1.

INTRODUCTION

1.1 BACKGROUND

At present more than at any other periods on time axis human beings need to adopt
themselves with the current world environment. Education is an important factor for the
development of human beings. Today technology is an important factor for education.
New practices and ways of learning have developed such as distance education.
Technology offers a powerful learning tool that demands new skills and understandings
of students, including multimedia literacy and provides new ways to engage students
such as, through ‘classroom packing’. Technology is also being used in the instruction
of students. The use of technologies such as programs and interactive capsules captures
the attention of the students in the classroom environment. Technology is also being
used in the assessment of students.

The new Constitution, promulgated contains several provisions relation directly to

education, religion and culture and charging the State with responsibility for improving
education in line with economic and social change. This means that the Government is
committed to implementing, reviewing, and revising a continuous program of
education reform in order to keep up with the pace of change.

The learning standards and indicators prescribed in this document will enable agencies
concerned at all levels to clearly visualize expected learning outcomes throughout the
entire course of study. It will provide relevant local agencies and schools with
confidence in their collaborative efforts to prepare school curriculums of higher quality
and harmony. Learning measurement and evaluation will have greater clarity, thus
eliminating the problem of inter-school transfer of learning outcomes. Therefore,
curriculum development at all levels— from national to school levels—must exhibit the
quality as prescribed in the learning standards and indicators. The core curriculum will
provide a framework and direction for provision of education of all types, covering all
target groups of learners receiving basic education.

Scientific knowledge is very important for students who learn because it connects them
with ‘life of the society’. The knowledge of science helps construct new ideas and
intelligence of a variety of nature. Thus, the effect of the modern technological ideas is
an important factor on the part of ‘research’ related to science. In order to become
eligible genuine students, they must have a quest/thirst of deep knowledge, understand
conceptual science and organize knowledge in an orderly manner. Students will benefit
from thinking about science and their learning will become interactive. In this way,
science will become the culture of the knowledge based society and there will be
scientific literacy for all.

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Science plays an important role in our present and future world communities, as it
concerns all of us in our daily lives and livelihoods. Science also involves technologies,
instruments, devices and various products at our disposal, which facilitate our life and
work. All these benefit from our scientific knowledge, which is combined with
creativity as well as other disciplines. Science enables us to develop our thinking skill
in various respects-logical, creative, analytical and critical. It also enables us to acquire
essential investigative skills for seeking knowledge, and allows the ability for
systematic problem-solving, and for verifiable decision-making based on diverse data
and evidences. Science is essential to modern world, which is intrinsically a knowledge
society. All of us therefore need to be provided with scientific knowledge so as to
acquire knowledge and understanding of nature and manmade technologies that can be
applied through logical, creative and moral approaches.

Technology in the field of education is almost necessary for teaching as well as for
learning. Then, technology in instruction has been a point of debate for its effectiveness
for several decades. However, there is considerable improvement in the technology for
more and more application into instruction. First generation computer assisted
instruction systems were developed in the late 1950s when computer technology was
viewed as a vehicle for implementing the ultimate in programmed instruction. (Baker;
1978) C-3

At present it is believed that the basic principle underlying the learning process is that
all learners are capable of learning and also of self- development. The teaching and
learning process of the present times aims at enabling learners to develop at their own
pace and to maximize their potential. In India, considerable efforts are being made to
reform the learning process in the best interest of learners. Teachers are encouraged to
develop their own teaching materials. Activities, experiments and hand- on experience
are being emphasized in accordance with the needs of the learners and the community.
The teacher’s role is that of a facilitator who assists learners to learn by themselves.
Various activities are being organised to provide teachers with the knowledge relating
to the learning of learners, classroom research and development of teaching methods.

The knowledge of science is very important for the learners because science connects
them with both the worlds- the world of learning and the world of experience. It
connects them with the life of the society with the wider world. The knowledge of
science helps construct new ideas and expand intelligence in a variety of ways.

Technological growth in the present era of globalization has spurred social and
economic changes worldwide. The computer can be made to help the curricular need of
children by acting as a tutor, as a tool and also as a facilitator. It can be used as a
mainstay of a course for backup revision, reinforcement, extension or a variety of
purposes. The first application of computer in education came up computer as a tutor as
the computer program offers a learning experience to the child in one of the varieties of

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possible mode, which could be a drill and practice program, a simulation game or a
statement of facts. Computer Assisted Programmes are a form of independent learning
where the students have the responsibility to learn. Students get only bookish
knowledge by traditional methods and outdoor methods (like activity method, project
method, play way method) need much more time. But generally there is not so much
time that students can be taught all the principles of Physics by these take no interest in
Physics. SICAP can provide innovation and interactive ways of presenting material.
Therefore, SICAP can be used as an alternative to conventional teacher or as an
independent means of self- instruction. The potentials of SICAP and their effectiveness
in science education are to be investigated in the present study.

1.2 IMPORTANCE OF PHYSICS SUBJECT IN CURRICULUM

Physics- the study of matter, energy and their interactions- is an international
enterprise, which plays a key role in the future progress of humankind. The support of
physics education and research in all countries is important because of the following
reasons-

1. Acts as a motivational subject: Physics is an exciting intellectual adventure that

inspires young people and expands the frontiers of our knowledge about nature.

2. Helpful to enrich practical knowledge: Study of Physics develops a person to

have practical outlook in life and solve his economic problems.

3. Enrichment of knowledge: Student’s knowledge is enriched through study of

Physics. It generates fundamental knowledge needed for the future
technological advances that will continue to drive the economic engines of the
world.

4. Builds up technological mob: Physics contributes to the technological

infrastructure and provides trained personnel needed to take advantage of
scientific advances and discoveries.

5. Means of livelihood: In Physics, one studies various activities concerning

various vocations and occupations. After studying this, the basic knowledge
helps one to adjust with the environment and even his livelihood.

6. Helps to bring out practical activity: Once a student acquires knowledge of

Physics, he becomes competent and takes up an economic Activity which raised
his confidence and makes his life peaceful and happy.

7. Applicable to all fields: Physics is an important element in education of

chemists, engineers and computer scientists, as well as, practitioners of other
physical and biochemical sciences.

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8. Helps to develop liberal economic attitude: Students develop a liberal and broad
physical outlook though knowledge of Physics, where he critically examines
statistics issued by government agencies and acquires knowledge about price,
production and consumption etc. of goods produced all over the world.

9. Capabilities of using natural resources properly: Knowledge of Physics enables

one to make the possible use of available natural resources in order to achieve
physical development.

10. Enhances knowledge of other disciplines: Physics extends and enhances our
understanding of other disciplines such as the earth, agricultural, chemical,
biological, and environmental sciences plus astrological and cosmology subjects
of substantial importance to all peoples of the world.

11. Material Well-being: In today’s scientific and technological age of

development, material development ofa nation is possible only through gainful
employment of available resources. For proper utilization of resources one
needs to have proper scientific outlook and proper way of living which helps to
achieve material well-being of oneself and his country.

12. Helps for maintaining democratic setup: If each and every citizen discharges
their duties sincerely, honestly and successfully, the nation becomes more
successful. Study of physics can help one to easily determine and inculcate the
feelings of patriotism and national consciousness where on keeping nations
interest in their mind.

13. Knowledge of other countries: Study of physics helps in acquiring knowledge

of his country as well as other countries of the world.

14. International outlook: Study of physics helps a student to know about

international outlook.

1.3 COMPUTER ASSISTED INSTRUCTIONAL PROGRAMME

It is a self- learning technique usually offline, involving interaction of the student
with programmed instructional materials. It is an interactive instructional technique
whereby a computer is used to present the instructional material. And monitor the
learning that takes place. It uses a combination of text, graphics, sound and video in
enhancing the learning process. The computer has many purposes in the classroom,
and it can be utilised to help a student in all areas of curriculum. It refers to the use
of computer as a tool to facilitate and improve instruction.

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1.3.1 TYPES OF COMPUTER ASSISTED INSTRUCTIONS

1. Drill and Practice Mode: In this mode, the programme leads the learner through
a series of examples to develop dexterity and fluency in using the skill and
reinforcing all correct responses. Only on achieving the mastery by the learner, the
computer will proceed further.

2. Tutorial Mode: The tutorial information is presented in small units followed by a

question. The computer analyses the student’s responses and appropriate feedback is
given. A number of branches or pathways can be programmed for this. The students
are allowed to work at their own pace and time.

3. Simulation Mode: Simulation techniques are used by the computer to simulate

the behaviour of real systems. The learners may investigate the potential impact of
alternative actions that would be too costly, too dangerous, too time consuming or
for some other reason impractical to experience in a real situation.

4. Gaming Mode: The mode may or may not be instructional but it is recreational.
Sometimes learning takes place through games. This mode is especially meant for
young children.

5. Problem Solving Mode: Problem Solving can be achieved, provided the typical
computational capability of the computer is available and there is a typewriter and a
display response device with remote control of two- way communication. The
students need to know how to communicate with computer and how to solve his
problem.

6. Discovery Mode: In this mode, inductive approach is followed. The problems are
presented and the student solves the problems through trial and error. It is just like
laboratory learning. It aims at deeper understanding of the results obtained from
discovery. Hence, complex problems can be solved.

1.3.2 CHARACTERISTICS OF SELF-INSTRUCTIONAL MATERIAL

As a teacher, trainer, line manager, as a learner who used self- instructional material
in open, distance or flexible learning contexts. In primary school it may have
involved the teacher giving children a work-card in game. In secondary school the
teacher may have provided directions to conduct an experiment, data to solve a
problem or guidelines to undertake project work. In further education, teacher may
have prepared materials to simulate fault diagnosis teaching. At its- simple teacher
may have given leaner a technical report, blueprint circuit diagram or extract to
study together with a series of questions to answer. Self-instructional material is that
there is no need to wait until there are enough learners to form a viable group.

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Indeed, it is possible with a single group to have several program of study being
followed. These learners requiring additional or remedial help can have it provided
at the same times as these who want additional practice or who wish to pursue their
own special interests in an area.

Each individual can work at his or her own pace rather than at the pace of the group-
or rather pace the teacher believes is the optimum that students do not study at
regular speed. Depending on their interests, background, personal experience and
other demands, students will complete their study of some material quickly; at other
times it will take them longer. Self-instructional learning is private learning.
Certainly, there is no “loss of face” possible because there is no one else around to
witness your confusion. However, it does put great emphasis on the need for clear
teaching, with every opportunity for learners to monitor their progress, check their
learning and resolve their problems.

One of the main attractions of self-instructional material is that it is available at any

time- when a learner wishes to study rather than according to some fixed timetable.
Students not only study at different speeds, they also prefer to study at time
convenient to themselves. The assumption that learners will study according to a
regular, fixed schedule is myth. The belief that regular broadcast transmissions or
tutorials would “pace” a student have been replaced by the realization the only
assignment deadlines are likely to prompt study to a timetable. Indeed, we now
realize that between such assignment deadline study is likely to be irregular for the
majority of students. Students pace themselves according to their own schedule and
completing demands

A distinctive feature of self-instructional material is that it is available at any place;

in students’ homes, when travelling, at the workplace or on holiday. The only
limitation would be where some audio, video, practical work or computer-based
materials are needed. However, at the present time and for the immediate future the
majority of self-instruction material are likely to be based on printed and are thus
portable, cheap and flexible. What is more, audio, video and other components are
typically flagged in the text, allowing learners to arrange their study so that any
necessary equipment or facilities are available when required.

Learners deserve the best teaching materials that teacher can provide; materials that
are not adversely affected by the particular preference or idiosyncrasies. A feature of
self-instructional material is that it enables all learners to receive the same teaching
material. Furthermore, since the materials are available for scrutiny by others it is
likely to be central- rather that the personal views of the author. In large institutions
it is not unusual for a group of following the same syllabus or scheme of work.
However, often an independent observer would be excused if they judged that two
completely different courses were being taught. Indeed, even when one person is

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responsible for the teaching, and conducts duplicate classes, the difference between
the presentations is likely to be significant.

A dozen subject matter specialists, independently to design a particular package to

satisfy an agreed aim and series of objectives to get a dozen different ways of doing
it. Some would take longer than others to study; some would stress one element
rather than others. The structure of the packages and sequence of elements would
undoubtedly vary. Of course, in reality many teachers are only required to provide
the briefest of outlines for a particular program of study. It is often merely a list of
topics or lecture titles supplemented by two or three sentences. What is more, a
detailed description or overview of the course, let alone individual modules or study
session, is typically provided in a paragraph in course publicity material. A
distinctive feature of self-instruction material in course publicity material, and
sequence is made explicitly. Preliminary document, often an introduction and guide,
provides the general structure of the course, while preliminary page in each module
indicates the structure and sequence of the teaching material- and alternative ways
through it. If the material is assembled by two or more authors, or they have the
advice and assistance of other, they can devise a teaching strategy that reflects a
consensus of the most effectiveness way to teach the topic.

