The main objective of this study was to develop online self learning material of English grammar for the Students, aiming to inculcate the habit of self learning. It was designed by considering the need of the students of class XI and XII . To enable the students to access material with their own convenience, the developed online learning material was uploaded on the website, developed by the investigator. Using multi-stage sampling technique, eight Higher Secondary Schools, from Maharashtra were selected. Non-equivalent control group design was employed. Objective of the study was to compare adjusted mean scores of concept attainment of English grammar concepts of students learnt through online learning material and conventional method by considering pre-attainment of English Grammar Concepts as co-variate.
The data related to this objective were analyzed with the help of analysis of covariance.
Table of Contents
INTRODUCTION
OBJECTIVES
HYPOTHESIS
METHOD
RESULTS
DISCUSSIONS ON RESULS AND IMPLICATIONS
IMPLICATIONS
REFERENCES:
Objectives & Research Themes
The primary objective of this study is to assess the effectiveness of an online self-learning website compared to traditional teaching methods for English grammar among Higher Secondary (class XI and XII) students, aiming to foster learner autonomy.
- Development of a dedicated online self-learning platform for English grammar.
- Application of experimental research using a non-equivalent control group design.
- Comparative analysis of concept attainment scores between online and conventional instruction.
- Investigation of the impact of individual learner pace and self-motivation.
- Evaluation of digital tools like Concept Maps, PLMs, and PPTs in enhancing grammar comprehension.
Excerpt from the Book
METHOD
The main aim of the study was to develop the Online Self Learning Material for English Grammar and to study its effectiveness in terms of Concept Attainment of English Grammar. While developing self learning material content analysis method was used. After development of Self Learning Material, to study its effectiveness, experimental research method was used. The research design applied for conducting experiment was Non equivalent Control Group Design. According to Campbell and Stenley (1963), the layout of this design is as given under:
O1 X O3
---------------------------
O2 ---- O4
Where O1 and O2 are pre-test and O3 and O4 are post test and X is experimental treatment. Eight different groups were selected from the randomly selected colleges. These eight groups were randomly divided into two group i.e. experimental group and control group.In the present research study the variables are as follows:
i) Dependent Variables: Achievement Scores
ii) Independent Variables: Self study material on the website and in CDs
iii) External variables: Students’ Interest, Medium of Instructions, Socio- economic status of students
It was an experimental study, in which before starting experiment, Online Self Learning Material for English grammar was developed in digitalized form. The website named www.learngrammareasy.com was developed.
Summary of Chapters
INTRODUCTION: This chapter highlights the rapid evolution of English language teaching due to technological advancements and the necessity for learner-centered, self-paced study materials.
OBJECTIVES: This section defines the specific goals of the research, focusing on the creation of online learning materials and comparing their efficacy against conventional classroom methods.
HYPOTHESIS: This chapter establishes the null hypothesis, positing that there is no significant difference in student performance between the two instructional groups when controlling for prior knowledge.
METHOD: This chapter details the experimental design, including the use of a non-equivalent control group, the selection of study participants, and the variables involved in the research.
RESULTS: This section presents the statistical findings derived from the Analysis of Covariance (ANCOVA), demonstrating the performance gap between the online and conventional groups.
DISCUSSIONS ON RESULS AND IMPLICATIONS: This chapter interprets the findings, suggesting that self-learning platforms enhance student engagement and comprehension by shifting the focus from teacher-centered to learner-centered activities.
IMPLICATIONS: This section discusses the practical benefits of the study for teachers, students, parents, and educators in integrating digital tools into the educational curriculum.
REFERENCES: This section lists the academic sources and previous studies that support the current research on computer-assisted instruction and grammar learning.
Keywords
Online learning, Computer Assisted Learning, Self Learning Material, English Grammar, Concept Attainment, Digital Technology, Learner Autonomy, Educational Innovation, Non-equivalent Control Group, Statistical Analysis, ANCOVA, Secondary Education, Instructional Strategy, Grammar Teaching, Web-based Learning.
Frequently Asked Questions
What is the core focus of this study?
The study investigates the effectiveness of online self-learning materials for English grammar in improving concept attainment among higher secondary students compared to traditional teaching methods.
What are the primary themes addressed?
The core themes include learner autonomy, the integration of digital technology in education, the comparison between computer-assisted instruction and lecture-based learning, and the development of tailor-made online resources.
What is the main research question or goal?
The goal is to determine if students learn English grammar more effectively through a custom-developed website (offering self-paced materials) than through standard, teacher-led classroom instruction.
Which research methodology was applied?
The research employed an experimental method using a non-equivalent control group design, with data analyzed via Analysis of Covariance (ANCOVA) to compare student performance.
What topics does the main body cover?
The main body covers the development of the web platform, the selection of the research population, the procedures for data collection over a six-month period, and the subsequent statistical analysis of results.
What are the key descriptive terms for this research?
Key terms include Online Learning, Computer Assisted Learning, Self-Learning Material, and Concept Attainment.
How were the online materials structured for the students?
The materials were categorized by topic (e.g., Adjectives, Voice, Reported Speech) and provided in multiple digital formats, including Concept Maps, Programmed Learning Material (PLM), and written notes.
Why did the author specifically choose higher secondary students for this study?
The author argues that students at the class XI and XII level are sufficiently mature and motivated to engage in self-directed learning, making them ideal candidates for testing self-learning tools.
What were the major findings regarding the online group?
The results showed that the online learning group achieved significantly higher concept attainment scores than the conventional group, suggesting the effectiveness of the digital, self-paced approach.
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- DR. Kiran Dammani (Autor:in), 2021, Effectiveness of a Tailor Made Website for Teaching and Learning English Grammar, München, GRIN Verlag, https://www.grin.com/document/1060829
