Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/231922
Title: Construction of a Remedial Instructional Package through Diagonostic Test on Identified Basic Skills in Mathematics for Secondary Students
Researcher: Saraswat, Pawan
Guide(s): Tyagi, P.S.
Keywords: Social Sciences,Social Sciences General,Education and Educational Research
University: Dayalbagh Educational Institute
Completed Date: 2016
Abstract: In the present study researcher construct a remedial instructional package through diagnostic test on identified basic skills in mathematics for secondary students. In present study experimental method was followed to collect the relevant data. 100 backward students from five zones of Agra city i.e. East, West, North, South and Central zone were taken. To collect the relevant data self-made and standardized tools were used for this study. To analysis and interpretate the date Mean, Standard deviation, Percentage, Graphical representation were used. It was found that the backward learners in mathematics have meager knowledge in on Technical terms (64.58%) 70.65% students were found weak in various concepts errors were committed and on Definitions related 60.50% errors were identified. After the diagnosis of the weak areas of backward learners in mathematics, the self-prepared remedial instructional package implemented to backward students in mathematics. It was found that remedial teaching program was positively affected their achievement in mathematics. After remedial teaching overall 5-10% learning errors were reduced. 60% students were backward found to have average level of Intelligence, 27% students were found to have low level of Intelligence, 7% students were found Intellectual defective. Only 6% students were found to have above average intelligence level. There was no student found superior intellectual level. Regarding mathematics Anxiety 48% backward students were found to have high anxiety level other categories like average anxiety 39% and low anxiety 13% students were found. 68% backward students in mathematics were Only 10% were found to have negative Attitude towards Mathematics. Regarding Study Habits mostly students were showing low comprehension capacity they can t relate new topics from previous knowledge so they are unable to set a picture about new problems in subject. They also not have a good score in concentration, while concentration is the main aspect to learning. Task orientation mean is also approximately equal to low group mean. Drilling scores are showing that students are trying to learn but due to concentration and comprehension problems they are not success to achieve high level of learning. In recording and language mean scores are also low. Overall mean score is also approximately equal to lower group mean. So it can be say that selected group have not good study habits this may affect their understanding in mathematics. Regarding locus of control 58% students have shown external locus of control. Only 42% students were found to have internal locus of control. Regarding cognitive style remaining 75% students were found field dependent , only 25% students were found field independent. The researcher held a five days lecture cum guidance and counseling program to scholastic backward students in mathematics at different zones East, West, North, South and Central zone of schools of Agra city. It was found that after the counseling program learning backward students have gained in his achievement scores. The calculated mean values of post-1 achievement and post-2 achievement scores were found 43.22 and 49.40 respectively. The calculated critical ratio value was found 5.51, which is significant at 0.01 level. It was found that in the first phase learning errors were found 66.50%, in second phase learning errors were found 59.21% and after guidance and counseling program it was found only 39.38%. newline
Pagination: 
URI: http://hdl.handle.net/10603/231922
Appears in Departments:Department of Foundations of Education

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01_title.pdfAttached File83.77 kBAdobe PDFView/Open
02_certificate.pdf815.79 kBAdobe PDFView/Open
03_declaration.pdf377.17 kBAdobe PDFView/Open
04_abstract.pdf18.03 kBAdobe PDFView/Open
05_acknowledgement.pdf11.96 kBAdobe PDFView/Open
06_contents.pdf23.54 kBAdobe PDFView/Open
07_list_ of _tables.pdf27.59 kBAdobe PDFView/Open
08_list_ of_ figures.pdf20.93 kBAdobe PDFView/Open
09_chapter1.pdf87.43 kBAdobe PDFView/Open
10_chapter2.pdf87.51 kBAdobe PDFView/Open
11_chapter3.pdf516.56 kBAdobe PDFView/Open
12_chapter4.pdf1.15 MBAdobe PDFView/Open
13_chapter5.pdf273.18 kBAdobe PDFView/Open
14_conclusion.pdf69.02 kBAdobe PDFView/Open
15_summary.pdf76.42 kBAdobe PDFView/Open
16_bibliography.pdf90.74 kBAdobe PDFView/Open
17_appendix.pdf3.11 MBAdobe PDFView/Open


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