In further education, the teacher is still widely held as an obvious method or

conveying information. The problem is that the teacher does all the work- all the
telling. The learners are reduced to the role of one who must merely comprehend,
interpret and remember, often little opportunity is provided to ask questions, resolve
misunderstandings or clarify idea. Unfortunately, many learners still appear to
believe that this method has merit until given the opportunity to experience an
alternative way of studying. A distinctive feature of self-instructional material is that
individual learns by using ideas presented in the teaching material rather than merely
being told about them. The provision of exercises, activities or self-assessment
questions is the mechanism by which the key objectives associated with a teaching
text are realized and students allowed practicing them. It is sobering to learn that
when two modules of a course were compared by students, one containing activities
and one in which none were present the majority of student said the absence of
activities hindered their learning.

Knowledge of one’s performance, the appropriateness of one’s response to

questions; confirmation of ideas and relationships or their refutations are at the core
of learning. All teachers would seek to provide feedback to students on their
learning. Unfortunately, man lectures, seminars and even workplace forms of
teaching fail to provide adequate feedback. A distinctive feature of self- instructional
material is that learners receive continuous feedback to help them monitor their
learning check on their performance as they progress through the teaching package.

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Traditionally, the feedback is provided in periodic comments to learners in response to
tests, quizzes or assignments. A critical factor is not merely the quality of the original
questions and corresponding feedback, but the speed with which it is provided. If a
considerable amount of time elapses between posing the problems, encouraging a
response and providing feedback, its effectiveness is in doubt. Learner’s
misunderstandings may have been reinforced or unnecessary confusion allowed to
continue. Self-instructional material is designed to provide the feedback continuously-
essentially via the self-assessment questions or activities integrated into the text, the
CD-ROM or web pages, but also by the quality of the exposition. In many situations
the feedback provided by teachers is designed to indicate the scope and depth of
preferred responses; to indicate the quality expected of learners at a particular stage.
(Fourie, 1999)A-11

The main advantages of self-instructional materials are discussed. Selfinstructional

material motivates learners by enabling to improve intelligence, special abilities and
calends, creativity, motivational and volitional orientation, personal styles and
strategies, interests, values, attitudes, and all of human personality. Self-instructional
material encourages the building of a suitable structure of human abilities; based on
inter-correlations among many cognitive measurements. Analytical intelligence of
reasoning, crystallized intelligence as in verbal and reading comprehension, visual and
auditory perception, idea production, memory, and speed and time required for reaction
are the various abilities of learning performance which are intensively and extensively
depend on the instructional design decisions and strategies. Self-instruction material
moderates the correlation between general intelligence measures and achievement.
Self-instructional material promotes ability development. Indentifying cognitive
component processes meta-cognitive skills. Meta cognitive skills and strategies
knowledge structures and performance sequence is attained through the self-instruction
materials and strategies computerized instruction improves assessment measures of
constituent processing abilities. It supports training ability improvements. Learning and
problem-solving is possible under instruction conditions through the constituent
processes, skill and strategies. Learners and thus motivated to improve on their own by
the new educational technology like the self-instructional programs and this further
leads to the promotion of the potentials of human development in respect of
intelligence, knowledge content, skills and abilities and value-oriented behaviour.

Students are enabled by the self-instructional materials to acquire knowledge

independently on their own any place and at any time. Self-reliance in learning is the
most desirable because what a learner learns on own is an effort of concentration. It is
the “do-it-yourself” technique which opens up all the faculties of the learner with a
keep desire to learn strong motivation and unwavering concentration for learning the
contents and acquiring the skills through the maximum utilization of the energies and
abilities. This program of self-instructional material arouses the learner’s curiosity
involves the learner in interaction. Adjusting the pace of learning is essential as the

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learner masters the contents of the learning are according to own pace which is
sometimes very slow and at times very fast. The understanding of the contents in vitally
significant and therefore the variations in the pace of learning are required to absorbs
the bits and chunks of the contents of the program of learning through self- instruction.
Self-instructional programs are characterized by the fact that these enable the learners
to defy the constraints of time and space. Learners are in a position or to more forward,
to remain in the same position or to move backward in accordance with the
requirements of the attainment of proficiency in learning content and skills. Repeating
the process as many times as necessary is also possible. There no restriction of time as
movement and turns are totally dependent on the learners’ convenience. Self-
instructional material thus enables learners to learn independently. Self-instructional
materials and programs are helpful in acquiring knowledge independently through the
strategy of self-help.

Self-instructional designs are quite relevant to cognitive as well as affective aptitudes in

addition to the cognitive aptitudes. Cognitive aptitudes include motivational and
volitional orientations as well as aspects of personal styles as action tendencies.
Affective aptitudes refer to the vast domain of personality, temperament, attitudes, and
values. Achievement motivation, intrinsic as well as extrinsic achievement, and
development of interests are the results of self-instructional designs. Self-efficacy, self-
concept, self-regulation, action control, effort investment and achievement through
independence are the products of the self-instructional designs. These self-instructional
programs illuminate the functioning of the primaries and individuality in learning is
noticed in both structure and idiosyncrasy. Adapting to the self-instructional designs
and evaluate these designs. Adaption has the two levels of macro adaption and of micro
adaption which are major and minor adjustments of instructional procedure. Self-
instruction materials are thus helpful in person situation interaction. That is the reason
because of which the self-instructional programs are considered a valuable and on
teaching and learning strategies.

Self-instructional material is used in various ways such as a work-card, directions, data

or guidelines or in modern times a computer-assisted program. Self-instructional
learning is private learning that gives every opportunity for learners to monitor their -
progress check their learning and resolve their problem. The two alterations of self-
instructional material are that it is available at any time and at any place. The best
teaching materials are used as input in the design of a package of self-instructional
program. The teaching strategy is devised in such a manner that it reflects the most
effectiveness way to teach the topic for which the self-instructional program is
designed. The teacher doing all the telling conveying all the information is the situation
in traditional set up which is avoided. The learners are not rendered to become passive
listeners. The learners are not given any opportunity to ask questions, resolve doubts or
misunderstandings or clarify ideas. The self-instructional program gives the individual

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an opportunity to use the ideas presented on his own independently according to his
own convenience at his own pace at any time and at any place.

Exercises, activities, self-assessment question and other devices in the self-

instructional design mechanism by with the objectives of teaching are realized. The use
of self-instructional programs gives the learner the knowledge of performance,
confirmation of ideas and continuous feedback. This helps the learners to monitor their
learning, check on their performance as they progress through the teaching package.
Self-instructional materials and programs enable the learners to pursue their own
studies thereby improving the quality of instructional material used, using the
innovative educational technology and a format of systematic and effective tool of
instruction to the learners. The learner is more actively engaged in learning and the
teacher is more energetically involved in designing the self-instructional program. The
learner learns on own and the teacher plays the role of a facilitator in the process of
learning. Self- instructional design model is a simplified representation of reality of a
theory.

These models develop specific aspects of instruction and teaching. Cost effectiveness,
compression of time, easy to handle system and provision of reinforcement and
continuous feedback are the chief characteristics of the self- instructional material or
design model which is in the format of a computer assisted program. Availability at any
time and at any place, flexibility in the pace, the privacy of learning according to the
learner-friendly scenario is the other characteristics of self-instructional design model.
It is flexible, extendable, handy, compact and convenient which highlight the
effectiveness of the self- instructional design model. Preciseness of planned, organized
and ordered sequences of instructional activities is effectively controlled in the practical
effectiveness of self-instructional design models of computer-assisted programs. It is a
constructive representative instructional system and therefore it is an effective
organization model of systematic instruction being used most frequently in innovative
educational programs.

1.3.3 UNIQUE FEATURES OF SICAP

Numerous unique features of SICAP are found, which make it an exciting field of the
most useful in its adaptability for distance learning. Web- based instruction is unique in
that students and instructions can communicate with each other anywhere in the world
within seconds via the internet, feedback from the instructor can be obtained
immediately. Some unique features of SICAP are represented diagrammatically.

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 INTERACTIVITY FLEXIBILITY

UNIQUE
ACTIVE WORKING AT
FEATURES
RESPONDING OWN PACE
OF SICAP

REINFORCEMENT IMMEDIATE

Fig No. 1.1 Unique Features of SICAP

1.4 NEED AND IMPORTANCE OF COMPUTER AIDED

INTRUCTIONS IN EDUCATION
The most important contribution of modern educational technology is computer
assisted instruction. It is one of the most important and advances tools in the hands of a
teacher. It enhances not only retention, cognition, perception of a student but also
improves the teaching efficiency of a teacher. It meets student’s individual needs and
immediately records their students’ responses with reliability. It is developed on the
basic principles of Programmed Learning developed by B.F. Skinner. It provides
learning experiences which are more effective, efficient and vivid in nature. The
interaction between students and the instructional programme is made more dynamic
and individualised in SICAP than any other system. It brings about desired
improvement in the teaching- learning process by Making is effective. It develops the
cognitive, affective and psychomotor aspects of the students.

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The principle outcomes from the study comprises of the science learning using self-
instructional computer assisted programme (SICAP) appropriated for the students of
secondary school students who learn through English medium. The basic knowledge
for further study depends on using of self- instructional computer assisted programme
(SICAP). The approach was a student centred learning activities oriented strategy. One
more thing, this research study is an attempt to provide a meaningful and practical
instructional strategy for secondary school students.

Science gives opportunity for creative thinking and constructive imagination. Further,
science is a subject where idea can be experimented upon and verified. The learner
develops the habits of searching for the truth. The significant aspect of science is that
whatever the student learns has immediate application in the world around him. One of
the very useful outcomes of learning science is development of problem solving skill.

A distinctive feature of the self- instructional computer assisted programme (SICAP) is

that individual learns by using ideas presented in the teaching computer program rather
than merely being told about them. The provision of exercises, activities or self-
assessment questions is the mechanism by which the key objectives associated with a
teaching text are realized and students allowed practicing them. It is sobering to learn
that when two modules of a course were compared by students, one containing
activities and one in which none were present, the majority of the students said the
absence of activities hindered their learning.

In this study, the researcher would like to reveal the importance of the self-
instructional computer assisted programme (SICAP) in teaching science for secondary
school students. SICAP can be the most suitable supplement for learning and teaching
through the use of media efficient in terms of achievement, interests and reactions. The
students would be able to better handle self- instruction in the case of science as
number of studies of science attainment illustrated. Then the students would have
resources that are to be used for practice. The instruction can increase understanding of
content and can equip them to learn to the full of the capacity.

Before conducting the research, the researcher had three basic questions which are as
follows-

1. What would be the attitude of students towards computer technology?

2. What would be the implication and contribution of computer to education field?

3. How is the accessibility of computer in the education field?

A numerous commercially developed programmes are available in market but they

have lack of academic qualities and standard. To know the effectiveness of these
programmes, probing the problems of students and studying the present situation of

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education in this globalized world the research entitled “The effectiveness of SICAP in
science for secondary school students.”

1.4.1 BASIC ASSUMPTIONS OF SICAP

SICAP assumes that a student can learn better under the following situations-

1. One can learn at one’s own pace and time.

2. It can be used for all types of teaching- learning programme.

3. It can be arranged for a number of students simultaneously.

4. One can move from one frame to another frame.

5. Teachers and students know how to operate computer.

6. Teachers use different teaching methods for teaching science.

7. Teachers use different innovative techniques for teaching science.

8. Students use computer and internet for work and references.

1.4.2 ADVANTAGES OF SICAP

1. Each student receives information at his own pace.

2. Each student responds continuously as he receives instruction.

3. Each student receives rapid feedback for his response.

4. All units of learning are broken down into submits and small elements of learning in
accordance with Skinner’s approach of teaching in small steps.

5. Reinforcement of learning is achieved by personal message.

6. Learning sessions are kept manageable by designing the duration between half to one
hour.

7. Lessons from the theories of the learning are taken into account at the stage of
instructional design.

8. Students can access computers anywhere, e.g., in their hostel rooms, in the tutorial
rooms or at another place in the country.

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9. Students can learn using their own styles and ways, i.e., through examples, through
case studies or through problems.

10. A teacher’s time is saved from the routine information giving activity and can be
employed in innovative instruction- design, student’s guidance etc.

11. Students can evaluate their own learning at any time during learning progress.

12. It increases ability to collect detailed records of the student’s performance.

13. It permits the evaluation of effectiveness of teaching procedure as well as teaching

materials.

14. It provides a positive and effective climate especially for the slow learners.

15. It reduces monotonousness and creates homogenous atmosphere in the classroom.

16. It makes learning experiences more effective and efficient.

17. It can be used for distance learning.

18. It allows students with handicap or learning disability an opportunity to learn in a

less restrictive environment.

19. It provides one- to- one interaction.

20. The multimedia helps to understand difficult concepts through multisensory

approach.

1.4.3 DISADVANTAGES OF SICAP

1. It is very expensive.

2. It cannot replace the teacher.

3. It cannot solve the psychological and educational problems.

4. It cannot appreciate the emotions of students.

5. It needs the help of experts such as computer engineers.

6. Computers must be accessed with the necessary RAM and operating system.

7. It needs an expert lesson writer who is familiar with lessons and lesson writing.

8. It needs script writers, system operators, subject experts etc.

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9. Due to regular use of computer, students may suffer from physical problems such as
eye disorders.

