Learning is a relatively permanent change in behavior, which reflects a gain in knowledge, understanding, or practice. Conventional teaching has assumed that learning should involve determined concentration and frequent repetition. It is now known that this style of learning is not efficient because it causes unnecessary tension and it tends to involve just one half of the brain. So it is imperative to use new techniques of learning to digest large amount of knowledge within a short period of time without tension and boredom.
Superlearning is an easy and relaxed way to learn that speeds up learning two, five, ten or more times with the help of relaxation courses. This modern way of accelerated learning taps the reserves of the mind to release better mental abilities, super memory and powers, such as, photographic memory, power to control extreme pain, intuition or super performance. Some experts believe that 80 to 90 percent of our capabilities lie untouched. Superlearning mobilizes some of the 90 percent of the brain potential that is seldom used. It is learning without stress and tension. Superlearning gives us access to hypernesia-in common English, super memory.
The present study was designed to investigate the effectiveness of superleaning techniques for teaching science at elementary level. For this purpose class eight was selected to find out the effectiveness of superlearning techniques in comparison with the traditional teaching methods.
The research design involved two experimental group (N=62), which underwent the complete superlearning process, and a control group (N=53) that was taught through the traditional method. In order to measure the existing achievement level of experimental and control group, an objective type Student Achievement Test (SAT) was constructed and administered to both the groups. Material was developed for teaching science through superlearning and four teachers were provided training on superlearning techniques. One of them was selected to teach the experimental group on volunteer basis, the same test (SAT) was administered to both the groups to see the effects of intervention. To investigate the retention rate of the experimental and control group, the same test (SAT) was administered after a period of six months.
On the basis of the pre-test, the experimental and control groups were further subdivided into two groups, high achievers and low achievers on the basis of their relative mean scores (students having score more than their relative mean were considered as high achievers and rest of the students were place in low achievers groups). Mean score of control group on pre, post and retention test 10.18, 18.32 and 14.85 while that of experimental group was 9.95, 31.41 and 25.07 respectively.
The statistical analysis of the data reveals that the performance of the experimental group was significantly better than that of the control group both on post-test and retention-test.
The important findings to emerge in the investigation was superlearning appears to have the potential to enhance the academic achievement of the students in the context of the regular science teaching class.