Effect of Concept Mapping and Guided Discovery Instructional Strategies on Attitude t owards Science of Slow Learners

Authors

  • Kamini Research Scholar, Department of Education, Panjab University, Chandigarh
  • Dr. Supreet Kaur Professor in Education, University School of Open Learning, Panjab University, Chandigarh

DOI:

https://doi.org/10.31305/rrijm.2022.v07.i05.009

Keywords:

Slow learners, Attitude towards Science, Concept Mapping, Guided Discovery

Abstract

All regular classrooms have a varied group of pupils based on their intelligence and academic performance. Slow learners are usually present in regular classrooms, unable to keep up with their peers academically, and struggle to meet the traditional academic demands of regular classrooms. They have the ability to gain all the basic academic abilities, but at a slower speed and depth than the mediocre student. This has led educators to modify their conventional teaching techniques to meet the needs of these learners. Attitudes towards science is an important factor in learning science. To develop the better attitude of slow learners towards science subject, concept mapping and guided discovery instructional strategies were examined. The present paper outlines the effect of Concept Mapping and Guided Discovery Instructional Strategies on Attitude towards Science of Slow Learners. This study was experimented on a sample of sixty slow learners studying in sixth standard chosen from government and government aided schools of District SBS Nagar. For the identification of slow learners Draw A Man Test has been used. Their attitude towards science was assessed with Attitude towards Science Scale developed by the researcher. The data collected when analyzed, revealed that slow learners have gained significantly from pre-test to post-test on their attitude towards science in concept mapping and guided discovery instructional strategy group. However, in the control group (traditional instruction) the mean gain scores in attitude towards science was much lower as compared to the experimental groups (concept mapping and guided discovery instructional strategies). This indicates that concept mapping and guided discovery instructional strategies have been proved statistically significant and effective in improving the attitude towards science of slow learners.

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Published

16-05-2022

How to Cite

Kamini, & Kaur, S. . (2022). Effect of Concept Mapping and Guided Discovery Instructional Strategies on Attitude t owards Science of Slow Learners. RESEARCH REVIEW International Journal of Multidisciplinary, 7(5), 61–67. https://doi.org/10.31305/rrijm.2022.v07.i05.009