Dr P.Sivakumar Professor of Education: 2012

EFFICACY OF GUIDED EXPLORATION STRATEGY IN LEARNING LIFE SCIENCE

Dr. P. SIVAKUMAR,

Professor of Education, DDE, Alagappa University,

Karaikudi, Tamil Nadu, India

ABSTRACT

In the newly developed strategy the indomitable position of teacher as a facilitator in the teaching and learning process is recognized and at the same time adequate opportunities are provided to the learners to learn concept themselves. The newly developed learning strategy has six phases which are as follows; Phase I Introductory Review, Phase II Encounter the Learning Situation, Phase III Exploration of Relevant, Phase IV Experimentation, Phase V Deriving Inference, and Phase VI Event Analysis. A two tire experimental design was planned for this study. They are ;i) Single Subject Try Out, ii) Small group Try out. For single subject tryout a under graduate student from life science was selected. For the small group try out twenty U.G students were selected from Alagappa Government Arts College Karaikudi based on age, socio-economic factors, and I.Q.The students were randomly assigned to experimental and control groups. In each group, there were ten students. The experimental treatment was given for two months. Achievement test and student attitude scale (SAS) were developed and validated for the collection of the data. Based on the analysis of collected date it was found that the newly developed learning strategy is found to be effective for the single student and for the small group try out. In the single subject try out the post test performance of the subject is better than that of the pre test performance. The repeated measurement of the performance of the subject during the experimental period reveals the linear progress of the score.In the case of small group try out it is found that the mean scores of experimental group are higher than that of mean scores of control group, indicating significant difference at 0.01 level. Moreover, the experimental group has expressed a more favourable attitude towards guided exploration strategy. In this newly developed strategy learners are gradually entered in to the learner-structured situations, there by ensuring independent investigation. This strategy is highly beneficial to attain optimum results in teaching and learning process.

Key words: Guided Exploration, Science process skills, discrepant event, Inference, and experimentation

INTRODUCTION

Guided Exploration is a way to promote the scientific investigation ability among the students. The students are actively involved in the scientific process through the concrete materials by which the teacher bring them nearer to the 'Scientism' and attain the concepts and theories. The science - process skills can be developed by providing concrete experiences, which must be geared from the students' prior knowledge and their innate abilities where the teacher's role is indispensable. Wolfinger (1984) maintains that the learners do not effectively learn science by reading or listening. Rather students learn best through first-hand experiences with concrete materials by engaging in the process of science as a means of learning the content of science. The Guided Exploration Strategy provides this type of first hand experiences with concrete materials and thereby the learners engage in the process of science and learn the scientific concept.

Today’s learners have to be competent to face the different challenges in their future. The learner’s knowledge with the excepted skills projects them to be employable. These skills can be inculcated and strengthened through different strategies of learning (Ramnath and Sivakumar,2011). But still many science teachers are predominantly following the expository mode of teaching. Bruner (l961) makes a strong attack against the expository mode of teaching in which the teacher makes practically all decisions and the students in essentially in a passive, receptive role. He advocates that there should be an active role in the discovery mode of teaching where instead of being told the content by the teacher, the students discover the principles or concepts which are to be learned. But, Torrance (1966) criticizes the discovery learning as over estimating the ability of the student to benefit from his experiences without any guidance. He further observes that "if a learner is not given any guidance or direction, there is danger of emotional disturbance, of giving up, or of failing to keep going. Man has to have some anchor in reality and he has to have some guides to behaviour in order to behave effectively". Thus, a moderate position of teacher in the learning process is suggested. In the newly developed strategy the moderate position of teacher is emphasized through necessary guidance.

OBJECTIVES OF THE STUDY

The following are the objectives of the study;

i. To develop a new teaching strategy in life science based on exploration method at under graduate level.

ii. To find out the effectiveness of the newly developed strategy in teaching life science at under graduate level.

iii. To find out the attitude of the learner towards the newly developed strategy.

HYPOTHESES OF THE STUDY

The present study has both major and specific hypotheses;

Major Hypothesis

i. The guided exploration strategy is more effective than the traditional method in teaching life science.

Specific Hypotheses

i. There exists variation between pre and post-tests mean scores of the single subject try-out.

ii. There exists significant difference between the means the experimental and control groups.

iii. There exists significant difference between the pre and post attitude mean scores of experimental group.

