use of interactive whiteboard helps teaching to be effective and productive towards better learning of the students. Thus it along with previous studies, the study also supports the use of interactive whiteboard in science classrooms which will lead the nation towards progress in the field of science.
Although this needs resources and support but if implemented then it will definitely enhance learning of science students at the grade levels towards high achievement level. Zittle (2004) examined the influence of lessons with IWB on students’ achievement. He compared the results of achievement of students who had lessons with IWB and who had not use IWB. He reported significant difference between groups. The students those learned with Interactive whiteboard achieved higher scores. The present study too, strengthens his results.
5.5 Recommendations
On the basis of findings of the study, following recommendations are made:
1. As the study found high achievement level of the science students at
elementary level by the use of interactive whiteboard. Thus it is recommended
to use the interactive whiteboard in the science classrooms at elementary level.
2. As the findings of the study were confined to the private sector. Thus it is
recommended to encourage the use interacted whiteboard in all the private
sector elementary school. 136
3. As the planning and implementation regarding use of whiteboard needs state
level attention. Thus it is recommended to the authorities of education
department to utilize funds for the use of interactive whiteboard.
5.6 Suggestions for Further Studies
Some of the recommendations for the future researchers are as follows:
1. This study was conducted in private sector. It is recommended to explore the
use of interactive whiteboard in public sector for different levels of education.
2. The study might be replicated with broader scope to identify the level of
achievement by the use of interactive whiteboard.
3. The use of interactive whiteboard might be studied with different dimension
like, teaching methods, teachers’ interest, and motivation level of students as
well as teachers.
137
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Appendix I
Pre test
Name ------
Circle the right option.
Q.1. The living things around us are classified in major groups. a) Two b) Four c) Five d) Seven
Q.2.The most advanced group of vertebrates. a) Reptiles b) Mammals c) Fishes d) Birds
Q.3.Worms have cylinder-like soft bodies. Many worms are round and a) Flat b) Streamlined c) Web shaped d) Pyramid
Q. 4.Which one of these is flowering plant? a) Cones b) Conifer c) Pine d) Rose
Q.5. Microorganisms are included in ______major groups. a) Two b) Four c) Five d) Six
Q.6. All of these are micro-organisms except a) Bacteria b) Viruses c) Yeasts d) Mushrooms
Q.7. Yeasts is a type of ______. a) Fungus b) Mushrooms c) Bacteria d) Algae
Q.8. A bacterium may be ______in length. a) 0.001mm b) 0.01mm c) 0.02mm d) 0.0002mm
Q.9. Yeast is the example of _____. a) Multi cellular fungi b) Unicellular fungi c) Mushrooms d)
All of these
Q.10. The plant which have seed with only one cotyledon are called a) Dicot b) Monocot c) Both a,b d) Not a nor b
153
Q.11. Embryo of a plant present in ____ . a) Seed b) Flower c) Shoot d) Root
Q.12. A dicot seed has ____ cotyledons. a) 1 b) 3 c) 2 d) 5
Q.13. The animals which do not have back bone are known as invertebrates. The animals which have backbone are known as. a) Vertebrates b) Amphibians c) Arthropods d) Parasite
Q.14.You know that all plants are multicellular organisms. They can prepare their food. Flowers help plants for a) Reproduction b) Rehabilitation c) Growth d) Survives
Q.15. Whales appears fish like but is not grouped in fishes, because: a) It feeds it young ones b) It can crawl on land c) It has feather on its skin d) It has scales on skin
Q.16.Dengue is a viral infection. Its virus is carried from one another by ____ called
Aedes. a) Influenza b) Polio c) Mosquito d) Leech
Q.17.Which type of bacteria can cause infections in humans? a) Decomposer bacteria b) Bacteria which can prepare their food c) Bacteria that depend on living things d) Bacteria normally present in our body
Q.18. Some microorganisms are used for making vaccine. Vaccine are used for making strong defense system in our bodies against ------154 a) Virus b) Bacteria c) Both a & b d) None of these.
Q.19. You know that Maiz is a monocot. It means its embryo contains one cotyledon.
