Learning As A Function of Difficulty Values of the Learning Material: Learning To Be
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Textbook
82 Pages
Summary
Learning as a function of difficulty - value of the learning material is designed to create suitable learning conditions in the classroom. The author used the best means and methods of instruction out of so many available with him. In this way, she reaches the objectives which she formulates in the beginning and increase the effectiveness of teaching to maximum level possible. This is done by controlling all the relevant factors such as the teaching process, contents strategies, material aids, behaviour of students, behaviour of teachers, educational environmental etc. It treats the learners as experimenter in the class who are given least opportunity to manipulate. The book thus fills a need of an hour for a systematic account of the concept and holding project work. An attempt has been made in this volume to document the strategies adapted for the better teaching-learning process.
Excerpt
Table Of Contents
8
clearify very closely the learning processes and to identify the conditions within the
organism and within the environment that influence learning.
An instructional system takes into account all the variables that affect learning perfor-
mance in a school setting. In recent years research in educational psychology is conduct-
ed directly in school and in laboratories with school-age children. Because of the many
variables that change from one school to another, teachers and other educational prac-
tioners are in constant need of gathering information to make important decisions based
on such information. Then alone they can design effective instructional plan to suit
varying needs of their students under varying school condition to keep abreast with a
latest developments in the educational field. The instructional work plans have to be
developed in the schools on the bases of latest psychological finding concepts, principles,
and skills.
In the discussions of teaching-learning process in the school settings, the conditions
under which learning takes place assumes a great significance.
Programmed learning material have attracted the attention and interest of teachers,
school administrators and teaching directors, the reason being that the programmed
learning-material have proved surprisingly very effective. Frequently they can teach as
well as human teachers and sometimes even better. Often they can do the same teaching
job in less time. A programme can be used in a wide range of instructional situations
chiefly because it is such a teacher as can fit easily in to the existing staff , either as
replacement or as a supplement.
Programmed learning is individualized that is, every-one learns at his own time and pace.
The device used presents material to be learnt in minimal increments. It operates on the
principle that we learn better in small doses, and in going from concrete to abstract, from
simple to complex and from easy to difficult. As the possibility of errors or confusion is
avoided, learning becomes better; it ensures that whatever is to be taught is rigorously
ordered. In order to minimize errors by learners, each step in the learning process has to
follow a logical order. Instead of being restricted to a class room situation where an
average student sets the pace for all the students a quick learner using the programmed
instructional device can go ahead in proportion to his innate ability. His rate of accom-
plishment is established by his performance.
In the programmed learning material, the students answer is almost instantaneously
checked against the correct answer before the next question is asked. In this manner, the
student receives the reassurances that his/her response is correct as the very appearance
of the correct answer reinforces his/her learning.
Objective of Present Study:
The present study tried to study the relationship between the learning efficiency and
difficulty-value of the learning material, with the objective to see the impact of reducing
difficulty value in the learning material on:
9
1.
Learning achievement with respect to information, concept formation, and appli-
cation.
2.
Motivation
3.
Auto-instruction.
Need and Scope of Present Study:
The present study tried to develop an auto-instructional device in terms of discovering
soft-ware principles involved in making learning easier, self-motivating, self-directing,
self- coordinating, self regulating, self controlling and self evolving.
The investigator believed that by reducing the Difficulty-value in the learning material
the learning could become easy, and self motivating and as such it could be possible to
reach greater number of learners through distance education making use of programme
learning materials, tapes, audio-visual aids, films and other devices capable of transmit-
ting communication.
Our country is badly in need of such soft-ware principles which can unlock the secrets
self-motivated learning and thus make auto-instruction possible.
Our country suffers from the dearth of resourceful teachers, and resourceful schools
and such the means of mass-media have to be pressed to service in the education of the
masses.
The scope of present study is to educate the masses through auto-instruction.
10
CHAPTER II
RELATED STUDIES
1.
Gosain (1977) conducted a study on "A linear programme on Elementary Alge-
braic concepts in relation to step-size and Three Levels of Taxonomic Categories.