10. Delay in communications may actually hinder student’s success in comprehending

the material.

1.5 RATIONALE FOR THE STUDY

In education, and much of higher education, the teaching through felling by the teacher
is still widely held as an obvious method of conveying information. The problem is that
the teacher does all the work-all the telling. The learner is reduced to the role of one
who must merely comprehend, interpret and remember; often little opportunity is
provided to ask question, resolve misunderstanding or clarify ideas. Unfortunately,
many learners still appear to believe that this method has merit until they are given the
opportunity to experience a different method of studying.

In traditional method of teaching the teacher teaches through lecture method. The
teacher makes use of a blackboard and chalk to support his teaching. No additional
material is provided to the students. This method is also known as chalk and talk
method of teaching. In it the teacher plays the important role of giving lecture and
explaining and students play less active role. The traditional method in teaching science
consists of three steps. The first step is discussion in which the students discuss about
learning objectives, issues or the problems. The second step is experimentation in
which the students carry out the experiments as explained in the practical handbook.
The third step is conclusion in which the students discuss the results and give answers
to the provided question and express their deep understanding of science through
various passages.

Self-instructional method is a teaching strategy which allows a student to pursue a

learning objective through a prepared, self-contained sequence of instructional
activities at his own pace. It provides the student with alternative learning objective
sequences of instructional activities from which he selects a path in which he is most
comfortable. Hence, self- instructional computer assisted program (SICAP) is that in
which the individual learners learn by using ideas presented in the teaching authored
programs of computer. The provision of exercises, activities or self-assessment
questions is the authoring in the programs through which the key objectives associated
with a teaching text are realized and students are allowed to get more practice in the
area concerned. The subject matter is revealed to the student in a self-instructional
approach which the computer-assisted program guides to learn.

15
Duchastel and Whitehead (1980) A-9 It is sobering to learn that when two modules of a
course were compared by students, one containing activities and one in which none
were present, the majority of students said the absence of activities hindered the
learning. Its advantages to the teachers are that teachers are in a position to give more
time to work with individual students for assisting them on a one-by-one or small group
basis and concentration motivating the learners. It also to supplement lesson or to
provide remedial work and can use this tool to create more flexible school schedules. In
addition to this, the student passes an evaluation satisfactorily. The students may
advance to higher level concepts in a shorter span of time.

In case of students of who learn through self- instructional method by computer-

assisted program, these students can move as slowly as they like through a program. If
the students want to repeat some task material again, the students can do so as many
times as the students choose. The student also can skip over a topic if information is
already known, making the learning process more effective with self-instruction using
computer-assisted program. The students can decide what they want to learn and in
what order. The students have different learning styles and use different learning
strategies.

The studies by (Ford and Chen, 2001) C-18 has shown that when the students can learn
in a way that suits them, improvements in the effectiveness of the learning process
normally ensue. Others (Meskill and Mosop 1997) C-35 report that computer programs
encourage learning as they provide a stimulating environment and promote enthusiasm.
Computers may help the reticent student who is afraid to make mistakes in a classroom
situation through the self- Instructional method.

Interactive learning is an essential characteristic of the planned system of self-

instructional computer assisted program (SICAP). Besides this action-oriented concept,
that program development is guided by the assurance that people have different styles
of learning and operating. The computer assisted instructional program follows the
activity method, exploration and field experience approach, individualized learning and
personalized programmed instruction. The programmed help in the context of the
selection of instructional models has to deal with the aspects like the average pre-
knowledge of the learners, their experience with different forms of instruction, the
capability for self-directed learning, the conformity between learning environment and
aspirated practice and the availability of the media and other resources. In the present
SICAP, the requirements of specific learners in specific learning environment are taken
into account. The specific learners are the grade IX learners in secondary schools in
Nagpur. The specific learning environment is the instructional strategy to be prepared
for the learning of the concepts of Physics. The application of SICAP is both compact
and meaningful as it proves to be a convenient instructional tool for self-learning based
on recent psychological, educational perspectives and it makes use of the innovative
educational technology of computer programming.

16
An essential aid for learners and for science education for learners of grade IX in
English medium secondary schools in Nagpur, SICAP is essential for the following
reasons:
1. SICAP is an inter-active self-instructional program. Any learners who has the skill of
operating computers can avail of this program

2. SICAP offers objective sequences of informative input along with different learning
activities and illustrative audio-visual supplements. A learner is not told and stuffed
with informative details but learners on his own by getting involved in activities which
the learner performs on his own.

3. SICAP is useful for the learners as it allows the learners to move in the manner in
which it is convenient for the learner to move. The flexibility and adjustability of the
pace of learning slow when required and fast when so desired. The movement of the
learner according to this own speed of learning is significant advantage of SICAP.

4. SICAP offers the learner an opportunity to select his own learning styles, his own
learning materials and his own learning strategies. This elasticity of learning process is
a strong reason because of which learners opt for SICAP.

5. Learners became self-motivated to learn, eagerly curious to know the facts,

energetically enthusiastic to understand to concepts through the operation of SICAP for
self-learning. SICAP is proved to be an effective instructional tool that uses innovative
educational technology. These grounds support its efficiency and effectiveness for
learners.

The present SICAP is a useful representation of instructional tasks and instructional

goals. This usefulness refers to the functions related to the teaching and learning
process, the instructional design procedure and the revision of the procedure of learning
and instruction. The benefits of the SICAP for learners and for science education are
listed below:

1. The SICAP offers a precise description of the content component through the
sequence of objective statements.

2. The SICAP offers a precise description of the action or behavioral component

through the sequence of operations.

3. The SICAP uses facilitating representations by presenting the tasks in a manner in

which it becomes easier to handle the tasks and solve the problems.

4. The SICAP offers an instructional design that imparts the instructional objectives
using a representational method that uses all the three levels of course objectives of
lessons and detailed specific sub-topics.

17
5. The SICAP offers a guarantee of validity with regard to the instructional objective.
The parallel validity for teaching on the one hand and testing on the other is tested by
the SICAP.

6. The realization of the knowledge transfer through the representational method is

another benefit of the SICAP.

7. The SICAP offers an instructional task analysis to facilitate instructional decisions

concerning how to teach through identification of suitable task characteristics.

8. The benefit of SICAP offers the method of representation of instructional tasks

which is sufficiently generalized in nature as the process demands an easy format of
representation of facts and concepts.

9. The SICAP is beneficial to learners and for science education in general on account
of its easy communicability

10. The SICAP has the advantage of a step by step reconstruction that is systematically
rule guided.
11. The other benefit of SICAP is its practicability as it is an applied procedure which
is useful for a concrete situation offering nine field of application for practical
implementation.

12. The SICAP is helpful in the construction of content structure, action structure and
helps to formulate a comprehensive instructional design model.

1.6 STATEMENT OF THE PROBLEM

“The effectiveness of Self- Instructional Computer Assisted Programme in Science for
Secondary School students.”

1.7 OBJECTIVES OF THE STUDY

1. To develop and introduce to the students, SICAP technique of teaching science.

2. To study the effects of SICAP in science of secondary school students.

3. To compare the mean achievement of the students in science taught through SICAP
as compared to traditional method.

4. To know the reaction of students towards SICAP in science.

18
1.8 HYPOTHESIS
Null Hypothesis

1. There will be no significant effect of SICAP on the mean achievement of students in

science.

2. There will be no significant difference between the mean achievement of students

taught through SICAP and traditional methods.

1.9 OPERATIONAL DEFINITIONS

1. Effectiveness: Effectiveness is a measure of whether and to what extent set goals
have been achieved “doing the right things” or the ability of an intervention to produce
the beneficial result that is intended to deliver in everyday circumstances.

2. Science: It is referred as the core subject taught in the secondary school educational
system. It includes Physics topics.

3. Self- Instructional Computer Assisted Programme (SICAP): It means an instruction

media prepared in the format of a computer program which will be used support the
teachers who are teaching secondary school students in science.

1.10 SCOPE AND LIMITATIONS

1.10.1 SCOPE

The study is useful for the selected 100 students of 4 English medium Secondary
Schools of South Zone in Nagpur City in Physics subject.

1.10.2 LIMITATIONS

1. The study will be limited to 100 secondary school students of class 9th.

2. The study is limited to Physics subject only.

3. The study will be done on English medium students only.

4. The study is limited to the selected 4 schools of South Zone of Nagpur city of
Maharashtra state only.

5. The study will cover CBSE Board curriculum only.

6. Only the traditional method and SICAP technique will be studied.

19
 2. REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
Research takes advantages of knowledge which has accumulated in the past as a result
of constant human endeavour. It can be undertaken in isolation of the work that has
already been done on the problem which is directly or indirectly related to a study
proposed by a researcher. A careful review of the research journals, books,
dissertations, thesis, and other sources of information on the problem to be investigated
is one of the important steps in the planning of any research study. A review of the
related literature must precede any well planned research study.

2.1.1 MEANING

Research extends the frontiers of knowledge. A researcher has to become familiar with
the existing frontiers before he launches on a mission to extend the same. Review of
research literature enables the researcher to get familiarised with the existing frontiers.
A critical insightful and comprehensive review of research has many values for the
researcher. They are:

a) Understanding research trends over the years in order to identify the thrust areas.

b) Identifying research issues and concerns that have surfaced time and again.

c) Identifying gaps in research efforts.

d) Avoiding duplication of efforts while appreciating the need for replication of studies/
results.

e) Identifying converging understandings/ insights and diverging/ controversial/

unresolved issues and concerns.

f) Understanding methodological issues in addressing the problems including

technique, tools and analysis of data.

g) Guiding the researcher on foliation of hypotheses and focussing the objectives of the
study.

To summarize, the review provides the researchers with an opportunity of gaining

insight into the methods, measures, subjects and approaches employed by other
research workers in the light of which significant improvement in his/her own research
design can be realized. Keeping these understandings in view, the researcher has made
an attempt to review the related research literature of the problem in a systematic way.

20
2.1.2 DEFINITIONS

“A literature review is a critical and an evaluative summary of the themes, issues and
arguments of a specific clearly defined research topic obtained from the published (and
unpublished) literature.”

Goof, Bass stated- “The competent physician must keep abreast of the last discoveries
in the field of medicines…Obviously the careful. Students of educational research
works and investigators should become familiar with location and sources of
educational information used.

According to John W. Best “Practically all human knowledge can be found in books
and libraries. Unlike other animals that must start a new with each generation, man
builds upon the accumulated and recorded knowledge of the past.”

2.2 NEED OF REVIEW OF RELATED LITERATURE

1. It gives researcher several ideas on how to select and formulate his own research
problem.

2. It helps the researcher identify studies that have been done related to the topic he is
interested in.

3. It avoids possible duplication of similar studies.

4. It guides the researcher on the possible theoretical framework he can use for his
current study.

5. It gives direction to the researcher on how he will create his own conceptual
framework.

6. It allows the researcher to browse several kinds of research designs, sampling

techniques, statistical procedures, questionnaires and processes, presenting, analysing
and interpreting data, from where he could base his own choice for his paper.

7. It gives a picture of a comparative analysis between variables used in reviewed

materials and those used in the current study.

8. To place the study in historical and association principles.

9. To relate the findings to previous knowledge and suggest further research.

10. To define and limit the problem.

21
2.2.1 OBJECTIVES FOR REVIEW OF RELATED LITERATURE
The following were the objectives of review of related literature:

1. To understand various aspects and scope of the research thoroughly.

2. To study the researches those have been done before the current research.

3. To decide proper hypothesis, objectives, methodology of the research.

4. To have a proof on the part of the investigator to show that the investigator knows
what type of study is done in the same field.

5. To have proper guideline to implement the practical work.

6. To have appropriate guidance to complete the present research.

7. To provide a vast outlook regarding the subject.

8. To avoid repetition of the research done.

9. To broaden the researcher’s horizon of knowledge.

10. To find out the novelty of the present research.

2.2.2 IMPORTANCE OF REVIEW OF RELATED LITERATURE

1. To build knowledge and identify research methodologies and seminal works in your
field.

2. To help focus and refine your research question by articulating the knowledge gap.

3. Provide intellectual context for your work and situate it within the field.

4. Ensure you will not be replicating existing knowledge or reproducing technical

errors.

5. Identify other researchers in your field (a researcher network is a valuable resource).

6. Identify the distinctive contribution your research will make and to produce a
rationale and justification for your study.

7. Learn how research findings are discussed and presented in your discipline area.

8. Without review of related literature it would be difficult to build a body of accepted

knowledge as an education topic.

22
9. The literature reviews enables a reader to gain further insights from the purpose and
result of the study.

2.3 REVIEW OF RELATED LITERATURE

1. Jeyamani P. (1991), Effectiveness of the simulation model of teaching through
Computer Assisted Instruction (CAI).

Objectives:

(i) To find the effectiveness of the simulation model of teaching as compared to the
traditional method
(ii) To utilize the growing use of computer in education.

Major Findings:

(i) The experimental group obtained a higher mean than the control group.
(ii) The sex wise comparison provides to be insignificant.
(iii) There was no significant difference in learning level between Tamil medium and
English medium students.
(iv) On the basis of the research findings it was concluded that the experimental
group performed significantly better than the control group.