DESCRIPTION OF GUIDED EXPLORATION STRATEGY

The newly developed learning strategy has six phases which are as follows:

Phase I: Introductory Review

In the first step, namely introductory review, the teacher has to explain the nature of the exploration strategy. The general procedures that are ought to be followed, should be explained by teacher without affecting the charming of learning process. The essential feature of this phase is to prepare the learner in accordance with the line of the strategy. The teacher may illustrate the way of making an experiment including writing hypotheses, controlling variables and drawing conclusion.

Phase II: Encounter the Learning Situation

The second phase starts with a discrepant event to focus the learner’s attention. Anderson (1969) calls the ‘discrepant event’ as ‘mind capture’, which should provide visual contact, economical power, not over stimulate, focus learners’ attention, and be suspenseful. The discrepant event in science finds its base in the theory of cognitive dissonance by Festinger (1957).

Waefjen (1969) states that the discrepant event is a dissonant situation, which results in the arousal of conflict with a consequent need for learner to assimilate or articulate the unknown, incongruous, or unfamiliar material into his cognitive structure. To do this he engages in exploratory behaviour. Lien (1982) emphasized that the discrepant science demonstration is mainly used for its motivational effects on the learner, which causes activity aimed at dissonant reduction and subsequent knowledge – seeking behaivour.

The formulation of a descript event requires some thought, although the strategy can be based on relatively simple problems – a puzzle, riddle or magic trick – that do not require much background knowledge. Thus, the teacher presents the discrepant event to motivate the learner, which causes activity that aims at reducing dissonance and subsequently increasing knowledge – seeking behaviour. Then students discuss the events they see or experience. The teacher streamlines discussion to make it a fruitful one. There are some occasions wherein the teacher does not pick problems that are truly puzzling to the learners. In such cases, the discrepant event may be introduced in the form of questions as suggested by Joyce and Weil (1985).

Phase III: Exploration of Relevant

In this phase, teacher helps learners identify the relevant variables from discussion which provides way to shape the problem statement. Now the students elimate the irrelevant variables and further refinement of the problem is done.

Phase IV: Experimentation

During experimentation students design and perform experiment with necessary guidance from the teacher. The role of teacher is to help the students eliminate the extraneous factors or to consider their probable influence at the time of experimentation. Furthermore, teacher should verify whether all essential conditions related to the phenomenon are taken into account.

Phase V: Driving Inference

Based on the analysis students present their results. Teacher assists in shaping the explanation related to the problem. After presentation of results the students should drive inference with the help of teacher. This phase may be difficult one at the beginning stage but in later stage it will be easy due to the proper guidance and practice rendered by the teacher.

Phase VI: Event Analysis

The last phase is event analysis, in which students summarises, the event in logical sequence. This step is meant for analysis of entire learning processes.

EXPERIMENTAL DESIGN

A two tier experimental design was planned for this study. They are;

· Single-Subject Try-out, and

· Small Group Try-out

The ‘A–B’ design was followed for single-subject try-out. The letter 'A' stands for the baseline condition and 'B' for the treatment condition. For the small group try-outs, the investigator adopted 'pre-test - post -test control group design.

COMPOSITION OF THE GROUP

A learner from a college at Karaikudi, Tamil Nadu, India selected by the investigator for the single-subject try-out. For the small group try-out, twenty students of the same college were selected. The students were randomly assigned to experimental and control groups. In each group, there were ten students. The homogenous groups were selected on the basis of age, socio - economic status, intelligence test and achievement marks in the academic examination.

RESEARCH TOOLS

The following tools were developed and validated for collection of data from student respondents:

i. Achievement Test (For pre and post-tests administration)

ii. Student Attitude Scale (SAS) - to study the attitude of the experimental group towards the Guided Exploration Strategy.

ADMINISTRATION OF PRE AND POST TESTS

The pre-test was personally administered by the investigator. The main purpose of the criterion test for the pre-test was to know the entering behaviour of students. Suggestions made by Ebel (1972) and De Cecco' and William Crowford (1977) were carefully considered. After the application of the Guided Exploration Strategy to the experimental group which lasted for two months, the post-test was administered by the investigator to all the students with one and half an hour duration. The post-test was intended to find out the terminal behaviour of the students.

