I= A STUDY ON THE EFFECTIVENESS OF INTERVENTION METHODOLOGY ON THE COGNITIVE DEVELOPMENT OF SCIENCE STUDENTS
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Title of Thesis
A STUDY ON THE EFFECTIVENESS OF INTERVENTION METHODOLOGY ON THE COGNITIVE DEVELOPMENT OF SCIENCE STUDENTS

Author(s)
Hafiz Muhammad Iqbal
Institute/University/Department Details
University of the Punjab
Session
1997
Subject
Education
Number of Pages
230
Keywords (Extracted from title, table of contents and abstract of thesis)
intervention methodology, cognitive development, science students, science education

Abstract
The study was conducted to ascertain the effect of intervention methodology as envisaged by the CASE project (Adey, Shayer and Yates 1989, Shayer and Adey 1992 a, 1992b) on cognitive development of science students in secondary schools of Pakistan. Using a pry-test post-test control 'group design, a total of 32 intervention lessons were delivered to the experimental subjects over a period of about two and a half years. Subjects were selected from four different schools of Lahore, particularly , those which were near to the work place of the researcher. Teachers taking part in the study were imparted In-Service training to deliver intervention lessons within the parameters described by Piaget and Vygotsky, and explained in Thinking Science material. A Piagetian pre-test was used to determine the cognitive level of control and experimental subjects at the beginning of intervention. Manx of the control group subjects were' at relatively higher cognitive levels' compared with their experimental subjects. At the end of intervention, a Piagetian post-test was administered to control and experimental subjects to ascertain any difference in their cognitive levels. Mean post-test gain of experimental and control groups were compared to see the significance of difference between their performance. The impact of intervention was assessed in terms of the effect-size, which is the difference between gain of experimental and control groups divided by the SD of the control groups. Pooled SD of the pre-tests and post-tests of the control groups were used to calculate the effect-size. After analyzing the results. it was found that over a period of two and a half years , intervention has substantially affected the cognitive growth of experimental subjects. It was further found that experimental subjects performed better than their respective controls on achievement tests in science and mathematics. To measure the effect of intervention on achievement tests. Results of cognitive pre-test were used to predict, their subsequent performance in school subjects. Residualised gain scores so obtained. show that experimental subjects performed better than their controls on achievement tests in science and mathematics. It is believed that the increased cognitive capacity of experimental subjects was responsible far their improved achievement in science and , mathematics,

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3169.38 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents
107.2 KB
2 1 Introduction 1
311.25 KB
  1.1 Education and Development 1
  1.2 Importance of science Education 2
  1.3 Mismatch Between Curriculum and students‚€™ Cognitive level 9
  1.4 Implication of Mismatch 12
  1.5 Statement of the problem 17
  1.6 Research Questions 17
  1.7 Significance of the study 18
3 2 Development of Human Intelligence 20
794.64 KB
  2.1 Early Views 20
  2.2 Cognitive Development 22
  2.3 Stages of Cognitive of Development 24
  2.4 Formal Operational stage 31
  2.5 Different between concrete and formal operational stage 36
  2.6 The Mechanism of Development 38
  2.7 Factors Affecting Cognitive Development 42
  2.8 Validity of Formal Operational Thought 44
  2.9 Implication for science Teaching 61
4 3 Can Formal Reasoning be Taught? 70
554.02 KB
  3.1 Intervention studies 72
  3.2 Summary 80
  3.3 The CASE Project 82
  3.4 Aims of the CASE project 82
  3.5 Elements of the CASE project 84
  3.6 The CASE Material 93
  3.7 Teaching of the CASE material 95
  3.8 Role of teacher in teaching CASE material 96
  3.9 Effects of cognitive Intervention 96
  3.10 Replication of CASE in Korea 104
  3.11 Replication of CASE in England 105
5 4 Method and Procedure 106
295.88 KB
  4.1 Design of the study 104
  4.2 The sample 106
  4.3 Training of Teachers 110
  4.4 Observation of teachers‚€™ performance 114
  4.5 Adaptation, Development and Trialling of Instruments 117
  4.6 The Intervention Material 121
  4.7 Schedule of Intervention activities 122
  4.8 Procedure 122
  4.9 Treatment of results 122
6 5 Analysis of Data 125
320.07 KB
  5.1 The Pre-test Results 125
  5.2 The Post-test Results 136
  5.3 Science Achievement Post-test 150
7 6 Conclusion and Recommendations 154
454.48 KB
  6.1 Discussion 154
8 7 Bibliography and References 183
303.94 KB
  7.1 Appendixes 193