In the present study, the investigator has attempted to develop Instructional strategies for Teaching English Grammar; it helped the learner to study grammar by self-study & with one’s own pace. In this study there are two Instructional Strategies. The component of one Instructional Strategy is Programmed Learning Material in print form followed by discussion, test and feedback on the test performance of students. The component of other Instructional Strategy is Programmed Learning Material in digital form followed by discussion, test and feedback on the test performance of students.
These two Instructional Strategies are compared with the Lecture Strategies of teaching also. The present study was taken up with the following objectives:
1.To compare adjusted mean scores of Achievement of English Grammar of Students taught through PLM Print Strategy, PLM Digital Strategy and Lecture Strategy by considering Pre-achievement of English Grammar as covariate.
2.To compare adjusted mean scores of Achievement of English Grammar of Students taught through PLM Print Strategy, PLM Digital Strategy and Lecture Strategy by considering Pre-achievement of English Grammar and Intelligence as covariate.
3.To compare adjusted mean scores of Achievement of Adjectives and Degrees of the students taught through PLM Print strategy, PLM Digital strategy and Lecture Strategy by considering Pre Achievement of Adjectives and Degrees as covariate.
4.To compare adjusted mean scores of Achievement of Voice of the students taught through PLM Print strategy, PLM Digital strategy and Lecture Strategy by considering Pre Achievement of Voice as covariate.
5.To study the effect of Treatment, Gender and their interaction on Achievement in English Grammar by considering Pre Achievement of English Grammar and Intelligence as covariates.
6.To study the Reaction towards PLM Print Strategy of students.
7.To study the Reaction towards PLM Digital Strategy of students.
Table of Contents
1.0.0 INTRODUCTION
1.1.0 BACKGROUND OF THE PROBLEM
1.2.0 IMPORTANCE OF ENGLISH GRAMMAR
1.3.0 INSTRUCTIONAL STRATEGY
1.4.0 CONCEPT OF PROGRAMMED LEARNING:
1.5.0 TYPES OF PROGRAMMED LEARNING
1.6.0 FUNDAMENTAL PRINCIPLES OF PROGRAMMING
1.7.0 INTEGRATING PLM WITH OTHER TECHNIQUES
1.8.0 CONCEPT OF COMPUTER ASSISTED INSTRUCTION
1.9.0 RATIONLE
1.10.0 TITLE
1.11.0 STATEMENT OF THE PROBLEM
1.12.0 OBJECTIVES
1.13.0 HYPOTHESES
1.14.0 ASSUMPTIONS
1.15.0 OPERATIONAL DEFINITIONS OF TERMS
1.16.0 SCOPE AND LIMITATION
2.0.0 INTRODUCTION
2.1.0 PROGRAMMED LEARNING MATERIAL ON MATHEMATICS
2.2.0 PROGRAMMED LEARNING MATERIAL ON SCIENCE
2.3.0 PROGRAMMED LEARNING MATERIAL ON HINDI
2.4.0 PROGRAMMED LEARNING MATERIAL ON ENGLISH
2.5.0. PROGRAMMED LEARNING MATERIAL ON SANSKRIT
2.6.0 PROGRAMMED LEARNING MATERIAL ON GEOGRAPHY
2.7.0 PROGRAMMED LEARNING MATERIAL ON SOCIAL SCIENCE
2.8.0 PROGRAMMED LEARNING MATERIAL ON EDUCATIONAL PSYCHOLOGY
2.9.0 PROGRAMMED LEARNING MATERIAL ON OTHER SUBJECTS
2.10.0 RESEARCH STUDIES RELATED TO COMPARISION OF PROGRAMMED LEARNING MATERIAL WITH CONVENTIONAL METHOD
2.11.0 RESEARCH STUDIES RELATED TO COMPUTER ASSISTED INSTRUCTION
3.0.0 INTRODUCTION
3.1.0 SAMPLE
3.2.0 DESIGN
3.3.0 TOOLS
3.3.1 INTELLIGENCE
3.3.2 ACHIEVEMENT TEST OF ENGLISH GRAMMAR
3.3.3 TEST OF ADJECTIVES AND DEGREES
3.3.4 TEST OF VOICE
3.3.5 TEST OF DIRECT INDIRECT SPEECH
3.3.6 REACTION TOWARDS PROGRAMMING LEARNING MATERIAL
3.4.0 PROCEDURE OF DATA COLLECTION
3.5.0 STATISTICAL ANALYSES
4.0.0 INTRODUCTION
4.1.0 STEPS OF DEVELOPMENT OF PLM
4.2.0 SELECTION OF CONTENT
4.3.0 CONTENT ANALYSIS
4.3.1 CONTENT ANALYSIS OF ADJECTIVES