APPLICATION OF GUIDED EXPLORATION STRATEGY

The experimental group was exposed to the Guided Exploration Strategy and the control group was taught through traditional method of instruction. The traditional method includes the routine lectures with explanation and diagrammatic illustration which is expository in nature.

DATA ANALYSIS

The data were collected by controlling extraneous variables, internal and external threats of the experimentation. Thus objectivity was ensured in the data collection procedures. The collected data were then statistically treated. The following statistics were employed;

i. Percentage of Scores,

ii. Mann - Whitney 'U' test, and

iii. Wilcoxon Matched Pairs Signed - Rank Test

Percentage of Scores

The percentage scores of the sample were recorded by the investigator in a test conducted at the end of every week. It continued for six weeks in the pre-treatment and for another six weeks during the treatment period. Table 1 shows the percentage of scores of the tests administered to the single subject for a period of 12 weeks at the rate of one test per week. At the end of the sixth week, the treatment started.

Table 1

Percentage of Scores in the Single – Subject Try-Out

Before Treatment During Treatment

Weeks	1	2	3	4	5	6	7	8	9	10	11	12
Scores	37	39	36	40	32	38	46	53	59	65	71	76

During the first weekend, after the treatment had begun, there was an increase of eight percentage of scores. At the end of the second week, the score rose to fifty-three percentage. There was a continuous increase in the percentage of the scores at the end of the third, fourth and fifth weeks. Finally, the subject scored a maximum of seventy six percentage when the treatment was over. The continuous increase of scores is largely attributed to the Guided Exploration Strategy. The newly developed strategy proves to be an effective teaching strategy as evileged by the gradual increase of individual scores.

Differential Analysis

The experimental and the control groups in the small group are compared in terms of their pre and post-tests performance. The non-parametric statistics namely Wilcoxon Matched Pairs Signed Rank Test and Mann-Whitney 'U' Test are used to find out the significance of difference between the groups.

Comparison between Pre and Post-Tests of Control Group

The performance of the control group in its pre and post-tests is compared with the help of Wilcoxon Matched Pairs Signed Rank Test. The results are given below;

Table 2

Small Group: Comparison between pre and post-tests mean scores of control group (Wilcoxon Matched Pairs Signed Rank Test)

N	ST-	ST+	T	Critical Value of T	Significance
10	49	6	6	8	**

** Significant at 0.05 level for two tailed test

From Wilcoxon's table, it is found a 'T' of 8 or less is significant at 0.05 level for a two tailed test. The calculated 'T' is less than the critical value and this shows a significant difference between the mean scores of the control group in its pre and post-tests performance.

Comparison between Pre and Post-Tests Mean Scores of Experimental Group

The statistics applied for the control group are used for the experimental group. The outcomes of the Wilcoxon Matched Pairs Signed Rank Test are given in a tabular form.

Table 3

Small Group: Comparison between pre and post-tests mean scores of experimental group (Wilcoxon Matched Pairs Signed Rank Test)

N	ST-	ST+	T	Critical Value of T	Significance
10	54	1	1	8	**

** Significant at 0.05 level for two tailed test

From Wilcoxon's table, it is found a 'T' of 8 or less is significant at 0.05 level for two tailed test. The calculated 'T' is less than the critical value and this shows a significant difference between the mean scores of the experimental group in its pre and post-tests performance.

The post-test performance of the experimental group is better than that of its pre-test performance. The better performance of the experimental group in its post-test when compared with its pre-test performance is attributed to the effect of the treatment given. The effectiveness of Guided Exploration Strategy is thus established.

Comparison between Post-Test Mean Scores of Experimental and Control Groups

The post-test mean scores of the experimental and the control groups are compared to find out the significance of difference. The Mann-Whitney ‘U’ test is applied. Table No. 4 reveals the outcomes of the analysis.

Table 4

Small Group: Comparison between post-test mean scores of experimental and control groups (Mann – Whitney ‘U’ test)

Group	N	SR	U₁	U₂	U	Critical Value of U
Experimental	10	155	0	100	0	16**
Control	10	55	0	100	0	16**

** Significant at 0.01 level for two tailed test.

The above table reveals that the calculated U₁ value is less than the table value 16, indicating significant difference between the groups.

There exists significant difference between the post-test mean scores of the control and experimental groups. The experimental group excels the control group in the post-test performance. The table clearly reveals the supremacy of the Guided Exploration Strategy over the traditional method of teaching.