The objective of the study was to study the interaction, if any between step-size of
linear programme with (i) Taxonomic category (ii) Sex and (iii) Taxonomic category and
sex with respect to learning achievement.
The target population of the study was 6 grade students. A total of three hundred
students. A total of three hundred students, randomly selected, comprising 150 boys and
150 girls formed the sample of the study. The tools used were six programme sets and an
achievement test. The design followed was a 2×2×3 mixed factorial one involving two
levels each of sex and step size and three levels of taxonomic categories.
The main findings of the study were (i) small step programme was more effective with
regard to achievement. (ii) There was no relation between sex and attainment through
programmed instruction either in small steps or large steps. (iii) Small step programme
was more effective for knowledge and comprehension category. (iv) Boys performed
better in the comprehension category and (v) Small step programme was significantly
more effective than large step programme for both boys and girls with respect tp
knowledge and comprehension categories.
2.
Dewal (1974) conducted a study on "Difficulties in teaching English and effec-
tiveness of programmed teaching".
The major findings of the study were (i) To study teachers perceptions of
difficulties which hampered effective teaching and learning of English and (ii) To
study the effectiveness of programmed teaching.
For the first part of the study 93 English Teachers of Udaipur constituted
the sample. A total of 160 students of class viii of four government schools of
Udaipur city were employed as the sample for the second part of the study. As far
tools, a questionnaire was administered to the teachers for the purpose of data col-
lection. A pretested programme was administered to the students.
The study revealed that (i) the difficulties hampering effective teaching
and learning of English were due to the shortage of trained teachers, lack of sub-
ject competence in teacher, dearth of good teaching learning material, lack of in-
dividual attention, and poor socio-economic background (iii) Programmed teach-
ing overcome some of the felt difficulties of the teachers and helped students to
perform significantly better than those who were taught by conventional method
and (iii) The strategy proved useful in a situation where teachers were under-
qualified and untrained in teaching English.
3.
Chakraborty (1978) made a study on "An Inquiry into the Strategies of Class-
room Teaching".
11
The objectives were (i) to find out the effectiveness of strategy S1 (Lecturing and
question answering) strategy S2 (Lecturing and question answering by using be-
havioural objectives and strategy S3 (discussion using instructional materials) on
the development of knowledge, comprehension, application ability and total
achievement in geography of pupils of standard fourth.
4.
Roy (1977). A study on `Class-Room Questioning And Pupil Achievement-An
inquiry into teaching into teaching style'.
The objective of the study was to find out the relative of effectiveness of
the three styles of teaching upon pupil achievement in relation to knowledge comprehen-
sion, applicational and total achievement. Three styles of teaching adopted were:-
i.
Lecturing
ii.
Questioning and response without feedback.
iii.
Questioning-response-feedback sequence.
The study revealed that the three distinct teaching styles had equal affects on the devel-
opment of knowledge, applicational abilities and total achievement of the pupils. With
regard to comprehension ability the results revealed some deviations where lecture meth-
od differed significantly from the other two techniques. However, question and response
without feedback and question-response with feedback did not differ significantly.
5.
Shaida (1976) conducted a study on teaching patterns questioning and feedback
and pupil attainment.
The main objective of the investigation were:-
1.
To study the effects of four pattern of teaching namely narrow questions with
feedback (P1) narrow questioned with no feedback (P2) and broad questions with
no feedback (P3) upon the attainment of class VIII boys in social studies in terms
of knowledge, comprehension, application and total scores.
2.
To study the effects of four patterns upon retention in terms of knowledge com-
prehension, application and total scores.
The results revealed that the teaching patterns of narrow questions with no feed-
back produced significantly higher mean for the development of knowledge and its
retention than all other patterns. The teaching patterns of broad questions with feedback
produced significantly higher mean for application and its retention than all other pattern.
The teaching pattern of broad question pattern with feedback did not produce significant-
ly higher mean for total attainment than other patterns.
3.
Goswami (1978) made a study of self concept of adolescents and its relationship
to scholastic achievement of adjustment.