2. Sindhi, N.O. (1996), The construction and try out of multimedia package for the
teaching of physics in standard XI.

Objectives:

(i) To develop multimedia package in Physics.

(ii) To study the effectiveness of multimedia package in terms of achievement of

students.

(iii) To study the effectiveness of teaching physics through multimedia package and
conventional method of instruction.

(iv) To check the retention of teaching through multimedia package.

Major Findings:

(i) There is a significant difference between mean of pre- test and post test scores of the
experimental group. This shows the effectiveness of multimedia package.

(ii) There is a significant difference between mean post test scores of controlled group
and experimental group. This proves that the teaching through multimedia package is
more effective in comparison to conventional method of instruction.

23
(iii) There is no significant difference between the mean post test score and mean
scores of retention test of experimental group. This shows that if the teaching is done
through multimedia package than student can remember it for a longer time.

3. Kadhiravan, S. (1999), Effectiveness of Computer Assisted Instruction in

relation to students use of Self-regulated Learning Strategies.

Objectives:

(i) To develop syllabus based computer software package fir the selected units in
physics at higher secondary level.

(ii) To evaluate the developed computer software from technical and pedagogical
points of view.

(iii) To construct criterion referenced test (CRT) based on the content areas taught
through different instructional strategies in the present study.

(iv) To develop a tool to measure the students’ use of Self- Regulated Learning (SRL)
strategies.

(v) To find out whether there exist any relationship between the students’ performance
in physics as measured by the post test and their use id self -regulated learning
strategies.

Major Findings:

(i) There was a significant difference among different instructional strategies, viz. LM,
CAI and CAIPI in enhancing the students’ use of SRL strategies.

(ii) CAI and CAIPI had some influence on students’ use of SRL strategies while lecture
method had not.

(iii) There was significant difference among the instructional strategies viz. LM, CAI
and CAIPI in terms of their effectiveness in enhancing the retention of what was
already learnt in physics.

(iv) There was a differential effect on the cognitive development of the students in
physics due to their use of self-regulated learning strategies.

4. Dalwadi, N. (2001), Development of Computer Assisted Instruction in Science

for the student of standard IX.

Objectives:

(i) To develop CAI in Science for standard IX.

(ii) To study the effectiveness of the CAI in terms of achievement of students.

24
(iii) To study the opinions of the Science teacher and students regarding the
effectiveness of the developed CAI.

Major Findings: (i) CAI was found to be effective individualized instructional

technique for teaching science to standard IX students. It helped the student to learn the
topic of ‘Light’ and clarified the concepts.

(ii) Students were found to have a positive opinion towards the developed CAI.

(iii) Students opinion towards the CAI was found to be favourable as far as the
statement related to the interest, mode of presentation, content 32 clarity and the
question asked in the CAI.

(iv) A Science teacher was found to have a positive opinion towards developed CAI.
Also, the data analysed revealed that teacher has given favourable statements regarding
content, language clarity, and mode of presentation, clarity in graphics and evaluation
procedure in developed CAI.

5. Dange, J.K. and Wahb, S.A. (2006). Effectiveness of Computer Assisted

Instruction on the Academic achievement of Class IX Student’s Physical Science.

Objectives:

(i) To find out the effectiveness of teaching Physics for Class IX through conventional
method.

(ii) To find out the effectiveness of reaching Physics for Class IX through Computer
Assisted Instruction.

(iii) To find out the effectiveness of teaching Physics for Class IX through Computer
Assisted Instruction package of “Universe”.

Major Findings:

(i) There were no significant difference between mean gain scores of experimental and
control group of pre post.

(ii) There was no significant difference between mean gain scores of pre- test and post-
test of control group.

(iii) There was significant difference between mean gain scores of pre- test and post-
test of experimental group.

(iv) There was significant difference between mean gain scores of post- test of control
and experimental group.

25
6. Deck, Alan. Collins, David and McCrickard, Myra. (2008), Computer Aided
Instruction: A Study of Student Evaluations and Academic Performance.

Objectives:

(i) To study the impact of using CAI on student evaluations of both the course and the
instructor and on student grades.

(ii) To evaluate, mean responses 57 compared on questions influenced by the switch

from traditional homework assignments to CAI-based homework assignments.

Major Findings:

The means of the variables used in the regressions for the final exam score (FINAL
EXAM). Of interest in this study, while the average FINAL EXAM scores are quite
different (67.09 for microeconomics vs. 49.28 for financial accounting), the average
CAI scores are almost identical (74.33 for microeconomics and 74.97 for financial
accounting). This may suggest that the mechanics of using a CAI tool does not
significantly impact the outcomes achieved by students.

7. Singh, R.D.1991- Teaching of Physics: Effectiveness of computer assisted

instruction and conventional method of instruction.

Objectives:

1. To study the difference in Physics achievements this occurs as a result of the

difference instructional strategy among boys and girls separately and as a group.

2. To study the direction of change in attitude of male and female students separately
and as a group towards Physics as a result of two different instructional strategies.

Major Findings:

The students who used the computer scored significantly highly favourable attitude
towards Physics then those who did not used the computer.

8. Golani, T.P. – The use of audio visual aids in the secondary school of district
Thane.

Objectives:

1. To create awareness among teachers and head masters of schools about the
importance of audio visual aids.

2. To help in rising the academic standard in secondary schools of district Thane.

26
Major Findings:

1. The audio visual aids being expensive, the schools could not afford to purchase
them.

2. The audio visual aids were not easily made available whenever required.

9. Pandey I.D. 1987- Use of programmed instruction on teaching Physics at higher

secondary level.

Objectives:

To study the difference in Physics achievement that occurs as a result of the difference
in instructional strategy among boys and girls separately and as a group.

Major Findings:

The group following the programmed test differed significantly from the other two
groups both in respect to immediate and delayed achievement.

10. Rose, Antony Stella V.1992- Effectiveness of computer assisted instruction

with special reference to under achievers.

Objectives:

1. To develop CAI software.

2. To find out the interaction of the learner variables and the treatment of the
achievement score.

Major Findings:

1. Both the CAI strategies were superior to the traditional, method of instruction and
CAI with TSS was more effective than CAI without TSS for under achievers.

2. Except achievement level all the other learner variables combined with the treatment
had no interaction effect on the achievement score.

11. Mestre J.P. 2001-“Implication of research on learning for the education of

prospective science and physics teachers.”

Objectives:

1. To investigate the effectiveness of the modified reception concept of learning

for the education of prospective science and physics teacher.

27
Major Findings:

1. Provide a list of desirable attributes for physics courses suggested by research on

learning.

2. Substantially overlap the list presented in this section.

12. Joshi V. 1987- Astudy of the effectiveness of school T.V. programs in physics at
secondary school level.

Objectives:

1. To study the STV programmes in physics in terms of instructional objectives,

number of programmed content, coverage, its suitability, resources required.
2. To study the effect of intervention activities on the achievements and attitudes
of students.

Major Findings:

1. The STV program had not changed over the years and the coverage of different
physics topics was inappropriate although 40% of the total course was covered.

2. The time given for preparation of STV programme was insufficient.

13. Vinay 1992- “Effectiveness of different models of teaching on achievements in

physics concept and attitude in relation to intelligence and cognitive style.”

Objectives:

1. To compare the effectiveness of the attainment model in terms of physics

concept.
2. To study the effect of intelligence on attainment of learning in physics.

Major Findings:

1. The computer model of teaching was found to be superior to the concept attainment
model of teaching concept physics and for included positive attitude.

2. High ability student require better physics concept and more positive attitude than
average and lower ability student.

3. Cognitive style and level of intelligence were found to be interacting.

28
14. Singh, R.I. 1991- The use of audio visual aids in the secondary school of district
Thane.

Objectives:

1. To create awareness among teachers and head masters of secondary schools

about the importance of audio visual aids.
2. To help in raising the academic standard in secondary school of Thane district.

Major Findings:

1. The audio visual aids being expensive, the school could not afford to purchase them.

2. The audio visual aids were not easily made available whenever required.

15. Bhawaja Bharti 1989-“Information processing model of teaching in the Indian

classroom.”

Objectives:

1. To study the efficacy of CAM and ITM with regard to the degree of
conceptualization in physics.
2. To analyse the thinking strategies used in terms of achievement.
3. To identify effective thinking strategies.

Major Findings:

1. The model specific outcomes were realised.

2. Teaching though model helped in retention.

16. Basu M.K. 1981-“Effectiveness of multimedia programmed materials in the

teaching of physics Ph.D Edu. Kal. University

Objectives:

1. To develop instructional materials for the strategy of the program.

2. To develop the programmed learning materials in light in school. Semi-
program, linear program, balancing program and hybrid program.
3. Program package using each style at program in conjunction with audio visual
media.

Major Findings:

1. The traditional method of the lecture cum demonstration method by the verification
type of laboratory work was more effective than the assignment cum discussion method
which was less effective than the programmed instruction method for teaching physics.

29
17. Devcompage January 13,2012. Can a media-assisted activity based learning
environment improve pupil’s problem solving skills in science.

Objectives:

1. Determine the profile of respondents.

2. Determine the effectiveness of a media-assisted activity based learning
environment in improving at risk pupil’s solving skills of basic physics concept.
3. Find out the mediation effects of at risk pupils background characteristics on
their problem solving skills of basic physics concepts.
4. Find out students learning experiences in a media-assisted activity based
learning.

Major Findings:

1. There is understanding of the unity of consciousness and activity.

2. There is experience class using the media-assisted activity based learning

environment.

18. Dubey Om Babu (1990) Ph.D Edu. University Rajasthan. A comparative study
of play and self-learning technique and the traditional method of teaching English
at initial primary stage.

Objectives:

1. To develop useful self-learning material for illiterate children.

2. To compare self-learning and the traditional methods.

Major Findings:

1. The experimental group of children was found to be superior to the control group of
recognition of alphabets in reading sentences and writing.

2. In the experimental group of children from higher SES group to the superior from
low SES.

3. Age and sex are related to academic achievement in experimental group.

4. Experimental group was merely interested in learning.

30
19. Majumdar, Birja Gopal 1989

Objectives:

1. On developing cybernetic model of teaching Indian Educational review.

Major Findings:

1. The principle of cybernetics applied in the teaching learning process for achieving
output by students, was described with the following components: input teaching,
performance, evaluation, error-finding and correction. The analytical approach of the
method was also explained in details.

2. Students made substantial progress in the initial stage when they were taught by the
proposed model.

20. Alexander, P.1989. A study of classroom interaction in teaching science at

higher secondary level.

Objectives:

1. To observe science teachers in the classroom and record their teaching

behaviour.
2. To analyse the class room behaviours of teachers in the science class.

Major Findings:

1. The most occurred behaviours in the science class were explaining, illustrating,
asking lower order questions.

2. The least occurred behaviours in the science class were appreciating, responding to
student’s questions showing exhibits specimens, displaying models or charts and
labelling parts.

21. Idayavani, S. 1991. Developing a video program on weathering and work of

rivers in physical geography for higher secondary students.

Objectives:

1. To prepare a video program on weathering and work of the rivers for

instructional use for higher secondary students.
2. To find out whether the video method is more effective than the traditional
lecture method in teaching the concepts on weathering and work of rivers.

Major Findings:

1. The higher secondary students improved their learning of the concepts on weathering
and work of rivers after viewing the video program.

31
2. The higher secondary students taught by the video method performed better than the
students taught by the traditional lecture method.

22. Jaiswal, K.1992. A study of higher education, science education, television

programs in terms of their contents, presentation, student reactions and
effectiveness.

Objectives:

1. To analyse the higher education, science educational, television (ETV)

programs in terms of their contents and presentation.
2. To find out the effectiveness of the higher education science ETV programs in
terms of students achievement.

Major Findings:

1. Most of the programs (above 60%) focussed on knowledge and on understanding

objectives.

2. The majority of the programs (80-88%) had followed a logical sequence in

presentation, had covered the teaching points adequately and used them appropriately.

32
 3. RESEARCH METHODOLOGY

3.1 INTRODUCTION
This chapter discusses the methodology that is used in the study. This study deals with
the design, sample and tools of the study.

The researcher has selected a mixed method for this study. Firstly, the researcher was
engaged in studying and analyzing basic information of the problem of study. Then,
using the survey method the researcher attempted to find out and analyze the collection
of data for the preparation of designing tools. Then, the productive method was used to
design tool for learning and teaching. It was used for the construction and development
of instruction media on science for grade IX students only through English medium in
secondary schools in Nagpur. Lastly, the experimental method for testing the
effectiveness of the designed tools and the design was used for two equivalent groups;
one experimental group and the other control group.

Research mainly aims at collecting data. For this experimental method, students from
four CBSE secondary schools of English medium in the South zone of Nagpur were
selected. These schools were 1) R.S. Mundle English School, 2) St. Joseph’s Convent
School & Jr. College, 3) St. Xavier’s High School, 4) Central India Public School. The
students of class IX in the age group of 13 to 15 years were considered as population.
Both boys and girls were considered for the study. From the selected schools of 400
students’ population, 100 students were selected for the study. For the selection of
students random sampling method was adopted. The data collected was with the help of
self-developed SICAP Program.

