EFFECT OF ADVANCE ORGANIZER MODEL ON ACHIEVEMENT OF IX STANDARD
STUDENTS IN MATHEMATICS By M.RAJENDRA NATH BABU Senior Research
Fellow(UGC) DEPARTMENT OF EDUCATION S.V. UNIVERSITY
Tirupati.09440858111
Slide 3
INTRODUCTION Education has been considered in all times to be
an instrument of social change. This objective cannot be achieved
without having improved the class room practices. Teaching is an
activity, designed and performed for the attainment of a larger
number of objectives in terms of changes in pupils behavior.
Slide 4
The Indian Education Commission (1964-66) stated that there is
an urgent need to raise the quality of science teaching to promote
the deepening of understanding of basic principles, to develop
problem- solving and analytical skills and to promote the spirit of
equality, experimentation and accurate observation. Models of
teaching enhance the ability of students to achieve various
learning objectives. Thus, in a very real sense, increasing
aptitude to learn is one of the fundamental purposes of these
models.
Slide 5
The current education reform, people tend to accept the machine
learning is equivalent to learning, discovery learning and
meaningful learning to a uniform, negative reception learning, that
teachers must use the language system knowledge to enable students
to teach in a passive position, the flow in the spoon-fed education
and advocate the use of discovery learning place to learn to
accept.
Slide 6
Advance Organizer, according to Woolfolk (2001), is a statement
of inclusive concepts to introduce and sum up material that
follows". Ausubel (1960) defined advance organizer as a cognitive
instructional strategy used to promote the learning and retention
of new information; Anderson (2004) defined it as a method of
bridging and linking old information with something new.
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An advance organizer is information that is presented prior to
learning that can be used by the learner to organize and interpret
new incoming information (Mayer, 2003). Advance organizer as a
concept was developed and systematically studied by David Ausubel
who was greatly influenced by the teachings of Jean Piaget (Geier,
1999).
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Advance organizers are helpful in the way that they help the
process of learning when difficult and complex materials are
introduce. This is satisfied through two conditions. The student
must process and understand what the information present on the
organizer; this increases the effectiveness of organizer itself.
The organizer must indicate the relation among the basic concepts
and terms that will be used.
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4. the behavioral systems family Classification of Models of
Teaching, Joyce and Weil(1985) 2. the information processing family
structure. 1. the social family 3. the personal family
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5.Advance Organizer Model Information processing family
6.Cognitive development model, 7. Memory training model 3.
Biological science inquiry model structure. 1.Inductive thinking
model, 2. inquiry thinking model 4. Concept attainment model
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Phase-III: strengthening cognitive organization Steps in AOM
Phase-II: presentation of learning task or material
Phase-I:Presentation of A.O.
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Clawson and Barnes (1973) attempted to determine the effects of
different types of advance organizers. Their work showed that
advance organizers with pictorial, graphic, and manipulated
materials were more effective than verbal and expository advance
organizers. Khale and Nordland (1975) investigated the differential
effect of an advance organizer on the meaningful learning of
information presented to the learner in a structured programme of
individualized instruction. The results of their study indicated
that advance organizers did not function to increase meaningful
learning. Lucas and Fowler (1975) examined the effects of three
types of advance organizers on learning. The experimental groups
were exposed to audio, video and written advance organizers while
the control group was exposed to a history passage. The results
showed that there were no significant differences between the
experimental and control groups on any of the factors. Watkins
(1983) examined the effects of using different modes of advance
organizer on the performance in music by some non-music majors. The
results showed that both the advance organizer and the modes of it
did not show any significant effect on the performance of the
students. But the advance organizer models when compared with the
advance organizer alone revealed improved performance for each of
the treatment interventions. REVIEW OF RELATED LITERATURE:
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Khan and Siddique (1991) investigated the effects of adjunct
post-questions and expository advance organizers on problem-solving
from prose text. The sample consisted of 88 introductory psychology
students. A post-test only control group was utilized. The findings
showed that there were no significant performance differences
between having and not having advance organizers, and there were no
significant interaction effects. Adebola S.Ifamuyiwa(2011) examined
that the students exposed to the experimental intervention
significantly achieved better than those in the control class at
their comprehension level of cognition. This finding has again
revealed the efficacy of the use of advance organizer in enhancing
students achievement in mathematics. Narendra Girdhar
Pachpande(2012) studied that there is significant difference in the
mean scores of students which are taught by traditional teaching
method and advanced organizer model and that the mean score of
students taught by advanced organizer model is greater than the
mean score of student which are taught by traditional teaching
method.
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Silas A. Ihedioha (2012) studied that the transmitter of
knowledge model is found to be as effective as the conventional
teaching method for teaching circle geometry and trigonometry.
Jeffery Montgomery (2013) studied that there is no significant
difference between the effects of availability of mathematics
textbooks, mathematics laboratory; and availability
teaching/learning resources on students academic performance in
mathematics.
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TITLE OF THE PROBLEM The title of the present study is, EFFECT
OF ADVANCE ORGANIZER MODEL ON ACHIEVEMENT OF IX STANDARD STUDENTS
IN MATHEMATICS.