Its cotyledon does not store food. The food is stored in a) Endosperm b) Gymnosperm c) Mesophyll d) Micropyle
Q.20.What is false about roles of the parts of plant seeds? a) Radical forms the first root b) Cotyleadons form the leaves of the plant c) Plumule forms the leaves of the plant d) Seed coat protects the embryo
Q.21. Each leaf has a canal system to supply water and other material to its part.
In leaves these canal are called _____
a) Stem b) Channel c) Veins d) Pipes
Q.22. All the bacteria are harmful except a) Which is used in making food b) Which is cause diseases c) Which act as decomposers d) Which lives in water
Q.23.In monocot seeds there is a structure called------? a) Endosperm b) Gymnosperm c) Angiosperm d)
Epidermis
Q.24. Which one of the following is not a condition for germination? a) Water b) Temperature c) Air d) None of these
Q.25. Special blood cells which kill the germs and fight against diseases are called a) Red blood cells b) White blood cells 155 c) Platelets d) None of these
Q.26.Bacteria double their number in every _____ minutes a) 10 b) 20 c) 30 d) 40
Q.27. Fungus yeast is used to make a) Cheese b) Butter c) Vaccines d) Antibiotics
Q.28.The growth of new tiny plant from the embryo in the seed is called a) Respiration b) Germination c) Transpiration d)
Reproduction
Q.29. Inside the seed there is a tiny plant called ______a) Radical b) Plumule c) Embryo d) Cotyledon
Q.30.The germination is a process in which seeds grow into a a) New stem b) New root c) New plant d) New shoot
Q.31. All fungi are ______. a) Unicellular b) Multi cellular c) Colonial d) None of these
Q.32. Rose plant is: a) Monocot b) Dicot c) Angiosperm d) Gemnosperm
Q.33. The plant like organism is called _____. a) Algae b) Fungi c) Bacteria d) Virus
Q.34.Which group of animals have longest lives among all? a) Fish b) Amphibians c) Reptiles d) Mammals
Q.35. Diseases caused by virus is: a) Runny nose b) Sore throat d) Loose motion d) High fever
Q.36. Disease caused by bacteria is: a) Pain b) Cold c) Loss of appetite d) Cough
Q.37. Not present in bacteria a) Nucleus b) Chromosomes c) Cell membrane d) Cell wall 156
Q.38.Fungi can decompose dead material. Which other organisms can do it? a) Virus b) Bacteria c) Algae d) None of these
Q.39.Which one of these fungi grows on bread and spoil it. a) Puffball b) Mushroom c) Bracket d)
Rounded
Q.40. Food of plant is stored in ------a) Endosperm, b) Cotyledon c) Radical d) Plumule
Q.41. Most fungi are made up of very small structure called a) Flagellum b) Hyphae c) Rounded d) Bracket
Q. 42. Many diseases in living organism are caused by: a) Microorganisms b) On its own cause c) Animals d) None of these
Q. 43.Invertebrates covers about ____% of animal types. a) 0 b) 88 c) 98 d) 60
Q.44. Vertebrates are further classify into ____ major groups. a) 4 b) 7 c) 5 d) 9
Q.45.You know that frog is not an invertebrate animal. Which of the following is invertebrate? a) Lion b) Butterfly c) Rabit d) Snake
Q.46.Which of the following is consider living and non-living thing? a) Bacteria b) Fungi c) Virus d) Algae
Q.47. Many bacteria make relations to other organism to get: a) Shelter b) Water c) Food d) All of these
Q.48. In the process of germination we required: a) Water b) Water+ temperature
c) Air + water + temperature 157 d) All of these
Q. 49. What condition required for germination? a) Water b) Temperature c) Air d) All of these
Q.50.The root of new plant grows from a) Plumule b) Cotyledon c) Radical d) Micropyle
Q.51. Seed have tiny hole for the absorption of water. This hole is called: a) Plumule b) Radical c) Micropyle d) Embryo
Q.53.In dicot flowers sepals and petals are present in multiple of a) 4 & 5 b) 7 & 9 c) 2 & 4 d) 3 & 6
Q.54. Alternative source of control pollution are: a) Chemical fertilizer, fallen leaves, water, oil b) Sun, wind, water, fallen leaves c) Water oil, coal, sun d) Sun, chemical substance, spray
Q.54. Plant use ____ in day time. a) Carbon dioxide gas b) Oxygen c) Nitrogen d) Hydrogen
Q.55. Somebacterias do not need______for life. a) Carbon dioxide b) Oxygen c) Food d) a,b,c
Q.56. The infection pneumonia may be caused by: a) A bacterium b) A virus c) A fungus d) All of these
Q.57. Some bacterias help us in ____ of food a) Digestion b) Spoilage c) Decompose d) Both a,& c
Q.58. Fish breathe through their: a) Lungs b) Gills c) Skin d) Nose
Q.59. Cherry seeds germinate if they are kept at ____degree for 16 weeks. a) 5 degree b) -5 degree c) Both a and b are correct d) Both are incorrect 158
Q.60. Rice seeds are sown in ____ season. a) Windy b) Snowy c) Rainy d) Wintry
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Appendix II
Post test
Name ------
Circle the right option.