3.2 DESIGN OF RESEARCH

Survey Method:

The survey tools were questionnaire and interview. These served as the most
appropriate and useful data gathering device in a product-oriented research.

The questionnaire and interview were constructed by the researcher. These were
divided into the following sections that of general information of respondents, teaching
and learning in science, utilization of instructional media and using a computer
program as a new technology for teaching and learning science, interview of
respondent about the concepts in the topics of Physics. The respondents were teachers
and students for grade IX students who are learning through English medium only in
Nagpur.

33
The population of respondents was of the teacher and students for grade IX students
who were learning through English medium in Nagpur. There are 20 science teachers
and 400 students. The researcher selected 8 science teachers for the study, two science
teachers per school. The data obtained from the respondents was taken into
consideration during the designing and developing of the SICAP.

Productive Method:

The researcher has applied the learning theory to Self-instruction Computer-assisted

program (SICAP) to modify by identifying learning objectives, providing learning
experiences to develop knowledge, skill and attitudes, which will result in effective
learning according to objectives. It also provides an accessible, interactive, and flexible
way of giving multimedia presentation that utilizes textual materials, visuals, sounds
and motion. Computer programs complement conventional teaching while providing a
means for students to learn at their own pace.

Experimental Method:

This study is experimental in nature. The present study is a quasi- experimental type of
the pre- test post- test control group design. It is a two group research design and a
comparison is attempted in the achievement of the experimental group and the control
group.

Experimental Group: For this group, SICAP was employed. This group consisted of
total 50 students of IX standard from 2 schools, i.e., R.S. Mundle English School and
St. Joseph’s Convent School & Jr. College, 25 students from each school. Their ages
ranged from 13 to 15 years.

Control Group: For this group, the traditional method of teaching was employed. This
group consisted of total 50 students of IX standard from 2 schools, i.e., St. Xavier’s
High School and Central India Public School, 25 students from each school. Their ages
ranged from 13 to 15 years.

In this research, the effect of independent variable (teaching method) on a dependent

variable (learning achievement) is found out.

There were two phases of data collection namely, the Pre-Test and the Post-Test.

In the beginning a pre-test was conducted to assess students’ existing prior knowledge
of the topic after which treatment was given, i.e., teaching through the experimental
method (SICAP) was carried out for the experimental group and teaching through the
traditional method was done to the control group. Then a Post-Test was conducted for
both the groups, thereafter a comparison of the results was done.

34
3.3 POPULATION
Four schools were selected for the experiment. These schools were 1) R.S. Mundle
English School, 2) St. Joseph’s Convent School & Jr. College, 3) St. Xavier’s High
School, 4) Central India Public School. The overall population of the schools, i.e., of
IX Standard English medium students is of 400 students. Both boys and girls were
considered. There were a total 20 science teachers in all the four schools. This formed
the population of the study.

3.4 SAMPLE OF THE STUDY

Random sampling technique was used for the selection of the students. 100 students of
class IX were selected as a sample for conducting the experiment or research study. 8
science teachers were selected out of 20, i.e., 2 teachers per school for the survey
method.

Table No. 3.1 Population & Sample

No. of No. of
Teacher’s Student’s
S.No. Name of the school Teachers students
Population Population
(Sample) (Sample)
R.S. Mundle English
1. 5 2 100 25
School
St. Joseph’s Convent
2. 5 2 100 25
School & Jr. College

St. Xavier’s High

3. 5 2 100 25
School

Central India Public

4. 5 2 100 25
School

Total 20 8 400 100

Table No. 3.2 Experimental Method sample of students in the two groups

S.No. Groups Number of students Method of teaching

1. Experimental 50 SICAP
2. Control 50 Traditional

35
3.5 TOOLS OF THE STUDY
In any scientific study the selection of tools and techniques largely depend upon the
nature of the problem under study and the kind of data necessary. The following tools
were used for data collection:

1. Questionnaire & Interview:

Questionnaire and interview in the study were the tools which were used to find out and
analyze the concepts of science for grade IX students. These were constructed by the
researcher. These were divided into the following sections:

Section 1: General information of the respondents.

Section 2: Investigation and analysis for teaching and learning in science.

Section 3: Investigation and analysis for utilization of instructional media and using a
computer program as a new technology for teaching and learning in science.

Section4: Interview about the concepts of Physics topics that the respondents need for
teaching and learning in science.

2. Pre-Test & Post-Test:

Pre-test and post-test is the achievement test. The achievement tests attempt to measure
what students has learned till then and what is that his or her present level of a
performance. On the basis of the Physics subject, questions were made for the pre and
post-test. Each test consisted of same 25 multiple choice questions. All questions carry
equal marks. Each correct answer would be given one mark and zero for each incorrect
answer. The main objective of pre-test was to examine the achievement level of the
students in science content before the experiment. The same test was administered on
two groups as a post-test. The main objective of the post-test was to examine the
achievement level of the student in science content after the experiment.

3. Self-Instructional Computer Assisted Program:

A Self Instructional Computer Assisted Program was developed by the researcher to

help students learn the concepts of Physics by themselves at their own pace.

4. Reaction Scale:

A reaction scale was made to know the reaction of the students in the classroom
towards the use of SICAP in science.

36
3.6 PROCEDURE
The procedure of study is a step by step presentation of procedure of carrying out the
research activities related to the topic of research.
1. The first step was the finalization of the problem of study.
2. The second step in the research procedure was the finalization of objectives.
3. The third step was the review of literature of the past which is presented in the
relevant sections of the second chapter of the present study.
4. The fourth step was to find out the concepts of Physics in science for grade IX
students. The researcher used the survey method and attempted to find out the
collection of data.
5. The fifth step was to analyze the concepts on Physics in science for grade IX
students. This analysis is duly carried out by the present researcher and the analysis is
the basis of the experiment that has been used for testing and verifying the hypothesis
of the present topic of research.
6. The sixth step was to develop a self-instructional computer-assisted program
(SICAP). This step is evidently completed in the preparation and finalization of the
program.
7. The seventh step was pre-test on both the groups.
8. The eighth step was of the test of the self-instructional computer assisted program
(SICAP) for the experimental group of fifty students and at the same time teaching the
control group of 50 students using the traditional method of teaching.
9. The ninth step was post-test administration for the two groups, one control group of
50 students and one experimental group of another 50 students. After the
implementation of the post-test, the experiment was over.
10. The tenth step was of data collection.
11. The eleventh step was statistical analysis and interpretation which is carried out in
the next portion of the present research work.
12. The twelfth step is of conclusion and suggestions which is duly carried in the last
chapter.
All the steps have thus been carried out as demanded by the discipline of the
methodology of educational research.

37
 Fig No. 3.1 Research design steps for Experimental Method

3.7 STATISTICAL TECHNIQUES

The statistical devices employed for data analysis were:-
mean (𝑋̅)
standard deviation (SD)
t-test

38
 4. ANALYSIS & INTERPRETATIONS

4.1 DATA ANALYSIS AND INTERPRETATION

Data analysis is the process of assigning meaning to the collected information and
determining the conclusions, significance and implications of the findings. Analysis of
data means studying the tabulated materials in order to determine inherent fact or
meaning. It involves breaking down complex factors into simpler new arrangement for
purpose of interpretation. After collection of data with the help of relevant tools and
techniques, the next logical step, is to analyse and interpret data with a view to arriving
at empirical solution to the problem.

According to C.R.Kothari (1989), “The term analysis refers to the computation of

measures along with searching for patterns of relationship that exist among data-
groups”. Analysis involves estimating the values of unknown parameters of the
population and testing of hypotheses for drawing inferences.

The data analysis for the present research was done quantitatively with the help of both
descriptive statistics and inferential statistics. The descriptive statistical techniques like
mean, standard deviation, and inferential statistical technique like t-test were used
during data analysis. For the analysis of reaction scale, Chi square test was used.

4.2 STATISTICS
It deals with classification, tabulation and analysis of numerical facts. The role of
statistics in research is to function as a tool in designing research, analysing its data and
drawing conclusions therefrom.

Croxton and Cowden defined “statistics as the collection, presentation, analysis, and
interpretation of numerical data”.

Only after this we can adopt the process of generalisation from small groups (i.e.,
samples) to population. In fact, there are two major areas of statistics viz., descriptive
statistics and inferential statistics. Descriptive statistics concern the development of
certain indices from the raw data, whereas inferential statistics concern with the process
of generalisation.

4.2.1 STATISTICAL MEASURES

Statistical measures used for this research in describing and analysing data in a
meaningful way are:

39
Mean (𝑋̅)
Standard Deviation (SD)
t-test

4.2.1.1 MEAN

Mean is also known as “average”. The arithmetic mean is the popular usage in
statistical method for measuring central tendency.

Mean (or the arithmetic average) is the sum of all the scores divided by the number of
scores.

The formula for the mean is

̅ ) = ∑X
Mean (𝑋
n

where X = each observation and n = number of observations.

4.2.1.2 STANDARD DEVIATION

This is the most commonly used measure of the spread or dispersion of data around the
mean. The standard deviation is defined as the square root of the variance (V). The
variance is defined as the sum of the squared deviations from the mean, divided by N.

The formula for the standard deviation is

∑ 𝑑2
Standard Deviation (𝜎) = √
𝑁

4.2.1.3 T-TEST

The t test is one type of inferential statistics. It is used to determine whether there is a
significant difference between the means of two groups. After we collect data we
calculate a test statistic with a formula. We compare our test statistic with a critical
value found on a table to see if our results fall within the acceptable level of
probability. A t test is used when we wish to compare two means. With a t test, we have
one independent variable and one dependent variable. The independent variable
(method of teaching in our study) can only have two levels (traditional and SICAP).
The dependent variable would be learning achievement.

40
4.3 OBJECTIVE WISE ANALYSIS
4.3.1 To develop and introduce to the students, SICAP technique of teaching
science.

In order to achieve this objective, a self-instructional computer assisted program was

developed for teaching Physics for the students of class IX.

The program based on computer technology has effective inputs of self-learning

strategies and therefore the learning outcome registered a remarkable improvement in
the attainment levels.

The new technology puts the teacher not behind the table and in front of the blackboard
but instead of chalk sticks and red marks on the hand written answer-sheet, the teacher
is now required to understand the way computer programming is to be handled.
Facilitating the learner to learn at his own pace, with as many repetitions desires, with
as often backward and forward movement made as necessary the teacher has to design
the format, the structural design and the content of the course as advantageous for the
learner. She/he has to be the producer of learner friendly course design of each and
every lesson program.

4.3.2 To study the effects of SICAP in science of secondary school students.

Mean achievement of the pre-test and post-test scores of the experimental group is
compared below:

Table No. 4.1

No. of Mean Standard

Group Test Students Deviation t-value
(N)
(𝑋̅) (𝜎)

Pre-Test 50 18.680 3.673

Experimental
6.757
(SICAP)
Post-Test 50 22.920 2.431

Analysis

There is a significant difference between the scores of the pre-test and post –test of the
experimental group.

‘t-test’ is applied to test the significance between the mean achievement scores of pre-
test and post-test of the experimental group.

41
Interpretation:

Table no. 4.1 indicates that the calculated t-value is 6.757 and the critical t- values at
0.01 level is 2.63 and at 0.05 level is 1.98. Since the calculated t- value is greater than
the critical values at 0.01 and 0.05 level of significance, therefore, it is significant at
both these levels.

The students of the experimental group achieved more scores in the post-test. Hence, it
proves the effectiveness of the SICAP for teaching Physics for class IX.

4.3.3 To compare the mean achievement of the students in science taught through
SICAP as compared to traditional method.

Mean achievement of pre-test and post-test scores of the control group is compared
below:

Table No. 4.2

No. of Mean Standard

Group Test Students Deviation t-value
(N)
(𝑋̅) (𝜎)

Pre-Test 50 15.680 3.950

Control
4.94
(Traditional)
Post-Test 50 19.300 3.357

Analysis

There is a significant difference between the scores of the pre-test and post –test of the
control group.

‘t-test’ is applied to test the significance between the mean achievement scores of pre-
test and post-test of the control group.

Interpretation:

Table no. 4.2 indicates that the calculated t-value is 4.94 and the critical t- values at
0.01 level is 2.63 and at 0.05 level is 1.98. Since the calculated t- value is greater than
the critical values at 0.01 and 0.05 level of significance, therefore, it is significant at
both these levels.

The students of the control group achieved more scores in the post-test. Hence, it
proves the effectiveness of the traditional method for teaching Physics for class IX.

42
Mean achievement test scores of post-test of experimental group as compared with that
of post-test of control group is given below:

Table No. 4.3

No. of Mean Standard

Group Test Students Deviation t-value
(N)
(𝑋̅) (𝜎)
Experimental
Post-Test 50 22.920 2.431
(SICAP)
6.174
Control
Post-Test 50 19.300 3.357
(Traditional)

Analysis:

There is a significant difference between the post-test scores of experimental group and
the post-test scores of the control group.