The objective of investigation was to study the self concept of school joining
adolescents and its relationship to see intelligence, place of residence scholastic achieve-
ment and adjustment.
The finding of study were
12
I.
The global self concept of male adolescents was significantly different from
that of the female adolescents.
II.
Self concept and intelligence had significant positive co-relation.
III.
Self concept means scores of urban and rural student had no significant differ-
ence.
IV.
Global self-concept and scholastic achievement had a significant positive co-
relation and
V.
Self concept and adjustment had significant positive co-relation.
6.
Kohli (1976) made a study on "Characteristic Behabicural Environmental Corre-
lates of Academic Achievement of over And underachievers At Different Levels
of Adjustment.
The investigation intended:-
1.
To study the characteristic behavioural correlates of academic achievements of
over and under achievers at different levels of intelligence and
2.
To study the characteristic environmental correlates of academic achievement of
over and under achievers at different levels of achievement.
The following were some of the major findings of the study:-
1.
Although the spectrum of some of the non-intellectual behavior environment fac-
tors were differently related to academic achievements of over and under achiev-
ers, yet single factor combination of factors and factor constellations were not ca-
pable in themselves of clearly separating over achievers and under achievers.
2.
Certain factors combinations and configurations were common to those groups
which differed widely in achievement. These could be named as academic
achievement with operated both.
3.
Seethe (1975) conducting a study on "An Enquiry into Psychological And Social
Factors
Affecting Academic Achievement
The following were some of the findings of the study:
1.
High achievers possessed superior intelligence when compared with low and non-
achievers.
2.
Study habits had a positive relationship with academic achievement, in that high
achievers possessed good study habits while low achievers poor study habits. But
in case of achievers and non achievers there was no significant relationship be-
tween academic achievement and study habits.
3.
Greater need-achievement was found in case of high achievers than found in case
of low and non achievers.
4.
No significant relationship existed between social adjustment and academic
achievement.
13
5.
Out of sixteen personality factors three factors namely A, B, and L had significant
relationship with academic achievement.
6.
Anthony in (1968) searched the literature to find pupil behavior, considered rele-
vant for academic achievement. He then tried to find class-room characteristics
which might he capable of influencing the behavior. Subsequently, Anthony col-
lected data on environmental factors (including academic adornment and concrete
objects used by teachers and pupils) in fourth grade class-room achievement.
7.
Disoza(1971) compared systematic and regional methods of teaching geography
experimental conditions due to regional method resulted into higher achievement
in terms of scores on objective test.
8.
Gupta (1973) in his study on the effect of health on academic achievement found
good relationship between physical health of the students and their academic
achievement.
9.
Jhon-Devy (1950) abandoned the traditional teaching approach and based his pro-
gramme upon the premise that, "a child or an adult learns not only by doing, but
by perceiving the consequences of the actions. He organizes and re- organizes the
experiences and these experiences are responsible for his growth".
10.
Gupta (1973) conducted a study of interaction between step size and response
model for a programme in Action Research.
The main objectives of the study were:
i.
To study the interaction effects between step-size and taxonomic catego-
ry;
ii.
To study the retention in learning through programmed material; and
iii.
To evaluate the effectiveness of the two forms of programme in terms of
internal criteria like error rate, programme density, sequence progression
and the usual 90/90 criteria. The hypothesis tests were:
i.
There would be significant interaction between step-size and tax-
onomic category and between response mode, between step-size
and taxonomic category, and between response mode and taxo-
nomic category; and
ii.
There would be significant difference in the relation of learning
among the four treatment groups.
The sample consisted of 100 male and female students, teachers of J.V.Jain
College, Saharanpur. It was randomly divided into four groups of twenty five students
each. The four groups were randomly assigned to the four treatments. The study was a
2X, 2X3 mixed factorial design with three factors, namely step-sixe (small and large)
response mode (overt and covert) and taxonomic category (knowledge comprehension,
and application) having two and three levels respectively. The criterion test was read
ministered as the delayed test after a gap of fifteen days. Three-way analysis of variance
was used for data analyses.