Comparison between Pre and Post Attitude Mean Scores of Experimental Group

Table 5

Significance difference between pre and post attitude mean scores of experimental group

N	ST-	ST+	T	Critical Value of T	Significance
10	52	3	3	8	**

** Significant at 0.05 level for two tailed test

From Wilcoxon’s table, it is found a T’ of 8 less is significant at 0.05 level for two tailed test. The calculated ‘T’ is less than the critical value and this shows that the experimental group expresses more favourable attitude towards the newly developed strategy.

DELIMITATIONS OF THE STUDY

The delimitations of the study were as follows;

i. The sample covered the first year U.G. students of a college in Karaikudi area.

ii. Only limited units from U.G Botany and Zoology syllabus prescribed by the Government of Tamil Nadu, India were covered for the experimental purpose.

iii. The experimental treatment was given only for two months.

MAJOR FINDINGS

The major findings of the study are as follows;

§ The Guided Exploration Strategy is found to be effective in single subject, and in small group try-outs. In the single subject try-out, the post-test performance of the subject is better than that of the pre-test performance. The repeated measurement of the performance of the subject during the experimental period reveals the linear progress of the scores.

§ In the case of the small group try-outs, it is found that the mean scores of the experimental group are higher than that of the mean scores of the control group, indicating significant difference at 0.01 level.

§ The experimental group has expressed a more favourable attitude towards the Guided Exploration Strategy.

RESEARCH IMPLICATIONS

On the basis of the findings, the following recommendations are made;

The present study has established beyond any shadow of doubt, the supremacy of the Guided Exploration Strategy over the traditional method of teaching. This strategy is effective in teaching life science at the Under Graduate level. In the present education scenario, the teachers who shoulder the responsibility of shaping learners should take note of the recent developments in modern education. Depending upon the requirements of the learners and the society, they have to adopt newer approaches, techniques and methods. Torrance (1966) maintains that if a learner is not given any guidance or direction, there is a danger of emotional disturbance of giving up of feeling to keep going. In the present strategy, teacher plays a significant role as a guide to the learner to investigate the problem based on scientific process. Therefore, it is recommended that the new strategy be employed by the teachers of all science subjects to make the teaching more effective and more meaningful.

Educational experts in India severely criticise the existing science curriculum. It is pointed out that the science curricula at various levels are defective and fail to fulfil the requirements of the individual and the society. The science curriculum do not include much inputs that foster scientific ability, ability to formulate hypothesis and of testing it, individual thinking etc., The critics point out the dominance of 'rhetoric' aspects in science curriculum.

Rhetoric conclusion is a kind of exposition characterised by a series of unqualified positive statements as seen in the conventional text book. While criticising the 'rhetoric conclusions', it is stated that the content of biology should not be taught as a 'rhetoric conclusion' as the text book remains to be biological almanac. The rhetoric conclusion has two unfavourable effects on the students. First, it gives the impression that science consists of unalterable fixed truth. But it is incorrect. Scholars generate theories and explanations. Years later, these are pushed aside by new theories. The second one is, it tends to convey the impression that science is complete. But, the fact is, scientific investigation is still going on. Hence, rhetoric conclusion should be removed from the existing science curriculum and it is needed to prepare the learning materials in such a way to trigger the students to investigate the given problem effectively. Therefore, there is a need to revise the existing curriculum which must be need based and flexible.

The Guided Exploration Strategy provides more opportunities to the learners for independent investigation of the problem. It allows the students to investigate in a logical way. Students formulate hypotheses, test them, and arrive at final conclusions. Hypothesis formulation is an intellectual activity and one should have the capabilities to formulate hypothesis for testing and verification. The learners have to design and perform experiments with the help of teacher. At the time of experimentation, learners eliminate extraneous factors or to consider their probable influence. Wolfinger (1984) states that "in general, teaching the experimental process moves from highly structured situations to situations which the student structures alone. In this way, the learners gain more and more independence in the use of the experiment to enlarge his or her knowledge of the content of science". Because of the difficulty in using experimental processes, the learners have to be directed to execute the experimentation at the beginning stage, however, when they perform the experiment, there is no need for guidance from teacher. Hence, the learners have to be gradually shifted from teacher-structured situations to learner-structured situations, thereby ensuring independent investigation. This teaching strategy is highly beneficial to attain optimum results in the teaching - learning process.