‘t-test’ is applied to test the significance between the mean achievement of post-test
scores of the control group and the post-test scores of the experimental group.

Interpretation:

Table no. 4.3 indicates that the calculated t-value is 6.174 and the critical t- values at
0.01 level is 2.63 and at 0.05 level is 1.98. Since the calculated t- value is greater than
the critical values at 0.01 and 0.05 level of significance, therefore, it is significant at
both these levels.

The students of the experimental group achieved more scores in the post-test than the
students of the control group. Hence, it proves the effectiveness of SICAP in teaching
Physics for class IX as compared to the traditional method of teaching.

Conclusion:

Comparing learning achievement for both groups showed that the experimental group
has higher post-test mean scores the post-test mean scores of the control group.
Students of grade IX students who learn through self-instructional computer
assisted program (SICAP) have performed significantly better than those students
who learn through traditional method. The hypothesis is validated and therefore
the null hypothesis stand rejected and research hypothesis accepted.

43
4.3.4 To know the reaction of students towards SICAP in science.

To know the reaction of the students towards SICAP, a reaction scale is prepared by the
researcher on five point scale. This reaction scale comprises of fifteen statements based
on the content of SICAP such as sequence, paced, syllabus, steps etc.

Table No. 4.4 Reaction Scale

Unsatisfactory

Chi-Square
Excellent
Good

Total
Poor

Fair

(𝝌𝟐)
Categories of Comparison

1 2 3 4 5
S.No. Content Observed Value
1. Content is up to date 2 4 10 16 18
50 20
Percentage 4% 8% 20% 32% 36%
Content is appropriate for the
2. 4 6 12 11 17
grade level of the students 50 10.6
Percentage 8% 12% 24% 22% 34%
Content is according to the
3. 4 4 4 16 22
syllabus 50 28.8
Percentage 8% 8% 8% 32% 44%
Content fulfils the objectives of
4. 4 4 8 19 15
the Physics subject 50 18.2
Percentage 8% 8% 16% 38% 30%
Subject matter is arranged in
5. 4 4 10 16 16
logical sequence 50 14.4
Percentage 8% 8% 20% 32% 32%
Subject matter is presented in
6. 3 2 8 17 20
interesting manner 50 26.6
Percentage 6% 4% 16% 34% 40%
Subject matter is developed on
7. the previous knowledge of the 2 3 6 17 22
students 50 32.2
Percentage 4% 6% 12% 34% 44%
Content is broken into small
8. 2 1 8 18 21
steps 50 33.4
Percentage 4% 2% 16% 36% 42%
Content is broken in a single
9. 2 2 6 23 17
series 50 36.2
Percentage 4% 4% 12% 46% 34%

44
 Content is small and carried in a
10. 3 6 9 17 15
single idea 50 14
Percentage 6% 12% 18% 34% 30%
Content helps in self-learning at
11. 2 2 6 19 21
one’s own speed 50 34.6
Percentage 4% 4% 12% 38% 42%
Subject matter is properly
12. 2 3 8 17 20
compiled 50 26.6
Percentage 4% 6% 16% 34% 40%
Content provides proper
13. 1 4 10 17 19
feedback 50 24.7
Percentage 2% 8% 20% 34% 38%
Content makes the response of
14. 2 2 10 16 18
the students more prompt 50 22.8
Percentage 4% 4% 20% 32% 36%
Content minimizes the
15. 1 3 5 19 22
probability of making errors 50 38
Percentage 2% 6% 10% 38% 44%

Degrees of freedom = (r-1) (c-1)

= (5-1) (2-1)

=4

Critical value of 𝝌𝟐 at 0.05 level= 9.488 and Critical value of 𝝌𝟐 at 0.01 level= 13.277

It is revealed from Table No. 4.4 that-

1. The value of chi-square is 20 for the statement 1 which is significant at 0.01 and 0.05
levels of significance. It also shows that 36% students found the content is up to date.

2. The value of chi-square is 10.6 for the statement 2 which is not significant at 0.01
level of significance but significant at 0.05 level of significance. It also shows that 34%
students found the content is appropriate for the grade level of the students.

3. The value of chi-square is 28.8 for the statement 3 which is significant at 0.01 and
0.05 levels of significance. It also shows that 44% students found that the content is
according to the syllabus.

4. The value of chi-square is 18.2 for the statement 4 which is significant at 0.01 and
0.05 levels of significance. It also shows that 30% students found that the content
fulfils the objectives of Physics subject.

45
5. The value of chi-square is 14.4 for the statement 5 which is significant at 0.01 and
0.05 levels of significance. It also shows that 32% students found that the subject
matter is arranged in a logical sequence.

6. The value of chi-square is 26.6 for the statement 6 which is significant at 0.01 and
0.05 levels of significance. It also shows that 40% students found that the subject
matter is presented in an interesting manner.

7. The value of chi-square is 32.2 for the statement 7 which is significant at 0.01 and
0.05 levels of significance. It also shows that 44% students found that the subject
matter is developed on the previous knowledge of the students.

8. The value of chi-square is 33.4 for the statement 8 which is significant at 0.01 and
0.05 levels of significance. It also shows that 42% students found the content is broken
up into small steps.

9. The value of chi-square is 36.2 for the statement 9 which is significant at 0.01 and
0.05 levels of significance. It also shows that 34% students found the content is broken
in a single series.

10. The value of chi-square is 14 for the statement 10 which is significant at 0.01 and
0.05 levels of significance. It also shows that 30% students found the content is small
and carried in a single idea.

11. The value of chi-square is 34.6 for the statement 11 which is significant at 0.01 and
0.05 levels of significance. It also shows that 42% students found that the content helps
for self-learning at one’s own speed.

12. The value of chi-square is 26.6 for the statement 12 which is significant at 0.01 and
0.05 levels of significance. It also shows that 40% students found that the subject
matter is properly compiled.

13. The value of chi-square is 24.7 for the statement 13 which is significant at 0.01 and
0.05 levels of significance. It also shows that 38% students found that the content
provides proper feedback.

14. The value of chi-square is 22.8 for the statement 14 which is significant at 0.01 and
0.05 levels of significance. It also shows that 36% students found that the content
makes the response of the students more prompt.

15. The value of chi-square is 38 for the statement 15 which is significant at 0.01 and
0.05 levels of significance. It also shows that 44% students found that the content
minimizes the probability of making errors.

46
 5. SUMMARY, CONCLUSIONS & SUGGESTIONS

5.1 SUMMARY
The research work has applied the Self-Instructional Computer Assisted program
(SICAP) to the teaching of the concepts of science in the topics related to Physics for
students of grade IX. For teaching of these concepts of science, the researcher has
developed a program and has implemented the program. The effectiveness of the
program is measured through the scores of the learners in the pre-test, and the post-test.
The study has briefly introduced the formal features of research methodology, these
formal features include the rationale for the study, statement of the problem,
operational definitions of key terms, objectives, hypothesis of the study along with the
null hypothesis, assumption of the study, scope and limitations of the study and
significance of the study.
The summarized report of the research study provides a great help to get a quick review
of the entire research, it throws light on the main aspects of the research study, which is
expressed in the summarized form as below:

The background and rationale of the selection of the topic and the formal features of the
present study are presented in the first chapter of the study.

5.1.1 STATEMENT OF THE PROBLEM

“The effectiveness of Self- Instructional Computer Assisted Programme in Science for

Secondary School students.”

5.1.2 OBJECTIVES OF THE STUDY

1. To develop and introduce to the students, SICAP technique of teaching science.

2. To study the effects of SICAP in science of secondary school students.

3. To compare the mean achievement of the students in science taught through SICAP
as compared to traditional method.

4. To know the reaction of students towards SICAP in science.

5.1.3 HYPOTHESIS

Null Hypothesis

1. There will be no significant effect of SICAP on the mean achievement of students in

science.

47
2. There will be no significant difference between the mean achievement of students
taught through SICAP and traditional methods.

5.1.4 OPERATIONAL DEFINITIONS

1. Effectiveness: Effectiveness is a measure of whether and to what extent set goals

have been achieved “doing the right things” or the ability of an intervention to produce
the beneficial result that is intended to deliver in everyday circumstances.

2. Science: It is referred as the core subject taught in the secondary school educational
system. It includes Physics topics.

3. Self- Instructional Computer Assisted Programme (SICAP): It means an instruction

media prepared in the format of a computer program which will be used support the
teachers who are teaching secondary school students in science.

5.1.5 BASIC ASSUMPTIONS OF SICAP

SICAP assumes that a student can learn better under the following situations-

1. One can learn at one’s own pace and time.

2. It can be used for all types of teaching- learning programme.

3. It can be arranged for a number of students simultaneously.

4. One can move from one frame to another frame.

5. Teachers and students know how to operate computer.

6. Teachers use different teaching methods for teaching science.

7. Teachers use different innovative techniques for teaching science.

8. Students use computer and internet for work and references.

5.1.6 SCOPE AND LIMITATIONS

5.1.6.1 SCOPE

The study is useful for the selected 100 students of 4 English medium Secondary
Schools of South Zone in Nagpur City in Physics subject.

5.1.6.2 LIMITATIONS

1. The study will be limited to 100 secondary school students of class 9th.

2. The study is limited to Physics subject only.

48
3. The study will be done on English medium students only.

4. The study is limited to the selected 4 schools of South Zone of Nagpur city of
Maharashtra state only.

5. The study will cover CBSE Board curriculum only.

6. Only the traditional method and SICAP technique will be studied.

The second chapter offers the review of literature of the past. It brings out the
contributions by eminent scholars, to the development of the program, and the studies
related to effectiveness of the Self-Instructional Computer Assisted program (SICAP).

The third chapter deals with research methodology used for this study. It deals with
the design of the research, sample, population and tools of the study. The procedure of
the main study has been presented through the twelve steps. The third chapter is
concluded with the discussion of the statistical techniques used in the study.

5.1.7 RESEARCH METHODOLOGY

The researcher has selected a mixed method for this study. The use of survey method as
well as experimental method has been made in the research design. Along with the use
of mixed method, the present work is a product-oriented research.

5.1.7.1 POPULATION

Four schools were selected for the experiment. The overall population of the schools,
i.e., of IX Standard English medium students is of 400 students. Both boys and girls
were considered. There were a total 20 science teachers in all the four schools. This
formed the population of the study.

5.1.7.2 SAMPLE OF THE STUDY

Random sampling technique was used for the selection of the students. 100 students of
class IX were selected as a sample for conducting the experiment or research study. 8
science teachers were selected out of 20, i.e., 2 teachers per school for the survey
method.

5.1.7.3 PROCEDURE

The procedure used the survey method to find out and to analyze the concepts of
Physics topic from science. Then the researcher studied product method for preparation
of self-instructional computer assisted program (SICAP). After that the researcher
designed the experimental method. The study designed two equivalent group design;

49
one control group and one experimental group to test effectiveness of the self-
instructional computer assisted program (SICAP).

5.1.7.4 TOOLS OF THE STUDY

In any scientific study the selection of tools and techniques largely depend upon the
nature of the problem under study and the kind of data necessary. The following tools
were used for data collection:

1. Questionnaire & Interview

2. Pre-Test & Post-Test

3. Self-Instructional Computer Assisted Program

4. Reaction Scale

5.1.7.5 STATISTICAL TECHNIQUES

The statistical devices employed for data analysis were:-

mean (𝑋̅)
standard deviation (SD)
t-test

The fourth chapter is devoted to the presentation of data and the application of the
analytical procedure to the same.

1. The results in Table 4.1 show that the student treated with SICAP has made a
significant improvement in the students’ achievement.

2. The results in Table 4.2 show that the student traditional method has made a
significant improvement in the students’ achievement.

3. The result in Table 4.3 show that the mean scores of post-test of experimental group
is greater than the control group. The t-value between two means is significant at both
0.01and 0.05 level of significance. Thus, there is a significant difference between
experimental group and control group post-test of the students’ achievement scores
taught through SICAP and traditional method.

The fifth chapter of the study begins with the conclusions and the suggestions for
improvement. Some of the topics for further research in the area have been listed. At
the last, this synoptic summary of the study brings out the features of the present work.

50
5.1.8. CONCLUSIONS OF THE STUDY

1. A self- instructional computer assisted program has been developed for the
secondary school students of grade IX for physics subject.

2. The students have been introduced to the SICAP technique of teaching science.

3. It has been concluded from the reaction scale that the content of the SICAP was
appropriate for the grade level of the students.

4. The effectiveness of the self- instructional computer assisted program has been
studied and it has been found that SICAP is more effective than the traditional method
of teaching Physics topics to the secondary school students of grade IX.

5. The mean achievement of students in science taught through SICAP has been
compared to the mean achievement of students in science taught by the traditional
method. There is a significant difference in the mean achievement of the two.

This leads to the validation of the hypothesis of the study which is the summary of the
hypotheses of the present study: Students of grade IX students who learn through
self-instructional computer assisted program (SICAP) have performed
significantly better than those students who learn through traditional method. The
hypothesis is validated and therefore the null hypothesis stand rejected and
research hypothesis accepted.