Q.1 Microscope is an instrument which is used to see very------. a) Small things b) Large things c) All things d) Invisible things
Q.2. Jelly like material present inside the cell membrane is called------. a) Cell wall b) Cytoplasm c) Nucleus d) Cell membrane
Q.3The living organism made off more than one cells are called------. a) Unicellular b) Multicellular c) Organ system d) Colonial
Q.4. The outer most covering of plants cell is called------. a) Cell wall b) Skin c) Cell membrane d) Organ
Q.5. The highest level of organization in living things is the _____. a) organ b) organism c) cells d) tissue
Q.6. Respiration takes place in_____ of cells. a) Chloroplasts b) Mitochondria c) Nucleus d) Cell membrane
Q.7.The hole in the middle of iris is: a) Lense b) Cornea c) Pupil d) Retina
Q.8. The tip of the tongue has taste buds which detect ------taste. a) Salty b) Sweet c) Bitter d) Sour
Q.9. Which tissue carries water from roots to leaves? a) Phloem b) xylem tissue c) muscles d) tendon
Q.10. The upper layer of leaf is called ______a) Upper epidermis b) Lower epidermis c) Stomata d) Mesophyll 160
Q.11. It gives green colour to the plants. a) Chloroplasts b) Chlorophyll c) Glucose d) Both a,b
Q.12. Photosynthesis occurs in ______of plant cell. a) Chlorophyll b) mitochondria c) chloroplast d) a,b,c
Q.13. Amir is looking at cell through a microscope and saw mitochondria and cell membrane. What could Amir say about the cells? a) It can only be a plant cell b) It can only be an animal cell c) It is either a plant or animal cell d) It is neither a plant nor an animal cell
Q.14. Heart pump the blood in blood vessels which carry it to all parts of ------. a) Body b) Lungs c) Brain d) Liver
Q.15. If our nose is blocked and we cannot smell things. It is hard to______them? a) Eat them b) Taste them c) Both a,b d) Not a nor b
Q.16. Light, Carbon dioxide, water, and chlorophyll all are ____ factor. a) Necessary b) Non necessary c) Ordinary d) Important
Q.17. How does chlorophyll help a plant? a) It absorb light energy in photosynthesis b) It moves water and mineral through the plant c) It moves sugar and water through the plant d) It absorbs water.
Q.18.Which of the following organ is responsible to remove waste water from our body? a) liver b) heart c) kidneys d) skin 161
Q.19. Leaves have large number of stomata in the lower epidermis. Carbon dioxide can enter and oxygen and water vapour leave through these stomata. This structure of leaf shows that green leaves are well suited for the process of ------. a) Respiration b) Photosynthesis
C) Translocation d) Transpiration
Q.20. Why does a leaf look green? a) it has green colours b) it has a green pigment chlorophyll c) it has chloroplast d) stomata bear green colour
Q.21. Photosynthesis and respiration are two different processes. They are reverse to each other. There are four options given below. Choose the correct option: a) Respiration is food making while photosynthesis is energy producing. b) Photosynthesis is food making while respiration is energy producing. c) Photosynthesis occurs in all living organisms. d) Respiration only occurs in plants.
