Santhosh Project 03.04.2014

8/12/2019 Santhosh Project 03.04.2014

1/62

EFFECTIVENESS OF VIDEO INSTRUCTIONAL PROGRAMME IN

LEARNING UNO AMONG X STANDARD PUPILS

Dissertation submitted to Madurai Kamaraj University in partial fulfillment of the

requirement of the award of the degree of master of education

By

S.SANTHI

Reg.No:B350020

SUPERVISOR

Dr.(Mrs).SHIRLEY MORAL.CAssistant professorDept.of Education

Madurai Kamaraj University

DEPT.OF EDUCATION

SCHOOL OF EDUCATION

MADURAI KAMARAJ UNIVERSITY-625 021

APRIL-2014


2/62


LEARNING UNO AMONG X STANDARD PUPILS

Dissertation submitted to Madurai Kamaraj University in partial fulfillment of the

requirement of the award of the degree of master of education

By

S.SANTHI

Reg.No:B350020

SUPERVISOR

Dr.(Mrs).SHIRLEY MORAL.CAssistant professor

Dept.of Education


DEPT.OF EDUCATION

SCHOOL OF EDUCATION

MADURAI KAMARAJ UNIVERSITY-625 021

APRIL-2014


3/62

DECLARATION

I do hereby declare that the dissertation entitled

''EFFECTIVENESS OF VIDEO INSTRUCTIONAL PROGRAMME IN

LEARING UNO AMONG X STANDARD PUPILSsubmitted for the award

of the degree of Master of education is my original and independent research work,

and it has not previously formed the basis for the award of any Degree, Diploma,

Associate ship, Fellowship or any other similar title.

S.SANTHI

Madurai-21

/04/2014


4/62

CERTIFICATE

It is certified that this entitled ''EFFECTIVENESS OF VIDEO

INSTRUCTIONAL PROGRAMME IN LEARNING UNO AMONG X

STANDARD PUPILS'' submitted for the award of the degree of Master of

Education by S.SANTHI is an original and independent research work carried out

by him under my guidance and supervision, and this work has not previously

formed the basis for the award of any Degree, Diploma, Associate ship, Fellowship

or any other similar title.

SUPERVISOR


5/62

CONTENTS

ACKNOWLEDGEMENTS

LIST OF TABLES

LIST OF APPENDICES

CHAPTER PAGE

I INTRODUCTION 1

II REVIEW OF LITERATURE

III METHODOLOGY

IV ANALYSIS AND DISCUSSION

V CONCLUSION AND SUGGESTIONS

BIBLIOGRAPHY

APPENDICES


6/62

ACKNOWLEDGEMENTSI wish to express my gratefulness to Dr.(Mrs).SHIRLEY

MORAL.C,Assistant professor, Department of Education, Madurai KamarajUniversity, Madurai-21 under whose expertise and guidance this investigation

has been completed as a whole and a successful one.

I register my sincere thanks to Prof.A.MUTHUMANICKAM,

chairperson,school of Education Dr.G.RAMAKRISHNAN,Associate professsor,

Mr.K.VELLAICHAMY, and Dr.R.MEENAKSHI, Assistant professors of

Department of Education, Madurai Kamaraj University,Madurai-21 for their

continuous guidance to carry out the investigation successfully.

I express my sincere thanks to the principal and teacher of the

GOVERNMENT HIGH SCHOOL,KODIMANGALAM, MADURAI

District for their kind help and co-operation for involving their students for this

study.

I thank all my friends for their timely help in this regard.

I extent my thanks to all my family members for the sense of camaraderie and

amiability which they exhibited towards during the course of this work and for

their moral economic support through out of the period of study.