4.3.2 CONTENT ANALYSIS OF DEGREES
4.3.3 CONTENT ANALYSIS OF VOICE
4.3.4 CONTENT ANALYSIS OF DIRECT – INDIRECT SPEECH
4.4.0 TERMINAL BEHAVIOUR
4.4.1 TOPIC: ADJECTIVE
4.4.2 TOPIC: DEGREES
4.4.3 TOPIC: VOICE
4.4.4 TOPIC: DIRECT INDIRECT SPEECH
4.5.0 ENTRY BEHAVIOUR
4.6.0 ACHIEVEMENT TEST
4.7.0 FORMATS AND STYLE
4.8.0 FRAME COMPONENTS
4.9.0 RESPONSE MODE
4.10.0 FRAME SIZE
4.11.0 TYPES OF FRAMES
4.11.1 INTRODUCTORY FRAMES
4.11.2 TEACHING FRAMES
4.11.3 PRACTICE FRAMES
4.11.4 TESTING FRAMES
4.12.0 PROMPTS
4.12.1 FORMAL PROMPTS
4.12.2 THEMATIC PROMPTS
4.13.0 FRAME SEQUENCE
4.14.0 INITIAL TRY-OUT
4.14.1 INITIAL TRY OUT AT EXPERT LEVEL
4.14.2 INITIAL TRY OUT AT INDIVIDUAL LEVEL
4.14.3 FINAL DRAFT
5.0.0 INTRODUCTION
5.1.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT IN ENGLISH GRAMMAR OF STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY BY CONSIDERING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AS COVARIATE.
5.2.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT OF ENGLISH GRAMMAR OF PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY GROUPS BY CONSIDERING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AND INTELLIGENCE AS COVARIATES
5.3.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT OF THE CONCEPTS OF ADJECTIVES AND DEGREES OF THE STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY
5.4.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT OF VOICE OF THE STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY
5.5.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT IN DIRECT INDIRECT SPEECH OF THE STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY
5.6.0 EFFECT OF TREATMENT, GENDER AND THEIR INTERACTION ON ACHIEVEMENT OF ENGLISH GRAMMAR
5.6.1 EFFECT OF TREATMENT ON ACHIEVEMENT OF ENGLISH GRAMMAR
5.6.2 EFFECT OF GENDER ON ACHIEVEMENT OF ENGLISH GRAMMAR
5.6.3 EFFECT OF INTERACTION BETWEEN TREATMENT AND GENDER ON ACHIEVEMENT OF ENGLISH GRAMMAR
5.7.0 REACTION TOWARDS PLM PRINT STRATEGY
5.8.0 REACTION TOWARDS PLM DIGITAL STRATEGY
6.0.0 INTRODUCTION
6.1.0 FINDINGS
6.2.0 COMPARISON OF PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY IN TEMS OF ACHIEVEMENT OF ENGLISH GRAMMAR
6.3.0 EFFECT OF GENDER ON UNDERSTANDING OF ENGLISH GRAMMAR CONCEPTS
6.4.0 EFFECT OF INTERACTION BETWEEN TREATMENTS AND GENDER ON UNDERSTANDING OF ENGLISH GRAMMAR CONCEPTS
6.5.0 REACTIONS TOWARDS PLM PRINT STRATEGY
6.6.0 REACTIONS TOWARDS PLM DIGITAL STRATEGY
7.0.0 INTRODUCTION
7.1.0 BACKGROUND OF THE PROBLEM
7.2.0 RATIONLE
7.3.0 STATEMENT OF PROBLEM
7.4.0 OBJECTIVES
7.5.0 HYPOTHESES
7.6.0 ASSUMPTIONS
7.7.0 OPERATIONAL DEFINITIONS OF TERMS
7.8.0 SAMPLE
7.9.0 TOOLS
7.10.0 DESIGN
7.11.0 PROCEDURE OF DATA COLLECTION
7.12.0 DATA ANALYSES
7.13.0 FINDINGS
7.14.0 IMPLICATIONS
7.15.0 SUGGESTIONS FOR FURTHER RESEARCHES
Research Objectives and Themes
The primary aim of this study is to enhance the achievement of Class IX students in English grammar by developing and comparing the effectiveness of two distinct instructional strategies: Programmed Learning Material in Print Strategy (PLM Print) and Programmed Learning Material in Digital Strategy (PLM Digital), against the conventional lecture-based teaching method.
- Development of Programmed Learning Material (PLM) in both Print and Digital formats for English grammar.
- Comparative analysis of student achievement using PLM Print, PLM Digital, and Lecture strategies.
- Investigation of the effects of student intelligence and gender on learning outcomes.
- Assessment of student reactions toward the implemented instructional strategies.