14
The major findings were:
i.
The small step programme was more effective with overt response made;
ii.
The large step programme was more effective with covert response made;
iii.
The small-step programme was more effective for knowledge category, whereas
the large-step programme was more effective for comprehension and application
categories;
iv.
The small-step programme with overt response made was effective for knowledge
category and large step programme with covert response made for application
category;
v.
The retention in learning by large step and covert respondents was higher than all
other experimental groups; and
vi.
The small step and overt responders group showed the least retention in learning
through programming.
11.
Krishni Kothadar (1970) conducted a study on "construction of a science pro-
gramme on the structure of eye ball and the measurement of learning gains".
The objective of this experiment was to study the impact of reducing the size of the
learning unit on learning gains.
The investigator concluded with the following findings. The reduction of size of the
learning unit had a significant effect on the learning gains. Learning gains were meas-
ured in terms of:
1.
Proportion of correct response;
2.
Latency of response;
3.
Residual uncertainty;
4.
Saving in time and
5.
Saving in trail.
12.
Vishen A.D(1969) conducted a study on Cybernetic Approach to programme
learning.
The objective of the experiment was to study the impact of reducing the size of
the learning step on learning efficiency. The subject chosen was geometry. The students
were of the age group of 14+. The study revealed that the efficiency of learning in-
creased significantly as the size of the learning unit get decreased and as each response
was followed by immediate feedback.
The experiment took the study to combine effect of step-size and feedback on
learning efficiency.
13.
Vishen C.L. (1967) conducted a study on Informational Analysis on learning of
No's on children.
He took small children of age group of 4+ and 5- and presented them with a number of
different sets of learn cards bearing different bits of information. The bits of information
were controlled by the complexity of the learning materials. A material which was more
abstract and unknown contained more bits of information. A bit was a measure of uncer-
15
tainty (Difficult-Value). It was measured with the help of the formula H= -pi log p. his
study revealed that the learning is more efficient under exposures of material which
contained smaller amount- of uncertainty (D value). He measured learning of efficiency
in terms of
(i)
Proportion of correct response
(ii)
Latency of response
(iii)
Residual uncertainty
(iv)
Saving in time and
(v)
Saving in trial.
14.
Vishen C.L.(1972) conducted another study with American school children age
group 16+ and 17-.
The objective was to reduce frustration among children who were backward in learning
Algebra.
The experiment tried to study the impact of reducing `Difficulty-Value' on learning gains
among the educationally backward children. The study revealed that reducing difficulty
coupled with immediate feedback gave enormous gains in learning performance. Learn-
ing performance was measured in terms of :-
1.
The quality of work done.
2.
The quantity of work done.
3.
Attitudes and interests developed.
4.
The present experiment tries to study exclusively the impact of Difficulty-Value on
learning efficiency. The "D" value was controlled by the following devices:-
(i)
Reducing Step-size;
(ii)
Going from Concrete to Abstract;
(iii)
Going from Known to Unknown;
(iv)
Going from Easy to Difficult;
(v)
Going from Simple to Complex.
16
References
1.
Gosian, K.K. A study of a linear programme on Elementary Algebraic concepts in
Relation to step-size and three levels of Taxonomic categories, Ph.D. Education
H.P.U 1977.
2.
Dewal, O.S A study of difficulties in teaching English and Effectiveness of Pro-
grammed Teaching, P.h D Education M.S.U 1976.
3.
Chakrabarty, M. An inquiry into the strategies of classroom teaching PhD Educa-
tion M.S.U 1978.
4.
Roy, S. class room questioning and peoples achievement. An enquiry into teach-
ing styles PhD Education M.S.U 1977
5.
Shaida, A.K. Teacher pattern questioning and feed-back- And pupils Attainment.
PhD Education M.S.U 1976.
6.
Goswami, P.K A study of self-concept of Adolescent and its Relationship to
Scholastic Achievement and Adjustment. PhD Education Agra U. 1978.
7.
Kohali, T.K. Characteristic Behavioural and Environmental Correlates of Aca-
demic Achievers at different levels of intelligence. PhD Edu. Pam.U.1976.