Q.22.What would happen to cell if we remove its nucleus? a) its may die b) it can reproduce c) nothing happen d) none of these
Q.23. What do you think is reproduction necessary in plants and all organisms? a) yes its necessary b) not necessary c) necessary in both case d) It may necessary in animals but not in plants
Q.24. A blind person can read the Braille by using the sense of ____. a) hearing b) touch c) both a and b d) neither a nor b
.Q.25. The dog has very strong sense of smell and often used to catch: a) thieves b) drugs c) a,b d) not a nor b 162
Q.26.A dumb by birth cannot speak. He /She also has no...... a) Sense of touch b) Sense of taste c) Seeing and touch d) Sense of hearing
Q.27.The sensitive part of our body is------. a) Lungs b) Tongue c) Skin d) Brain
Q.28.Carbon dioxide+ water→ Glucose+______a) Oxygen b) CO2 c) Sunlight d) Chlorophyll
Q.29. Glucose + oxygen -→ carbon dioxide+ water+____ a) Energy b) Food c) Chlorophyll d) None of these
Q. 30. What is correct for leaves to make food? a) Flat surface b) Presence of large number of stomata c) Thick layer of mesophyll cells d) a,b,c
Q.31.Green part of plants which trap energy...... a) Nucleus b) Chloroplast c) Cytoplasm d) Vacuole
Q.32. Nerve Cells Conduct______. a) Messages b) Money c) Signals d) None of these
Q.33.Our heart is a strange organ. Its works whole life and does not get ____ a) Tired b) failed c) Rest d) none of these
Q.34.Where is nucleus situated in plant cell? a) centre b) corner c) upper side of centre d) lower side corner
Q.35.Sense organs are _____ parts of our body. a) Special b) Ordinary c) Major d) Big
Q.36.The last part of the ear is ------a) Inner ear b) Outer ear c) Middle ear d) Cochlea
Q.37. Which organ is responsible to control and stimulate the balance? a) Ears b) Eyes c) Legs d) Brain 163
Q.38.Carries signals from ear to brain is: a) Sensory nerves b) Olfactory nerves c) Auditory nerves d)
Nostrils
Q.39.The least sensitive part of our body is------. a) tip of finger b) heel c) nose d) tongue
Q.40. Our sense of smell also helps our sense of _____ a) taste b) touch c) sight d) hear
Q.41. It advise not to sleep under a tree during night because of high amount------a) oxygen b) carbon dioxide c) Hydrogen d) nitrogen
Q.42.Which tissue transport water in plants? a) Phloem tissues b) Vascular tissue c) Xylem tissue d) Chloroplast
Q.43.Cells----> Tissues---->organs----> organ system---->______a) Human b) Organism c) Animal d) Plant
Q.44. Different cells of our body perform different ______a) Functions b) Tasks c) Works d) None of these
Q.45.We can see things through light microscope up to ____ times bigger than its original size a) 15 times b) 1500 times d) 15000 times d) 500 times
Q.46. There are ______basic types of tissue in human body. a) 5 b) 6 c) 7 d) 8
Q.47.Which sense of our body closely related ------. a) Touch and smell b) Smell and taste c) Taste and hearing d) Seeing and touch
Q.48. Function of eye is:
Light rays-->cornea→ pupil-→ lens--→______------→brain a) Optic nerve b) Image c) Brain d) None of these 164
Q.49. The control room our body is: a) Heart b) Brain c) Stomach d) Liver
Q.50.Light, Carbon dioxide, water, and chlorophyll all are necessary factors of.------a) Transpiration b) Translocation c) Respiration d) Photosynthesis
Q.51. Food factory of plant is: a) leaf b) stem c) shoot d) root
Q.52. Human body consist of: a) Cells, organs, tissues b) Cells, cell wall c) Cells, cytoplasm d) None of these
Q.53. A group of tissues forms -______a) cell b) organ c) organ system d) organisms
Q.54.Nerve cells passes the messages through brain through ______nerve. a) Sensory nerve b) Olfactory nerve c) Auditory nerve d) None of these
