I=
Pakistan Research Repository Home
 

Title of Thesis

A Comparative Study Of Ausubelian And Traditional Methods Of Teaching Physics At Secondary School Level In Pakistan

Author(s)

Muhammad Safdar

Institute/University/Department Details
Faculty of Advanced Integrated Studies & Research (Education) / National University of Modern Languages, Islamabad
Session
2010
Subject
Education
Number of Pages
381
Keywords (Extracted from title, table of contents and abstract of thesis)
Effectiveness, Comprehensive, Theory, Traditional, Study, Administered, Physics, Secondary, Deviations, Teaching

Abstract
The work reported here is an investigation about the effectiveness of two teaching methods (i.e. Ausubel teaching method and traditional teaching method) in the teaching of physics at secondary level in Pakistan. The main objectives of this study were to compare the relative effectiveness of these teaching methods on students’ achievement and attitude, and to find out the impact of pre-lab on the learning of the students. This experimental work was carried out for the period of thirty-five weeks in the physics classroom and laboratory of Govt. Comprehensive School, Jhelum (Pakistan). Sixty-two secondary school science students of class X were randomly selected for this experiment. The posttest-only equivalent group design was used for this study. It involved two groups; experimental and control. These groups were equated on the basis of marks achieved by the students in a test of 8th class science. The different tools used to collect the data were; the Achievement tests, Post labs, and Attitude scale. Experimental group was taught through Ausubel’s teaching method while control group was taught through Traditional.
To measure the achievement of the students in the science theory and practical, the researcher administered the following tools; Experimenter’s tools 1 & 2, and post-labs. The other achievement tests used in the study were the Term Tests 1 & 2 administered by the school, and the question paper of physics theory and practical constructed, administered and evaluated by the Board of Intermediate and Secondary Education Rawalpindi (SSC annual examination 2005). To measure the scientific attitude of the students, an instrument was constructed and validated and then administered to the whole sample. Data collected by tools were analyzed by the application of software, SPSS and presented in the form of mean scores. To compare the mean scores of experimental and control groups, t-test was employed.
The study indicated that Ausubel’s teaching method was found more effective than traditional teaching method in improving the achievement of the students in the subject of physics as measured by experimenter’s tools, term tests and in the SSC examination,2005. The study also showed that the use of pre-labs significantly improved the performance of the students. It has found in various significant indications that the new way of teaching has improved performance of the students in various tests and some evidence that attitude have changed.
The nature of pre-lab and post-lab need more improvement and further investigation at other levels and regions. There relative effectiveness should be evaluated so that the more effective tool can be used in the future. The persistence increase in the standard deviations for the experimental group suggests that not all students benefited equally. This gives rise to another area ‘cognitive learning styles’ that should be explored. This study can be seen as an exploratory study and offers encouragements that the new approach has considerable value for the learners. It needs replication, using many teachers, with boys and girls, and in all disciplines of science.

Download Full Thesis
11,797 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 CONTENTS
 

 

vii
16 KB
2 1 INTRODUCTION

1.1 Background of the problem
1.2 Statement of the Problem
1.3 Significance of the Study
1.4 Objectives of the Study
1.5 Delimitation of the Study
1.6 Hypotheses of the Study
1.7 Procedure of the Study
1.8 Definition of Terms

1
207 KB
3 2 REVIEW OF THE RELATED LITERATURE

2.1 Meaning and Scope of Science
2.2 Importance of Science Education
2.3 Meaning, Scope & Importance of Physics
2.4 Science Teaching
2.5 Laboratory Teaching
2.6 Objectives of Laboratory Work
2.7 Organization of practical work
2.8 Pre-Laboratory Activities
2.9 Post-Laboratory Activities
2.10 Concept & Concept Formation
2.11 Concept Attainment
2.12 What are Attitudes?
2.13 The Importance of Attitudes
2.14 Attitudes in Science Education
2.15 Measurement and Development of scientific attitude
2.16 Scaling
2.17 The Construction of Attitudinal Items
2.18 Knowledge Construction Tools
2.19 Concept Mapping
2.20 Learning
2.21 Information Processing Theory of Learning
2.22 The Geneva School (Jean Piaget)
2.23 Learning by Discovery (Jerome Bruner)
2.24 How to apply Bruner’s Model in the Classroom
2.25 Learning by building on previous knowledge
2.26 Importance of prior knowledge
2.27 Ausubel’s theory of meaningful learning
2.28 Scope and Practical Application
2.29 Reception Learning
2.30 Ausubelian Teaching Method (Meaningful Learning Model)
2.31 Follow up studies of Ausubelian Theory
2.32 Traditional Teaching Method (Rote Learning)

27
583 KB
4 3 RESEARCH METHODOLOGY AND PROCEDURE

3.1 Population of the Study
3.2 Sample of the Study
3.3 Contents of the Study
3.4 Time Table
3.5 Research Design
3.6 Variables
3.7 Tools of the Research Study
3.8 Attitude Questionnaire (Construction and Validation)
3.9 Statistical Procedure
3.10 Concept Mapping
3.11 Pre-Lab
3.12 Post-Lab
3.13 Traditional Teaching Method
3.14 Ausubelian Teaching Method
3.15 Model Lesson Plan (Ausubelian Teaching Method)

106
387 KB
5 4 ANALYSIS OF DATA AND INTERPRETATION

 

142
10,229 KB
6 5 SUMMARY, FINDINGS, CONCLUSIONS AND 272 RECOMMENDATIONS

5.1 Summary
5.2 Findings
5.3 Conclusions
5.4 Recommendations

272
52 KB
7 6 BIBLIOGRAPHY AND APPENDIX

 

284
288 KB