5.2 CONCLUSIONS OF THE STUDY

1. A self- instructional computer assisted program has been developed for the
secondary school students of grade IX for physics subject.

2. The students have been introduced to the SICAP technique of teaching science.

3. It has been concluded from the reaction scale that the content of the SICAP was
appropriate for the grade level of the students, according to the syllabus, fulfils the
objectives of Physics subject, arranged in logical sequence, subject matter is presented
an interesting manner, subject matter is developed on previous knowledge of the
students, broken into small steps and carried in a single idea, helps in self-learning at

51
one’s own pace, provides proper feedback, makes the response of the students more
prompt and minimizes the probability of making errors.

4. The effectiveness of the self- instructional computer assisted program has been
studied and it has been found that SICAP is more effective than the traditional method
of teaching Physics topics to the secondary school students of grade IX. The students
are enabled to learn on their own at their own pace, at their own convenience with as
many repetitions, as many backward and forward movements and for practice, for
exercises and for self-improvement through the computer technology assisted
instructional media.
5. The mean achievement of students in science taught through SICAP has been
compared to the mean achievement of students in science taught by the traditional
method. There is a significant difference in the mean achievement of the two.

This leads to the validation of the hypothesis of the study which is the summary of the
hypotheses of the present study: Students of grade IX students who learn through
self-instructional computer assisted program (SICAP) have performed
significantly better than those students who learn through traditional method. The
hypothesis is validated and therefore the null hypothesis stand rejected and
research hypothesis accepted.

5.3 SUGGESTIONS FOR IMPROVEMENT

5.3.1 Suggestions for Teachers

1. Teachers will train themselves to become the producers of self-instructional

computer assisted program (SICAP) for all the units of their courses.
2. Teachers will have to play the role of controller of the technology assisted program
by designing, producing, introducing, conducting, and implementing the programs and
will act as monitors of self-instructional computer assisted program (SICAP).
3. Teachers will make use of the instructional material to be used before self-
instructional computer assisted program (SICAP) is implemented. The preparation, and
distribution of the material will be carried by the teacher and they will have to
encourage the learners to form the habit of preparation beforehand in case of every
learning units.

52
4. Teachers will be required to revise the computer program by adding more contents,
by changing through new techniques, and through innovative strategies.
5. Teachers will have to undergo in service training as many times as possible because
the teachers will have to train himself in the preparation of self-instructional computer
assisted program (SICAP) and also in its application, constant revision, through
implementation and its effective implementation. Teachers will be required to learn
handling new technologies.
6. Teachers will have to equip themselves to play completely different roles such as a
facilitator in learning a monitor of programs, a producer of self-instructional computer
assisted program (SICAP), a co-coordinator of different activities and a controller of
teaching and learning situations. Teachers will give up the role of being a ‘lecturer’
who tells things as just telling is not teaching.
7. Teachers will co-ordinate the evaluation strategies in such a manner that the learners
will be evaluated immediately, transparently and objectively by devising the testing
schedules of ‘online’ format.

5.3.2 Suggestions for Students

1. Students will enjoy full freedom in deciding their learning strategies through self-
instructional computer assisted program (SICAP)
2. Students will have to acquire the skills of time management to reap the maximum
advantages of self-instructional technology assisted program.
3. Students will have to identify their needs so that revisions and improvements are
self-instructional computer assisted program (SICAP) are carried to suit the learners’
requirements.
4. Students will have formed the habit of preparing the learning unit before it is
introduced. Beforehand preparation has been expected even in the days of printed texts
but more computer lesson units can be used as many times and in whatever way the
learner desires to use.
5. Students will have to adopt the ‘do it yourself’ approach in learning. The best
strategy is therefore self-help which is the gateway to learning things.

53
6. Students will recognize the fact that the entire educational process is learner-centered
and therefore they will have to understand the fact that education is now for the
learners, of the learners and by learners themselves through self-instructional strategies.
7. Students will be required to undertake the responsibility of close interaction with
their teachers and the policy makers by tendering their responses and expressing their
opinions freely and fearlessly.
8. Students will have to be aware of the fact that education holds the key to the all-
round development of their potentials as individuals and as members of the global
community. They will gain maximum returns from the prevalent systems of education
and strive to develop those too fully.

5.3.3 Areas of Further Research

1. The topic selected for the present study is a pointer and its effectiveness further
examined in other science content areas such as Biology, Chemistry or Earth Science.
2. It would be interesting for further to investigate into the effects of self-instructional
computer assisted program (SICAP) on the other levels and subject, and probably be
considered in all education research.
3. The study should be extended into a larger sample. This would allow results to be
generalized to the population.

54
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3. Robert, H, et.al, (1986). Instruction Media and New Technologies of Instructions

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Publication, p. 10.

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Pvt. Ltd. p. 22.

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Education. New Delhi: Dominant Publisher and Distributors, p. 214.

7. Mohanty, J. Op. Cit. p. 106-107.

8. Maheshawari V. K., et. al., (Nd). Esseentials of Educational Technology. Meerut:Lal

Book Depot, p. 15.

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10. Sharma, Ramnath. & Chandra, S. S. (2003). Advanced Educational Technology.

New Delhi: Atlantic Publishers & Distributors p. 342.

11. Khirwadkar A.,Pushpanadhan K. (2005).Information and Communication

Technology in Education. New Delhi: Sarup & Sons. p. 7- 8.

12. Sharma, S. (2005). Advanced Educational Technology. New Delhi: Anmol

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13. Verma, Mahesh. (2006). Technology in Digital Education. New Delhi: Murarilal &
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14. Sharma, Ramnath. & Chandra, S. S. Op. cit. p. 343.

15. Romiszowski, A.J. (1984). Producing Instructional System. London: Kogan Page,
Nichols Publishing, p. 27-28

16. National Knowledge Commission, Report to the Nation, 2006. Op. Citp.l9.

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17. Nizam, Elahi. (2006). Teacher Education in India (INSET). New Delhi: Aph
Publishing Corporation, p.l.

18. National Knowledge Commission, Report to the Nation, 2006. (2007). New Delhi:
Govt. Of India, p. 19.

19. Deshmukh, B.S. Wasake, G.(2006), Physics: Nagpur- Nalini Prakashan.

20. Pahuja S. (2008) Teaching of Physics: Meerut: R. Hall Book Depot.

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A) BOOKS

1. Bharat Singh (2010). Science Teaching in Schools. Saurabh Publishing House, New
Delhi.

2. C. Karthikeyan & K. Chandrakandan & N. Balasubramani (2004). A text book on

Instructional Technology. RBSA Publishers, Jaipur, India.

3. C.R. Kothari (2004). Research Methodology: Methods and Techniques. New age
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4. D.S. Gill (2010). Advanced Educational Psychology. Saurabh Publishing House,

New Delhi.9. Henry Ellington & Fred Percival & Phil Race (2005). Handbook of
Educational Technology. Kogan Page India Private Limited, New Delhi, India.

5. John W. Best & James V.Kahn (2003). Research in Education. Pearson Education,
Inc., New Delhi.

6. Lokesh Koul (2009). Methodology of Educational Research. Vikas Publishing

House PVT Ltd., New Delhi, India.

7. S.K. & Uma Mangal (2009). Essentials of Educational Technology. PHI learning
Private Limited, New Delhi

8. V.K. Shartri (2008). Research Methodology in Education. Authorspress, New

Delhi, India.

B) DISSERTATIONS, RESEARCH REPORTS AND PAPERS

1. Amanda M. Klein, B.S. (2005) The effects of computer assisted instruction on

college algebra students at Texas Tech University”Master of Science in
Mathematics at Texas Tech University.

2. Kabita Bose (1996) Studying the effectiveness of computer programs as remedial

strategies for overcoming specific learning disabilities. Doctor of philosophy in
Education at Jamia Millia Islamia, New Delhi, India.

3. Rabia Tabassum (2004) Effect of computer assisted instruction (CAI) on the

secondary school students’ achievement in science. Doctor of Philosophy in
Education at University of Arid Agriculture Rawalpindi, Pakistan.

57
4. Rudy Sharma (2008). Effectiveness of Self-Instructional package for class XI
psychology students in relation to cognitive and affective outcomes. Doctor of
Philosophy in Education at Punjab University, Chandigarh, India.

5. Teeraphat Dongyangwan. (2008). A study on an effect of managing learning by

using activity packages to enhance science learning potential on achievement and
futuristic thinking in science of Mathayomsuksa III students. Master of Education
in Secondary Education at Srinakharinwirot University: Bangkok.

6. Uplane Megha Mahadev (2011). Development of Textbook-based computer

multimedia software package for school children to enhance their academic
achievement in Physics- A study. Doctor of Philosophy in Education, Department of
Education & Extension, University of Pune, India

C) JOURNALS PRINTED VERSION AND ELECTRONIC (ONLINE

VERSION) AND DATABASE

1. Carmelita Y. Ragasa. (2008). A Comparison of Computer-Assisted Instruction

and the Traditional Method of Teaching Basic Statistics. Journal of Statistics
Education. Retrieved February 4, 2008 from
www.amstat.org/publications/jse/v16n1/ragasa.html

2. Chang, C.Y. (2002). Does computer assisted instruction problem solving and
improved science outcomes? A Pioneer study. The Journal of Educational Research,
95(3): 143-150.

3. Demircioglu H. and Geban O. (1996). Comparison of computer assisted and

traditional problem solving activities in science. Journal of Hacettepe University
Faculty of Educationa. Turkey.

4. Kinzie, M. B. & Sullivan, H. J. & Berdel, R. L. Learner Control and Achievement

in Science Computer-Assisted Instruction. Journal of Educational Psychology 80/3:
299-303.

5. Huffaker, D. A., & Calvert, S. L. (2003). The new science of learning: Active
learning, meta-cognition, and transfer of knowledge in e-learning applications.
Journal of Educational Computing Research, 29(3), 325-334.

6. Lux, J. R. & Davidson, B. D. (2003). Guidelines for the development of

computer-based instruction modules for science and engineering. Education
Technology and Society, 6(4): 125-133.

58
D) INTERNET SOURCES

1. Cotton, Kathleen. (2001). Computer Assisted Instruction. North West Regional

Educational Laboratory”. Retrieved May 30, 2008 from URL:
http://www.nwrel.org/scpd/sirs/5/cu 10.html

2. Gagne, R. (2000).What is a computer?. Retrieved September 30, 2009 from

http://thor.cl.un.edu/Course_Docs/DDISTED/What/Computer_Prog.html.

3. General Instructional Design Phases. (2000). Retrieved September 10, 2009 from
http://www.seas.gwu.edu/student/sbraxton/ISD/general-phases.html.

4. Hans-Friedrich Vahlensieck. (2005). Teaching in a computer lap; teach for the

future. Retrieved September 1, 2009 from
www.genevalogic.com/fileadmin/teaching_in_a_computer_lab_US.pdf

5. International School Association of Thailand, Retrieved June 15, 2008 from

http://www.isat.or.th/home.asp

6. Kevin Kruse. Gagne’s Nine Events of Instruction. Retrieved December 20, 2008
from From http://www.e-learningguru.com/articles/art_3.htm

7. Ministry of Education (MOE). (2004). National Report 2004. Forty-seventy session

of International Conference on Education, Geneva, 8-11 September 2004. Retrieved
June 21, 2008 from
www.ibe.unesco.org/international/ICE47/English/Natreps/reports/thailand.pdf

8. Ministry of Education (MOE). (1999). National Educational act of B.E 2542.

Retrieved June 30, 2008 from
www.once.go.th/publication/law2545/index_law2545.htm

9. Ministry of Education (MOE). (2008). The Basic Education Core Curriculum A.D
2008. Retrieved June 30, 2009 from http://www.act.ac.th/document/1741.pdf

10. National Economic and Social Development Board (NRDB) (2007). The 10th
National Economic and Social Development Plan (2007-2010). National Economic
and Social Development Board. Retrieved May 30, 2009 from
http://www.nesdb.go.th/nesdb4-eng.htm

11. Office of the CHANCELLOR. Instruction Design for e-learning. Retrieved

January 15, 2011 from http://ctlinstdesign.project.mnscu.edu/

12. Sybille LK. (2001). Evaluation of Teaching and Learning strategies. Med
Education, Online www.med-ed-online.org. Retrieved May 30, 2009 from August 1,
2009

59
 APPENDIX

Questionnaire and interview for Science Teachers and Students for

grade IX in English medium
Questionnaire for Science Teachers (Grade IX)

Section A: General information

1. Sex

1. Male 2. Female

2. Educational Qualification

1. Bachelor 2. Graduate Diploma 3. Master 4. Doctor

3. Major of Degree

1. Biology 2. Chemistry 3. Education 4. English

5. Mathematics 6. Physics 7. Science

4. Teaching Experience.

1. 1-5 years 2.6-10 years 3. Upper 10 years

5. Teaching load in hours per week.

1. Less than 20 hours. 2. 20-24 hours. 3. More than 24 hours.

Section B: Investigation and analysis for teaching and learning in science

6. Why have you selected Science?

1. Interested in it from school.

2. Developed interest later on.

3. It made compulsory for you to teach it.

4. Any other ___________________________

60
7. What are the scientific study methods you use while teaching the concepts of Physics
topics of the subject?