8.
Seethe, B.c An inquiry into the psychological and social Factors Affecting
achievement PhD Psy.Bar.U, 1975.
9.
Anthony, second Handbook or Research on Teaching A project of the American
Educational Research association Edited by Robert M.W. Travers, publishing
company Chicago 1973.
10.
D.Soza. Second Survey Research in Education M.B. Buch 1972-1978.
11.
Gupta, D.s. Health and its effect on academic achievement and temperamental
traits PhD Edu Ban. 1973.
12.
Dewy-John. Democracy and Education New, The Macomillan Company 1950.
13.
Gupta, A.K A study of interaction between step and Response Mode for A pro-
gramme in Action Research, PhD. Edu.Mee.U 1973.
14.
Kathadar Kishni, An unpublished Kashmir University Thesis (1071)
15.
Vishen,R.D. An unpublished Kashmir University Thesis, 1970
16.
Vishen, C.L. Indian Educational Review July, 1968 N.C.E.R.T Publication
17.
Vishen, C.L. Learning and performance the Cybertic Approach Globe Publica-
tion 1978. Daryaganj New Delhi.
18.
Vishen, C.L. Indian Educational Review N.C.E.R.T. publication July, 1974.
17
CHAPTER-III
STATEMENT OF THE PROBLEM AND DEFINITION AND DELIMITATION
STATEMENT OF THE PROBLEM
To study learning as a function of different value of the learning material.
Hypothesis
Learning is inversely proportional to the difficulty-value of the learning material.
Symbolically this =
, D 0
Where L stands for learning and D stand for difficulty value of the learning material.
Definitions and Delimitations
Learning
For the purpose of this project learning was restricted to Learning of No's from 0 to 9 by
children age group of 5
+
to 6
-
.
A child would be considered to have learnt numbers if he/she was able to per-
form the following operations:
1.
To identify No's from 0 to 9 (identification).
2.
To sort No cards into different number piles. (recognition and recall on No's).
3.
To associate numbers from 0 to 9 with the relevant sets of objects on the basis of
matching numbers with object sets as under (value concept).
0
(X X X)
1
( )
2
( X )
3
( X X )
4.
To place number cards both in ascending and descending order (order concepts of
No's).
5.
Application concept.
The empirical definitions of the different operations viz. identification of No concepts of
No's etc. are given below.
Identification of No's
For the purpose of this project a learner would said to have identified No's from
0 to 9 if he/she is able to perform the following operations.
1. To ne able to read No's from No chart.
2. To be able to name the No as presented on No cards.
3. To be able to pick up No cards from No piles as directed.
18
4. to be able to write a No as directed.
5. To be able to name number on a number chart presenting No's at random.
Concept of No's
For the purpose of this project a learner was supposed to have formed concept of
No's if he/she could perform the following operations.
1. If the learner could associated different No cards with different appropriate bead
pockets.
2. if the learner could associate No's with appropriate element sets on a chart.
3. If the learner could label different element sets with appropriate No cards.
Order Concept of No's
For the purpose of this project a learner would be said to have learnt order con-
cept of No's if he/she was able to perform the following operations.
I.
The learner would be able to put the No cards in ascending and in descending
order.
II.
The learner would be able to identify No's greater than any No, say five.
III.
The learner would be able to identify No's less than any No, say five.
Application of the No. concept
For the purpose of this project a learner would be said to have attained the capa-
bility of applying No concepts if he/she was able to add simple one digit No's. Thus if a
learner was able to add
3
4
3
5
+
4
+
5
+
3
+
2 etc.
Correctly he/she was supposed to have learnt to apply concept of No's.
Difficulty-value
For the purpose of this project difficulty-value would be judged on the following
considerations.
1. Whether concrete or abstract
2. Whether simple or complex
3. Whether known or unknown.
4. Whether Easy or Difficult
5. Whether smaller in size or bigger in size.
A brief description of these terms is given below:-
19
Whether Concrete or abstract
For the purpose of this project;
Concrete experiences dealth with such experiences which could be handled
through concrete objects like heads, chalks etc.