Q.55.Leaf makes____ a) Food b) Seeds c) Shoot d) Roots
Q. 56.Our nose can detect ______different scents and smells. a) 20000 b) 10000 c) 30000 d) 50000
Q.57. The outer protective layer of leaf is: a) mesophyll b) epidermis c) cell wall d) cell membrane
Q.58. Stomata open to allow: a) Sugar into b) Sugar out of c) CO2 into d) Light into
Q.59. Plant makes their food using ______a) Carbon dioxide b) Oxygen c) Water d) A ,b, c
Q.60. Product of photosynthesis are------a) Carbon dioxide and water b) Hydrogen c) Oxygen d) Glucose and water 165
Appendix III
Statistical Data (Tests Scores)
Control Group Experimental Group Student Name Pre-test Post-test Name Pre-test Post-test 1 M. Khalid 48 49 Kamran Sheikh 48 56 2 AmeerHamza 47 43 SuffianAhsan 47 56 3 Ahmad 43 41 M.Zahid 46 55 4 AnsYaseen 41 41 Ali Nawaz 44 55 5 M. Ameen 39 43 ShahanAsim 42 55 6 Ans Dar 37 41 GhulamRaza 41 55 7 Saqib Sheikh 35 40 Ahmad Ikram 40 54 8 Hassan Jamil 35 38 HuzaimaAzhar 39 53 9 Atta Bukhari 35 38 M. Kashif 38 53 10 Bilal Ahmad 35 38 Baddar Tariq 35 53 11 AleemUppal 34 39 FahadQayum 35 52 12 Roman 34 38 Aziz ulRahman 35 51 13 Ahsanjavaid 34 37 Shukat Ali 34 50 14 Muzammil 33 37 TalhaZaffar 34 49 15 ShahidSohail 33 31 HamzaWaseem 33 48 16 Abu Bakar 33 31 Hassan Ameen 33 48 17 Abdullah Izaj 31 30 M.Tariq 33 47 18 Inam Ahmad 31 29 Waqas Ahmad 32 46 19 SaadShoaib 30 29 M. Azhar 32 46 20 Sayyam Ali 30 28 HarisShafiq 31 44 21 Mubeen 28 28 Fahad Amir 31 44 22 AnsAzam 28 28 Reyyan 31 42 23 MoizShahid 27 26 HamzaKhurram 29 42 24 Ahmad Raza 27 25 TahaAmjad 27 41 25 Asim Nawaz 26 25 Ali Rustam 26 41
166
Appendix IV Beauchamp’s Five-Stage Model of IWB Use Stage Teacher Learner
Whiteboard Basic operations--aligning, navigating, Observer Substitute writing, and drawing Only the teacher uses the IWB. Lesson pace increases. Information presentation may supersede questioning. Apprentice User Self-generated resources stored and used. Learn to use IWB Use Lesson work is saved. IWB vocabulary Limited external material is used.
Initiate User Teacher uses several files or applications IWB tool simultaneously. experimentation Lesson pages are saved and sequenced. Teacher uses multimedia effects with a purpose. Teacher helps students with tools and input. External resources outside of textbook series are prevalent. Advanced User Teacher uses video clips and scanned images. Learners confident in Teacher facilitates spontaneous learner use of IWB use the IWB. Other input devices are used. Hyperlinks and hypertext facilitate non-linear thinking. Previous lessons are revised, improved, and re-used. Emphasis is on learning rather than the technology Synergistic User Teacher is competent in the use of the IWB. Learners highly Teacher‘s interaction with the IWB and other competent in IWB use integrated technology provides for a fluid Learners construct lesson structure. Lessons are such that allow for a construction meaning and determine of meaning with both teacher and students on a quest for understanding. pace and direction of lesson with teacher.
Sources: Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: Towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327-348.
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APPENDEX B
List of Experts for the Validation of Instruments
1. Prof.Dr. Iftikhar Ahmad Baig Professor, University of Lahore, Pakistan.
2. Dr. Aashiq Hussain Dogar, Controller of Examination University of Education, Lahore, Pakistan.
3. Dr. Muhammad Hameed Nawaz, Assistant Professor, University of Lahore, Pakistan.
4. Dr. Khalid Rashid, Assistant Professor, University of Lahore, Pakistan.
5. Dr. Sikandar Hayat, Assistant Professor, University of Lahore, Pakistan
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