Anmerkungen:
In: American Based Research Journal, Vol. 7 Issue 12, December 2018
Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments 2018 erstellt
Beschreibung:
The research study was conducted to investigate the effects of innovative teaching strategies (simulation, brainstorming, peer tutoring, cooperative learning, discovery learning, inquiry learning, and role play) on academic achievements at the secondary level in the subject of Chemistry. The study was experimental research by nature, so pre-test, post-test control group design was adopted and the sample of eighty (80) students of 9th grade from Govt. High School Warburton (City) out of the population of 387 students were divided into control and experimental groups with 40 students (control group) and (experimental group) each. Units (1-4) from the chemistry book 9th grade published by Punjab Text Book Board Punjab were selected as contents of study and two achievements tests (Pre & Post) in chemistry were developed having 20 multiple choice items. The validity of the instruments was assured by the expert opinions of three experts and the reliability of the instruments was assured using test-retest techniques having 0.856 Pearson's product moment. Pre and post tests were administered to the Experimental and Control groups by the researcher along with the two other teachers and data was collected. The data collected were tabulated, mean score and standard deviation statistics were used to explore the answers of the research questions while the t- test statistics were employed to test the hypothesis for the analysis and interpretation of data. It was concluded from the analysis and interpretation of data that innovative teaching strategies affect the academic achievements positively and was recommended that Government may ensure the implementation of the law of teaching the science subjects at the secondary level with innovative teaching strategies to enhance the academic achievements of the students