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NEED AND IMPORTANCE OF THE STUDY According to David P.Ausubel
there is a parallel between the subject matter organized and the
way in which the learners organize the knowledge in their mind
especially cognitive structure. Every discipline has a structure of
concepts that is organized hierarchically such as Simple to
difficult Concrete to abstract Known to unknown
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Through AOM student may learn on his own. It avoids fall back
to learning by rote. There is a need to study AOM because promotes
active processing of information meaningfully. It strengthens
students cognitive structure structure. Organizing concepts provide
a conceptual structure on which the course is built. Facilitates
their acquisition and retention of information
Slide 18
Models of teaching are very important in enhancing the
achievement of students in different subjects. There are many
models of teaching to improve instructional effectiveness. Now a
days the teachers are following conventional method in teaching
Mathematics. The researcher possessing Master degree in Mathematics
was interested in studying the effectiveness of models of teaching
Mathematics. Keeping these views there is need to implement Advance
Organizer model in improving academic achievement in Mathematics.
So the researcher selected Advance Organizer model to improve
academic achievement in Mathematics of secondary school
students.
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Since many studies have been made on AOM, no one has conducted
a study on effectiveness of Advance Organizer Model on the academic
achievement in Mathematics separately. Therefore the researcher was
interested to know to what an extent the AOM influence on the
achievement of students in Mathematics studying in Proddatur Town.
Hence present study was taken up.
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1. To develop an Advance organizer models on the units Real
Numbers, Polynomials and Factorisation, Lines and Angles, Surface
areas and volumes in Mathematics for IX Standard Students. 2. To
evaluate the effectiveness of Advance Organizer Model over
Conventional method of teaching in Mathematics for IX standard
English medium students. Objectives of the study
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HYPOTHESES OF THE STUDY There is no significant difference
between the means of scores on pre-test and post-test of
experimental group. There is no significant difference between the
means of scores on pre-test and post-test of control group. There
is no significant difference between Advance organizer group and
Conventional group students in their Post test scores.
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Variables of the Study Independent Variable: Instruction
through Advance Organizer Model. Teaching through Conventional
method. Dependent Variables: Dependent Variable: Achievement in
Mathematics.
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OPERATIONAL DEFINITIONS OF TERMS USED IN THE STUDY: 1. Effect:
Producing the result that is wanted or intended. Producing a
successful result. It mainly refers to find out how much effective
is one technique/method over the other technique/method. The
criterion used for finding out the effectiveness is the performance
on the achievement test prepared by the investigator on which the
Advance organizer model is prepared. 2. Achievement: Accomplishment
or proficiency of performance in a given skill or a body of
knowledge. Knowledge obtained from mathematics teaching is an
achievement. 3. Achievement test: An achievement test is a test of
developed skill or knowledge. Tests designed to measure the effects
of specific teaching or learning in any area of the curriculum
defined by Anastasi as measuring the effects of relative
standardized sets of experiences as opposed to aptitude tests which
measure learning under relatively uncontrolled experience.test
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4. Advance Organizer: An educational technological term for
short introductory texts presented to a student at the beginning of
course to enable him/her to structure the course material and put
in perspective. 5. Advance organizer model: The model in which
advanced organizer is presented with explanation, integrative
reconciliation and critical study and in which also idea is cleared
is an advanced organizer model. An advance organizer is information
that is presented prior to learning that can be used by the learner
to organize and interpret new incoming information (Mayer, 2003).
6. Conventional Method: Conventional method of teaching means
communicating information through lectures to students, consisting
of explanation interspersed with teachers questions and students
answer. The method by which teacher teaches in class room is
traditional teaching method. A teacher centered traditional method
of teaching with a due weightage to talk and chalk. It is generally
known as Herbartian method.
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7. Conventional group: A group of subjects to whom the
treatment of general method of teaching learning classroom
environment is employed. 8. Experimental group: A representative
sample of particular population to whom the researcher applies
various tools and techniques to derive the desired goals and
objects. 9. Mathematics: mathematics is the indispensable
instrument of all physical researches according to Kant. NPE (1986)
stated mathematics should be visualized by the vehicle to train a
child to think, reason, analyze and to articulate logically.
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Methodology Pre-test post-test equivalent group experimental
design was employed in the present study
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Random assignment of groups Matching of the groups
Pre-testTreatmentPost-test Experimental Group Intelligence Test
Achievement test in Mathematics AOM based teaching method
Achievement test in Mathematics Control Group Intelligence Test
Achievement test in Mathematics Traditional (Conventional) teaching
method Achievement test in Mathematics
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Sample In the present study, the researcher adopted the
Purposive Stratified random sampling technique. The sample
constitutes the 120 students studying in IX standard from four
schools of Proddatur Town. Selection of the sample was as
below.