Abstract experiences dealth with such experiences which dealth with abstract
concepts of 1 or concept of 2 etc.
Whether Simple or complex
Simple experiences dealth with such experiences which were concrete in nature and
easily available in the Childs immediate environment.
Complex experiences were such experiences which were formed by combination
of a No of simple experiences and were not easily available in the immediate environ-
ment.
Whether Known or Unknown
Known experiences were such experiences which were already in the memory
bank of 5
+
to 6
-
child. The experience not already in the memory bank of a child of 5
+
and
6
-
were considered as unknown experiences.
Whether Easy or Difficulting
Easy exposure were those exposures which were quickly observed into a child's
comprehension net-work. The exposures which could not easily get absorbed by the child
were considered difficult exposures.
Whether smaller in size or bigger in size:
A learning step was said to be smaller in size if it could not be further sub-
divided. A learning step was considered to be of bigger size if it could be further sub-
divided into smaller number of steps.
Objective of the study:-
To see how controlling of difficulty-value of the material could make learning easy and
more interesting.
20
CHAPTER IV
EXPERIMENTAL DESIGN
Formation of Groups:-
For conducting experiments the investigator took 100 students in the age group
of 5
+
to 6
-
from Caset Experimental School, Karan Nagar, Srinagar.
Then these 100 students were divided into two equal groups: Group A and Group
B, on random basis making sure that the two groups were comparable with respect to age,
sex, intelligence, previous educational and socio-economic back ground, previous
achievement and health. The compatibility of the two groups with respect to above varia-
bles was done statistically by comparing means and testing the significance of difference
between the mean of different variables.
Controls:
The details of controls applied are given below:
1. Age
The students in both the groups were belonging to the age group 5
+
to 6
-
. The
mean and S.D of the age was calculated in the two groups. On the basis of t test the
groups were made comparable. The final t was ensured to be insignificant.
2. Socio-Economic and Educational Background:-
The children mostly belonged to the middle class families having comparable
socio-economic and educational background.
The children of upper class families and lower middle class families were equally dis-
tributed in both the groups. Children of economically rich but socially and educationally
backward families were also equally distributed in the two groups.
3. Previous knowledge:
Previous knowledge was controlled by first giving a pre-test to the students and on the
basis of pre-test scores the student were distributed in two groups in such a way that the
mean scores of the two groups were comparable.
While the students were made comparable with respect to previous knowledge, it was
made sure that comparability with respect to other control element was not disturbed. The
students with high pre-test scores were dropped.
4. Health:
With respect to health no special medical cheek-up was made. The students in the two
groups were equally healthy as observed by their teacher. The children with defects in
their vision, hearing, speech were also equally distributed in the two groups.
5. Intelligence:
There was no special intelligence test conducted on students. The students were distrib-
uted into two groups, making sure, that both the groups contained the same number of
21
intelligent average and below average students. The assessment of intelligence was done
on the basis of teacher report.
6. Teacher:
Teacher presenting the material was the same for both the groups.
7. Times:
Both the group was taught for one hour in the morning session.
8. Coaching at Home:
The guardians were requested not to coach the concerned students with respect to exper-
imental material at home. It was done by circulating request slips to the parents from time
to time.
9. Fatigue:
This was controlled by the fact that teaching was done in the morning session when the
students were fresh.
10. Lighting Arrangement:
The experiments were conducted during day-time. Therefore for both the groups, there
was no artificial light used. The lighting arrangement for both the groups was the same.
11.Temperature Conditions:
Temperature conditions for both the groups were moderate and no students were sitting
in an uncomfortable temperature condition. The experiments were conducted in the early
summer days.
12. Class Comfort:
The students of both the groups were seated equally comfortably.
13. Ventilation:
The classes were well ventilated for both the groups.
The two groups were matched on the basis of mean and S.D of different variables. Since
Rotation Design of Experiment was used, strict matching of groups was not really need-
ed.