1. Experimental method

2. Lecture cum Demonstration Method.

3. Project method

4. Heuristic method

5. Any other methods ___________________________

8. What mode of teaching do you follow?

1. Easy to difficult 2. Unknown to known

3. Complex to simple 4. Any other ____________________

9. Do you find yourself interested in the topics and motivated or you teach because it is
compulsory?

1. Yes 2. No 3. Any other opinion ____________________

10. Do you have trust or confidence about the correct and exact knowledge,
understanding and updated information of your subject?

1. Yes 2. No 3. Any other opinion ____________________

11. Do you understand the topics first and then teach?

1. Yes 2. No 3. Any other opinion ____________________

12. Before teaching do you discuss with other teachers about clarification of concepts
of Physics topics you have?

1. Yes 2. No 3. Any other opinion ____________________

13. When students ask about clarification of concepts of Physics topics?

1. You take it up as energetically

2. Enthusiastically as needed

3. Disinterested to answer the clarifications

4. Any other opinion ____________________

61
14. Are you prepared to answer their doubts or do you find it difficult, hesitant to
answer their queries?

1. Yes 2. No 3. Any other opinion ____________________

15. Do you prefer inter-active/brain storming sessions for clarification of concepts of

Physics topics?

1. Yes 2. No 3. Any other opinion ____________________

16. Do you adopt creativity and descriptive strengths to explain the topics?

1. Yes 2. No 3. Any other opinion ____________________

17. Do you clarify the higher level concepts while explaining or even while teaching
regular topics?

1. Confused 2. Tensed

3. Lack of confidence 4. Any other opinion ____________________

18. What do you need to enhance the knowledge level of science teachers?

1. Instructional media 2. Additional knowledge

3. Instructional methods 4. Any other opinion ____________________

Section C: Investigation and analysis for utilization of instruction media and computer
program as a new technology in teaching and learning in science

19. Do you use computer program as a new technological media to simplify a topic?

1. Yes 2. No 3. Any other opinion ____________________

20. Do you have the knowledge and experience in educational technology and
instruction media?

1. Yes 2. No 3. Any other opinion ____________________

21. Do you enhance your knowledge through information searching by technology?

1. Yes 2. No 3. Any other opinion ____________________

22. Are you always required to use instruction media for concepts of Physics topics?

1. Yes 2. No 3. Any other opinion ____________________

62
23. Do you have the ability to use instruction media and associate it with the content?

1. Yes 2. No 3. Any other opinion ____________________

24. Did you ever support and promote the instructional media for teaching and learning
science?

1. Yes 2. No 3. Any other opinion ____________________

25. Have you ever used new computer media as a technology for test preparation and
more practice of exercises?

1. Yes 2. No 3. Any other opinion ____________________

26. Have you ever used computer program as a supplementary media?

1. Yes 2. No 3. Any other opinion ____________________

27. Have you ever used the new technology of computer program for remedial
teaching?

1. Yes 2. No 3. Any other opinion ____________________

28. Have you ever used the new technology of computer program for self-instructional
purpose?

1. Yes 2. No 3. Any other opinion ____________________

Section D: Interview about the concepts on Physics topics that the respondents need for
teaching and learning in science

1. Give the list of the difficult concepts of Physics topics according to the syllabus.

Name of the topic:

_____________________________________________________________

_____________________________________________________________

Difficult concept:

_____________________________________________________________

_____________________________________________________________

63
Questionnaires for Science Students (Grade IX)

Section A: General information

1. Sex

1. Male 2. Female

2. CGPA Science (Grade VIII)

1. 0 = F 2. 1 = D 3. 1.5 = D+ 4. 2= C

5. 2.5 = C+ 6. 3 = B 7. 3.5 = B+ 8. 4=A

Section B: Investigation and analysis for teaching and learning in science

3. Do you like to learn Science?

1. Yes. 2. No 3. Any other opinion_________

4. What are the scientific study methods you like while learning the concepts of Physics
topics of the subject?

1. Description 2. Experimental 3. Researching by oneself

4. Project 5. Any other opinion_____________

5. Do you make preparation before you study concepts?

1. Yes. 2. No 3. Any other opinion_________

6. What mode of learning do you like?

1. Easy to difficult 2. Complex to simple

3. Unknown to known 4. Any other _____________

7. Do you understand the topics first and then learn?

1. Yes. 2. No 3. Any other opinion_________

8. Do you think that teacher makes planned repetition after teaching the concepts?

1. Yes. 2. No 3. Any other opinion_________

64
9. Do you think learning the concept is easy by one-self?

1. Yes. 2. No 3. Any other opinion_________

10. Do you find yourself interested and motivated in the topics?

1. Yes. 2. No 3. Any other opinion_________

11. Do you have trust or feel confident that you have correct, exact knowledge,
understanding after you finished each topic?

1. Yes. 2. No 3. Any other opinion_________

12. Are you prepared to ask your doubts or do you find it difficult?

1. Yes. 2. No 3. Any other opinion_________

13. Have you been learning about the Physics topics?

1. Yes. 2. No 3. Any other opinion_________

14. What do you think about the contents of Physics topics?

1. Difficult 2. Confused

3. Easy 4. Any other _____________

15. Have you ever gathered extra information to relevant concepts?

1. Yes. 2. No 3. Any other opinion_________

16. Do you know that the concepts of Physics topics are applied in our daily life?

1. Yes. 2. No 3. Any other opinion_________

17. What would you like to add in the knowledge contents of Physics topics?

1. Detail of contents

2. Each exercise

3. Pictures of contents

4. Evaluating the understanding of the student

5. Any other opinion_________

65
Section C: Investigation and analysis for utilization of instruction media and computer
program as a new technology in teaching and learning in science

18. Do you think teacher should always use instruction media?

1. Yes. 2. No 3. Any other opinion_________

19. Do you think your teacher used the modern media?

1. Yes. 2. No 3. Any other opinion_________

20. Do you think the media can be understood quickly?

1. Yes. 2. No 3. Any other opinion_________

21. Have you ever learnt science by using computer program?

1. Yes. 2. No 3. Any other opinion_________

22. Do you like teacher’s using the computer program for remedial leaning?

1. Yes. 2. No 3. Any other opinion_________

23. Do you think that the media increases the understanding of content?

1. Yes. 2. No 3. Any other opinion_________

24. Do you like to use the new technology of computer program for self- Instructional?

1. Yes. 2. No 3. Any other opinion_________

25. Do you like the new technology of computer program to practice of exercises?

1. Yes. 2. No 3. Any other opinion_________

26. Do you manage collecting information by using technology?

1. Yes. 2. No 3. Any other opinion_________

27. Do you think that you will gain more knowledge by using computer program for
practical?

1. Yes. 2. No 3. Any other opinion_________

66
Section D: Interview about the concepts on Physics topics that the respondents need for
teaching and learning in science

1. Give the list of the difficult concepts of Physics topics according to the syllabus.

Name of the topic:

_____________________________________________________________

____________________________________________________________

Difficult concept:

_______________________________________________________________

67
 Pre-test and Post-test on Physics

Chapter Name- Sound

Choose the correct option for the following: (25)

1. Which type of wave is sound?

A. Transverse B. Radio C. Longitudinal D. Electromagnetic

2. Sound cannot travel in which medium?

A. Air B. Glass C. Vacuum D. Water

3. What is the distance between two consecutive rarefactions or two consecutive

compressions called?

A. Amplitude B. Wavelength C. Frequency D. Time Period

4. The number of complete oscillations per unit time is called

A. Wavelength B. Amplitude C. Time Period D. Frequency

5. For hearing a distinct sound, the time interval between the original sound and the
reflected sound must be at least

A. 0.5 s B. 0.1 s C. 1 s D. 0.3 s

6. The speed (v), frequency (ʋ) and wavelength (λ) of the sound are related with the
equation

A. v = ʋ λ B. ʋ = v λ C. λ = v ʋ D. v = λ/ ʋ

7. The time taken by a sound wave for one complete oscillation is called

A. Frequency B. Time Period C. Amplitude D. Wavelength

8. The persistence of sound due to repeated reflections is called

A. Echo B. Infrasonic sound C. Reverberation D. Ultrasound

9. The sound waves with frequency range 20 Hz to 20,000 Hz are termed as

A. Ultrasonic B. Infrasonic C. Audible D. Supersonic

10. Sound waves with frequency above the audible range are termed as

A. Ultrasonic B. Audible C. Infrasonic D. Supersonic

68
11. Sound waves with frequency below the audible range are termed as

A. Electromagnetic B. Ultrasonic C. Infrasonic D. Supersonic

12. SI unit of frequency is

A. Metre (m) B. Hertz (Hz) C. Second(s) D. m/s

13. Sound waves are characterized as

A. Electromagnetic waves B. Radio waves

C. Mechanical waves D. Surface waves

14. Which is the most common medium of sound?

A. Water B. Air C. Glass D. Wood

15. The regions of high air pressure are called

A. Rarefaction B. Depression C. Compression D. Trough

16. The regions of low air pressure are called

A. Compression B. Crest C. Depression D. Rarefaction

17. The waves in which the individual particles of the medium move about their mean
position in a direction perpendicular to the direction of wave propagation are called

A. Transverse waves B. Longitudinal waves

C. Parallel waves D. Motion waves

18. The loudness or softness of the sound is determined by its

A. Wavelength B. Frequency C. Speed D. Amplitude

19. Speed of sound is greatest in which medium

A. Solid B. Liquid C. Gas D. Vacuum

20. The minimum distance of the obstacle from the source of sound to hear the echo
clearly is

A. 34.4 m B. 17.2 m C. 68.8 m D. 344 m

21. What is the outer ear called?

A. Cochlea B. Anvil C. Auditory canal D. Pinna

69
22. The thin membrane at the end of auditory canal is called

A. Tympanic membrane B. Anvil C. Hammer D. Stirrup

23. In how many parts structure of the ear is divided?

A. 2 B. 3 C. 4 D. 5

24. The vibrations in the inner ear are converted into electrical signals by

A. Auditory Canal B. Pinna C. Eardrum D. Cochlea

25. _________ is an application of ultrasound

A. CT Scan B. X- Ray C. SONAR D. MIR

70
 Table- Experimental Group Scores

Roll No. Pre-test Scores Post-test Scores

1 20 23
2 21 25
3 22 25
4 15 21
5 20 25
6 17 23
7 19 22
8 19 24
9 20 24
10 25 25
11 23 25
12 15 21
13 10 18
14 14 22
15 18 25
16 15 23
17 21 25
18 17 24
19 19 23
20 22 25
21 22 25
22 23 25
23 11 15
24 12 18
25 21 25
26 22 24
27 25 25
28 17 20
29 18 21
30 17 24
31 22 25
32 23 25
33 25 25
34 14 20
35 19 23
36 20 22
37 21 25
38 18 22
39 23 25
40 15 19
41 16 24
42 18 24
43 22 25
44 21 25
45 19 23
46 17 20
47 15 21
48 11 18
49 16 21
50 19 24

71
 Table- Control Group Scores

Roll No. Pre-test Scores Post-test Scores

1 15 18
2 20 22
3 14 16
4 11 15
5 10 15
6 21 25
7 18 20
8 17 20
9 14 18
10 22 23
11 16 18
12 14 19
13 18 20
14 19 25
15 21 23
16 15 19
17 10 15
18 9 11
19 17 20
20 14 16
21 20 21
22 15 19
23 18 21
24 19 22
25 11 20
26 16 20
27 14 16
28 17 20
29 23 25
30 20 24
31 19 21
32 15 18
33 14 20
34 16 21
35 10 14
36 8 15
37 15 22
38 16 20
39 21 21
40 25 25
41 14 19
42 18 23
43 17 21
44 16 22
45 10 15
46 11 15
47 12 17
48 16 18
49 9 12
50 14 20

72
Table- Experimental Group and Control Group Post-Test Scores

Roll No. Experimental Group Control Group

Post-Test Scores Post-Test Scores
1 23 18
2 25 22
3 25 16
4 21 15
5 25 15
6 23 25
7 22 20
8 24 20
9 24 18
10 25 23
11 25 18
12 21 19
13 18 20
14 22 25
15 25 23
16 23 19
17 25 15
18 24 11
19 23 20
20 25 16
21 25 21
22 25 19
23 15 21
24 18 22
25 25 20
26 24 20
27 25 16
28 20 20
29 21 25
30 24 24
31 25 21
32 25 18
33 25 20
34 20 21
35 23 14
36 22 15
37 25 22
38 22 20
39 25 21
40 19 25
41 24 19
42 24 23
43 25 21
44 25 22
45 23 15
46 20 15
47 21 17
48 18 18
49 21 12
50 24 20

73
 Storyboard
Self-Instruction Computer-Assisted Instruction program (SICAP) on
Physics

Frame No. 1

Frame No. 2

74
Frame No. 3

Frame No. 4

75
Frame No. 5

Frame No. 6

76
Frame No. 7

Frame No. 8

77
Frame No. 9

78