The Guided Exploration Strategy encompasses different activities carried out inside and outside the classroom. Owing to the rigidity of the curriculum, the instruction is normally confined within the four walls of the classroom. The Social Learning Theory, Naturalism and Pragmatism advocate that the learner must be exposed to the environment and thereby meaningful learning would be attained. The administrative authorities should make necessary provision for such flexibility in the higher education system. A provision of 'autonomy' in this direction will definitely bring fruitful results in higher education.

CONCLUSION

The guided exploration strategy is characterized by the active involvement of the learner in scientific process along with proper guidance of teacher which is indispensable in teaching-learning process. It is originated in a belief that both teacher and students share equal responsibilities in learning process. The general goal of the strategy is to provide the necessary guidance in such a manner as to develop the intellectual discipline and skills. The Guided Exploration Strategy is neither teacher - centered nor learner - centered, but incorporates both teacher and learner activities. The indomitable position of teacher as a guide in teaching - learning process is recognized and at the sametime, adequate opportunities are provided to learners to learn the concept themselves.

REFERENCES

Anderson, H.O (Ed.), (1969) Preparing Performance Objectives, In: Reading in Science Education for the Secondary Schools, New York: The MacMillan Co.

Bruner, J. S. (1961). The Act of Discovery, Harvard Education- Review, 31.

Ebel, et al. (1972), Essentials of Educational Measurement, Englewood Cliffs, N.J. Prentice Hall, Inc.

De Cecco, John P and CRowford William (1977), The Psychology of Learning and Instruction; Educational Psychology, New Delhi, Prentice Hall of India.

Festinger, Leon (1957), A Theory of Cognitive Dissonance, Row, Peterson and Co.

Loyce Bruce and Weil, (1985). Marsha. (1985). Models of Teaching, New Delhi: Prentice - Hall of India Private Limited.

Liem (1982), The Role of Discrepant Events in the Teaching of Science. In: Wanchao V.N. (Ed), 1982 World Views on Science Education, New Delhi: Oxford and IBH Publication Co.

Ramnath, R, and Sivakumar, P. (2011). Constructivism Based Learning Strategy in Enhancing Science process Skills of the students of Secondary schooling. Research and Reflection on Education, Vol.09, No.02, pp.18-21.

Sivakumar, P, and Krishnaraj, R. (2005). Information Processing Models of Teaching - Theory and Research, Hyderabad: Neelkamal Publications.

Torrance, E.P. (1966), History of the Concept ‘Guided Learning’ and its Application in Teaching for Creative Development. In : Ojemann R.R. (Ed), Giving Emphasis to Guided Learning, Cleveland: Educational Research Council of Greater Cleveland.

Wolfinger, M. Donna (1984), Teaching Science in the Elementary School Content, Process and Attitude, Boston: Little Brown & Company.

Waetinger, Leon, (1969). Learning and Motivation: 'Implication for the Teaching of Science’, Readings in Science Education for the Secondary School, New York : The MacMillan Co.

Wednesday, April 18, 2012

Wednesday, February 22, 2012

Tuesday, February 21, 2012

ENHANCING READING SKILLS THROUGH MULTIMEDIA

by

DR.PHILOMENA & Dr.P.SIVAKUMAR

Publication : Neelkamal publication New Delhi

Total number of pages in the book - 262

CONTENTS

1. READING

English Language and Language Curriculum

Decoding

Models of Reading

Theories of Reading Comprehension

Reading Comprehension Strategies

4. PRIOR KNOWLEDGE

The Role of Prior or Background Knowledge in Reading

Knowledge of the World

Cultural Knowledge as Reader’s Experience

5. MULTIMEDIA

Technology and Language Curriculum

Reading and CALL

The Role of Multimedia in Reading Comprehension

Advantages of Using Multimedia in Teaching

Pedagogical Implications

Remedial Measures

Teacher Responses that Further Build Word Knowledge

Organization of the Review of Related Literature

Studies Related to CAI and Multimedia Assisted Learning

Studies Related to CAI and

with Reference to English – Abroad

Multimedia Assisted Learning

with Reference to English – India

Studies Related to CAI and Multimedia Assisted Learning

with Reference to Achievement – Abroad

Summary of the Review of Related Literature

Friday, February 10, 2012