The Experimental Design Used:
In addition to using Matched Group design, Rotation Design was used. The
experimental and traditional approaches were alternated with both the groups. The differ-
ent experiments were conducted under the following schedules;
Group A
Group B
Exp.1 Traditional
Approach
Experimental
Approach
Exp.2 Experimental
Approach Traditional
Approach
Exp.3 Traditional Approach
Experimental Approach
Exp.4 Experimental
Approach Traditional
Approach
22
The (GA) and (GB) were both alternately put under experimental and traditional ap-
proach. The underlying idea was to see the performance of learners under the two ap-
proach in different experiments.
Statistical Techniques Used:
The `t' test techniques were used to test the significance of difference between
the mean performance of learners under different approaches.
23
CHAPTER V
DEVELOPMENT OF TOOLS OF THE MEASUREMENT
The measurement of the dependent variable learning efficiency was made in
terms of:-
1. Learning achievement;
2. Latency of Response;
3. Saving in time
4. Saving in trial;
The details of the measurement of each of these sub-variables are given as un-
der:-
1. Learning Achievement:
Learning achievement was measured on two point scale viz 0,1. For correct
responses score (1) was awarded and for incorrect of partially correct responses score (0)
was awarded. The "all or none principle" was followed in scoring responses of the learn-
ers.
The score sheets were prepared in advance and were developed in the form of
student-score matrices during each experiment as illustrated below:-
Roll No S
1
S
2
S
3
S
4
S
5
S
6
S
7
S
8
S
9
S
10
S
11
1
2
3
4
5
6
7
8
9
10
S
1,
S
2
,S
3
------------ represent the different teaching sessions conducted till perfec-
tion was achieved.
For each experiment one such student-score matrix was developed.
Table 1.1 and 1.2 represent scores of experiment 1 conducted on two groups viz G
A and G B.
Thus data collected during experiment 1 on G A was represented by table 1.1 and
data collected during experiment 1 on G B was represented by table 1.2.
24
Latency of Response:-
Latency of response was calculated in terms of R/T. this data was collected during
the perfection stage when all children were able to respond correctly. The R/T was col-
lected with the help of stop watch. The procedure of followed was under:-
As soon as the teacher asked a question, the stop watch was pressed and allowed
to run, as soon as the student replied the stop-watch was pressed for the second time. The
time recorded on the stop watch was noted against the Roll No of the student responding.
The data was collected in the form of student R/T matrix as illustrated below:-
Roll No PS
1
PS
2
PS
3
1
2
3
4
5
6
7
8
9
10
,, ,,
,,
,, ,, ,,
,, ,,
,,
,, ,, ,,
,, ,,
,,
,, ,, ,,
,, ,,
,,
,, ,, ,,
,, ,,
,,
,, ,, ,,
,, ,,
,,
,, ,, ,,
Where Ps1 Ps2 Ps3 etc. represent respectively perfection session 1, perfection session 2
etc. the R/T readings were taken for three sessions after perfection was achieved and the
AV R/T per student was calculated in the last column. This was also calculated expt-
wise. One such student/T matrix was developed for each expt.
Table 1.1 R and 1.2 R represented the tables of latency of response in terms of R/t
for Experiment 1 for the two groups.
Thus table 1.1 R represented the R/T table for G A at the end of Experiment 1 and
table 1.2 R represented the R/T table for G B at the end of the Experiment 1.
Table 2.1 represented data collected during Experiment 2 on G A
Table 2.2 represents data collected during Experiment 2 on G B
Table 2.1R represents R/T data for G A
Table 2.2R represents R/T data for G B
Table 3.1 represents data collected during Experiment during Experiment 3 on G A
Table 3.2 represents data collected during Experiment 3 on G B.
Table 3.1R represents R/T data for G A
Details
- Pages
- Type of Edition
- Erstausgabe
- Year
- 2014
- ISBN (eBook)
- 9783954897728
- ISBN (Softcover)
- 9783954892723
- File size
- 555 KB
- Language
- English
- Publication date
- 2014 (April)
- Keywords
- learning function difficulty values material
