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Evolving ICT enabled strategies for teaching science catering to the learning styles of the students

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Evolving ICT enabled strategies for teaching science catering to the learning styles of the students

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    1. Dr. Shailendra Rathod CASE, The M.S. University, Baroda Vadodara Evolving ICT enabled strategies for teaching science catering to the learning styles of the students

    3. Objectives of Research To identify the learning styles of the students. To design ICT enabled strategies for teaching science catering to the learning styles of students. To study the effectiveness of the designed strategies in terms of achievement of students. To study the attitude of students towards the science after the implementation of designed strategies.

    4. The studies of Know and Jones (1995), Pamela Sims (1997), Alkesh Patel (2000), Schroder et al. (2002) revealed that students have different learning styles. A teacher has to identify these different learning styles. Thus, Teachers must use variety of techniques to satisfy the needs of all learners. According to Keefe (1979), Reid (1987), Riding & Smith (1992), S. Montgomery et al. (1996), Pat Wayman (2003) learning styles could be used to predict what kind of instructional strategies or methods would be most effective for a given task. They further concluded that if students’ styles of learning are accommodated, it can result in improved achievement and positive attitude towards the subject. Overview of the Reviewed Literature

    5. Susan Montgomery (1994), Graff (1999), N. Bagraktarevic et al. (2002), S.J. Rathod (2004) emphasized use of computer software, multimedia , hypermedia and other technology (ICT) to match etching and learning styles in multi varied settings of the classroom The studies of Okebukola (1986), Felder. R. et al. (1990), Foriska (1992), Felder.R. (1993), Tobias (1993) revealed that the use of varied instructional strategies according to students learning styles in science classroom results in higher achievement and positive attitude towards the science.

    6. Research Design

    8. Population and Sample

    9. There will be no significant difference in the adjusted mean achievement scores of experimental group and control group. There will be no significant difference in the attitudes of experimental group and control group towards the science subject after the implementation of designed instructional strategies.

    10. Tools

    11. Data Analysis

    12. Major Findings A. Learning Styles of the Students 17% of Std.8(A) students were found to have a sensing preference. These students tend to perceive information in a concrete factual way, and are less comfortable with theories and abstraction. They are good with details and memorization. Most lecture courses however, are more intuitive in content introducing concepts. Students with sensing preference can be helped during lectures by inclusion of concrete examples and by demonstration of direct applicability of material to life. About half of the students were found to have preference of visual Inputs. In which (13%) students have strong or very strong preference for Visual Inputs. The lecture format is exclusively a verbal means of communication. Therefore, many visual learners are hindered from effective learning in class. This is compounded by textbooks with negligible visual component in the form of charts, graphs, tables, maps and diagrams. Increasingly, Indian middle class children are growing up watching hours of TV, and interacting with complex visual imagery in computer game animations. Their visual bias is thus further accentuated. For this type of learners, more and more visual aids (OHP, LCD Projector with Multimedia computer, charts, pictures, and graphs) should be used during the class.

    13. 61% of students process new information in an active manner. More than half of the class finds it hard to learn through the lecture method, as they need to actively process new material. To help to compensate and ensure that active learners remain active in class, the use of buzz sessions, group discussion and students participation in the class will help. Group homework and project work will particularly enhance the learning experiences of active learners. Some students also have a reflective processing preference, which is also not catered to by the traditional way of teaching. This type of learners should be encouraged to share their reflections in the class. The majority of the students (80%) demonstrated a global preference in understanding new material. 13% of them have strong or very strong preference for global understanding. They need to get the big picture before the details can fit in to place. The majority of lecture courses are taught in a sequential step-by-step manner; logically and linearly, the course leads the students through new material. To assist the learning of the ‘globalists’ the ‘big picture’ should be presented to them at the introduction of the course. Teachers need to facilitate the ongoing integration of the course taught with the overall curriculum, rather than teaching units or chapters in ‘isolation’.

    14. B. Effectiveness of Designed ICT Enabled Teaching Strategies on the Achievement in Science The F-value of 34.59 has been found significant at 0.01 level. The adjusted mean achievement score 38.24 of the experimental group has been found significantly different from adjusted mean achievement score 31.92 of the control group. It means that the treatment was found to be significantly effective. Therefore, the null hypothesis “there will be no difference in the adjusted mean achievement scores of experimental group and control group” stands rejected. C. Effectiveness of Designed Teaching Strategies in Terms of Attitude towards Science The calculated “t-value” of 7.579 is higher than table value 2.63 at 0.01 level. Therefore, the null hypothesis “There will be no significant difference in the attitudes of experimental group and control group towards the subject after the implementation of designed instructional strategies” is rejected. It means there is a difference in the attitude of experimental and control group towards the science subject. Experimental group demonstrated greater positive attitude towards the science subject

    15. Recommendations from this Research The present study has many implications in the field of Education. Due to the dominance of lecture based traditional instruction in the Science classes, many students are loosing their interest from Science subject. The present study will be helpful to all those students whose learning styles do not match with their instructors teaching styles. Moreover, it will help to increase students’ achievement in Science subject. The results of the study will inspire all the Science teachers to use these types of Strategies in their routine teaching. It is proved that project based learning using ICT has the potential to cater diverse needs of learners. Therefore, Science teachers will use more and more projects for instruction. It is proved that integration of technology, particularly multimedia-based technology in the classroom teaching helped to cater different learners. Thus, teachers will inspire to use technology for their subject teaching. The role of the teacher will shift from instructor to facilitator. Students will be active partners in the whole teaching-learning process.

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