- Integration of interactive learning components (discussions, exercises, feedback) into the PLM frameworks.
Excerpt from the Book
1.0.0 INTRODUCTION
The present study entitled ‘Development of Instructional Strategies for Teaching English Grammar and Study their Effectiveness in Terms of Achievement in English Grammar and Reaction Towards the Instructional Strategies of Class IX Students’ belongs to the area of Educational Technology. The main aim of the study was to enhance achievement of English Grammar through Programmed Learning Material in Print Strategy (PLM Print Strategy) and Programmed Learning Material in Digital Strategy (PLM Digital Strategy).
In the present chapter details in respect of importance of English Grammar, Concept of Programmed Learning, Types of Programmed Learning, Fundamentals Principles of Programmed Learning, Integrating PLM with other Methods, Concept of Computer Assisted Instruction, Rationale of the study, Statement of the problem, Title, Objectives, Hypothesis, Assumptions, Operational Definitions of the terms, Scope and Limitations of the study are given in separate captions.
Summary of Chapters
CHAPTER I INTRODUCTION: This chapter provides an overview of the study, including the background, importance of English grammar, key concepts of programmed learning, and the specific research objectives and hypotheses.
CHAPTER II: REVIEW OF RELATED LITERATURE: This chapter surveys previous research conducted in India and abroad regarding programmed learning materials and computer-assisted instruction across various school subjects.
CHAPTER III: METHODOLOGY: This chapter outlines the research design, detailing the sampling process, the specific tools used for data collection (such as intelligence tests and grammar achievement tests), and the procedure for collecting data from the experimental and control groups.
CHAPTER IV: DEVELOPMENT OF PROGRAMMED LEARNING MATERIAL: This chapter describes the systematic development process of the print and digital programmed learning materials, including content analysis, frame creation, and validation steps.
CHAPTER V: RESULTS AND INTERPRETATION: This chapter presents the statistical analysis of student performance data, comparing the effectiveness of the print and digital PLM strategies against the lecture method while accounting for covariates like pre-achievement and intelligence.
CHAPTER VI: DISCUSSION ON RESULT: This chapter provides a critical discussion of the study's findings, interpreting the performance differences observed between the instructional groups and validating the results with existing literature.
CHAPTER VII: SUMMARY AND IMPLICATIONS: This final chapter synthesizes the entire research project, offering conclusions and practical implications for educators, parents, and curricular planners to improve English grammar instruction.
Keywords
Programmed Learning Material, English Grammar, Instructional Strategies, PLM Print Strategy, PLM Digital Strategy, Educational Technology, Student Achievement, Operant Conditioning, Computer Assisted Instruction, Secondary Education, Teaching Methodology, Classroom Interaction, Cognitive Development, Learning Outcomes, Educational Research.
Frequently Asked Questions
What is the primary focus of this research?
The study focuses on developing and evaluating the effectiveness of two specific instructional strategies—Print and Digital Programmed Learning Material—for teaching English grammar to Class IX students.
What are the central themes of this research?
The research explores educational technology, programmed learning techniques, the effectiveness of self-paced learning, and the comparison of digital vs. print vs. traditional lecture methods in grammar instruction.
What is the main research objective?
The main objective is to determine if Programmed Learning Material (in both print and digital forms) significantly enhances student achievement in English grammar concepts compared to traditional lecture-based methods, considering student intelligence and gender as moderating variables.
Which scientific methods are utilized in this study?
The study employs an experimental non-equivalent control group design, using statistical techniques like Analysis of Covariance (ANCOVA) to compare student test scores while controlling for pre-existing knowledge and intelligence levels.
What does the main body of the work address?
The main body covers the theoretical foundations of programmed learning, a thorough review of related literature, the methodological framework, the detailed construction of the instructional materials, and the presentation of experimental results and findings.
Which keywords characterize this work?
Key terms include Programmed Learning Material, English Grammar, Educational Technology, Digital Strategy, Print Strategy, and Student Achievement.
How does the digital strategy incorporate technology?
The digital strategy uses Java-based software programs and Microsoft Access 2007, along with PowerPoint presentations, to present learning frames on computers, allowing for self-paced, interactive instruction.
How did the author minimize the lack of human interaction in programmed learning?
The author mitigated this drawback by integrating the Programmed Learning Material (PLM) with supplemental activities, including classroom discussions, personal interactions with the instructor, collaborative solving of exercises, and immediate feedback mechanisms.
- Arbeit zitieren
- Manisha Indani (Autor:in), 2011, Development of Instructional Strategies for Teaching English Grammar and Study their Effectiveness in terms of Achievement in English Grammar. Reactions Towards the Instructional Strategies of class IX students, München, GRIN Verlag, https://www.grin.com/document/1010922