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Control group N=60 Four Schools from Proddatur Town Two
government and Two private(240) Experimental Group N=60 58 High
Schools Proddatur(18+40) PARALLEL GROUPS
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Sampling Purposive Stratified Random sampling technique
Experimental Group IX Standard Students N=60 Control Group IX
Standard Students N=60
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CONSTRUCTION AND ADOPTION OF TOOLS 1.Ravens standard
Progressive Matrices (RPM) To measure the intelligence of the
students, the Standard Progressive Matrices prepared and
standardized by Raven, J.C. (1950) was adopted. 2. Preparation of
conventional method lesson plans To meet the requirements the
investigator prepared 30 lesson plans from the IX standard
mathematics textbook, duly following the conventional method of
writing lesson plans.
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CONSTRUCTION AND ADOPTION OF TOOLS 3. Preparation of Advance
Organizer Model lesson plans As the nature of Advance Organizer
Model differs a lot from conventional teaching the formats of the
lesson plan also differ significantly. These Advance Organizer
Model based 30 lesson plans prepared by the investigator. 4.
Achievement test in mathematics The achievement test was developed
and standardized by the investigator using standard scientific
procedure
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Collection of Data: PRE-TESTING EXPERIMENTAL TREATMENT
IMMEDIATE POST-TESTING CONVENTIONAL TREATMENT The process of data
collection
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ANALYSIS AND STATICTICAL TECHNIQUES USED Hypothesis- 1: There
is no significant difference between the means of scores on
pre-test and post-test of experimental group. To test this
hypothesis, the technique t- test was employed and the results are
shown in table-1. Table-1: Means and Standard deviations of
Pre-test and Post-test scores of Achievement in mathematics of IX
standard Students and their t- value. GroupPre-testPost-testt-value
ExperimentalNMeanS.DNMeanS.D 25.504 6023.350 6.186 6073.600
13.700
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ANALYSIS AND STATICTICAL TECHNIQUES USED The above table
reveals that the obtainedt value of 25.504 is greater than the
theoreticalt value of 1.98 at 0.01 level of significance. The
obtainedt value is found to be significant. Therefore the null
hypothesis is rejected, the rejection of null hypothesis made the
researcher to formulate alternative hypothesis, i.e., There is a
significant difference between the means of scores on pre-test and
post-test of experimental group in mathematics achievement. The
mean difference of 73.600 was found to be in favor of the
experimental group on post-test. Therefore, the experimental group
has shown improvement after subjecting them to the treatment. From
this it could be inferred that, the model constructed on the unit
Real Numbers, Polynomials and Factorisation, Lines and Angles,
Surface areas and volumes in Mathematics seems to be effective in
bringing improvement. Therefore it could be concluded that
instruction through advance organizer model is significant over
conventional method of teaching.
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ANALYSIS AND STATICTICAL TECHNIQUES USED Hypothesis- 2: There
is no significant difference between the means of scores on
pre-test and post-test of control group. To test this hypothesis,
the technique t- test was employed and the results are shown in
table-2. Table-2: Means and Standard deviations of Pre-test and
Post-test scores of Achievement in mathematics of IX standard
Students and their t- value. GroupPre-testPost-testt-value
ControlNMeanS.DNMeanS.D 20.837 6025.470 6.326 6075.300 16.802
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ANALYSIS AND STATICTICAL TECHNIQUES USED From the table,
observed that the t- value is 20.837, which is greater than table
t- value 1.98 for degree of freedom 118 at 0.01 significant level.
Therefore the null hypothesis was rejected. This shows that there
is a significant difference between the means of scores on pre-test
and post-test of control group in achievement in mathematics.
Slide 38
ANALYSIS AND STATICTICAL TECHNIQUES USED Hypothesis- 3: There
is no significant difference between Advance organizer group and
Conventional group students in their Post test scores. To test this
hypothesis, the technique t test was employed and the results are
shown in table-3. Table-3: Means and Standard deviations of Advance
organizer and conventional groups scores of Achievement in
mathematics of IX standard Students and their t- value.
GroupNMeanStd. DeviationStd. Error Mean t-Value Advance Organizer
6088.136.539.844 22.262 Conventional 6060.776.922.894
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ANALYSIS AND STATICTICAL TECHNIQUES USED From the table,
observed that the t- value is 22.262, which is greater than table
t- value 1.98 for degree of freedom 118 at 0.01 significant level.
The mean difference of 88.13 was found to be in favor of the
experimental group on post-test. This shows that Advance organizer
group shown more score in achievement than conventional group in
mathematics. Therefore the null hypothesis was rejected. This shows
that there is a significant difference in the mean scores of
students which are taught by Conventional Method of Teaching and
advanced organizer model. From this we conclude that the mean score
of students taught by advanced organizer model is greater than the
mean score of student which are taught by Conventional Method of
Teaching. Hence we conclude that There is no significant difference
between mean scores of students of Conventional method of teaching
and advanced organizer model was rejected.
Slide 40
FINDINGS OF THE STUDY There is a significant difference between
the means of scores on pre-test and post-test of experimental
group. There is a significant difference between the means of
scores on pre-test and post-test of control group. Advance
organizer group shown more score in achievement than conventional
group in mathematics. There is a significant difference between
Advance organizer group and Conventional group students in their
Post test scores. This shows that advanced organizer model is more
effective than traditional teaching method.