S.SANTHI


7/62

LIST OF TABLES

TABLE TITLE PAGE

1 BREAKUP THE FINAL SAMPLE

2DETAILS OF SCORES OF PRETEST, POSTTEST,

GAIN SCORE GAIN RATIO

3 MASTERY LEVEL PERFORMANCE

4FREQUENCY DISTRIBUTION AND PERCENTAGE OF

GAIN PERFORMANCE : GENDER - WISE

5MASTERY LEVEL AND FATHERS EDUCATIONAL

QUALIFICATION

6MASTERY LEVEL AND MOTHERS EDUCATIONAL

QUALIFICATION

7 MASTERY LEVEL AND PARENTAL INCOME

8MASTERY LEVEL AND NEWSPAPER READING

9 MASTERY LEVEL AND VIEWING TELEVISION


8/62

LIST OF APPENDICES

APPENDIX I : PERSONAL DETAILS OF THE STUDENTS

APPENDIX II : PRE/POST TEST IN REMOTE SENSING

APPENDIX III: RESPONSE SHEET

APPENDIX IV : SCORING KEY


9/62

CHAPTER I: INTRODUCTION

NEED FOR THE STUDY

BACKGROUND OF THE PROBLEM

TERMS AND DEFINITIONS

VARIABLES OF THE STUDY

OBJECTIVE OF THE STUDY

HYPOTHSIS OF THE STUDY

DESIGN OF STUDY

METHODOLOGY -IN-BRIEF

DELIMITATION AND SCOPE OF THE STUDY

1


10/62

CHAPTER I: INTRODUCTION

NEED FOR THE STUDY

The word "education" is derived from the Latin. Education In its general

sense is a form oflearningin which theknowledge,skills,andhabitsof a group of

people are transferred from one generation to the next through teaching, training,

or research.

The word Technology is derived from the Greek.Technology the making,

modification, usage, and knowledge of tools, machines,

techniques,crafts,systems, and methods of organization, in order to solve a

problem, improve a pre-existing solution to a problem, achieve a goal, handle an

applied input/output relation or perform a specific function.

Ineducation,instructional technology is "the theory and practice of design,

development, utilization, management, and evaluation of processes and resources

for learning.

The pupil`s among all around the world are very much interested in media,

now a days most of the student s got bored in traditional teaching in the class

rooms, but the students are very much interested in cinema, T.V, video and cell

phones media reaching a la

Re population more than traditional method of teaching, specially audio

visual medium plays a vital role in communicating the message exactly, so

introducing instructional video packages in class room will make a great impact

result, hence arrives need for this study.

2
http://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Learninghttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Habit_(psychology)http://en.wikipedia.org/wiki/Habit_(psychology)http://en.wikipedia.org/wiki/Habit_(psychology)http://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Educationhttp://en.wikipedia.org/wiki/Systemhttp://en.wikipedia.org/wiki/Crafthttp://en.wikipedia.org/wiki/Habit_(psychology)http://en.wikipedia.org/wiki/Skillshttp://en.wikipedia.org/wiki/Knowledgehttp://en.wikipedia.org/wiki/Learning


11/62

BACKGROUND OF THE STUDY

The investigator has been completed M.Sc., B.Ed., Now, he is studying

M.Ed. He believe that project method is effective in teaching History at

X standard level so, he entitled, EFFECTIVENESS OF VIDEO

INSTRUCTIONAL PROGRAMME IN LEARNING UNO AMONG X

STANDARD PUPILS.

TERMS AND DEFINITION

Effectiveness

Refers to enhanced meaningfull learning and achievement on the part of the

learner.

VIDEO PROGRAMME

Refers to the instructional video programme developed for individuals and

to learning.

DEVELOPMENT OF INSTUCTIONAL VIDEO PROGRAMME

Refers to the number of components included including viz, greeting part,

instruction part, objectives of the package, pre-test, treatment, post test and

conclusion.

REMOTE SENSING

Refers to the text given in Xthstandard subject Tamilnadu Equity Education

Syllabus book.


12/62

Xth

STANDARD PUPILS

Refers to learners who are studying social science as a subject in Xth

standard under Tamil Nadu Equity Education Syllabus.

VARIABLES OF STUDY

The variables involved in the study are as follows:

Dependent:

Gain performance

Independent:

1) Video Instructional Programme2) Gender : Male / Female3) Parental Edu : literacy/illiteracy4) Fathers Occupation : government employee / Private employee /

Self Business

5)News paper reading : Yes / NoHabit

6) Pre knowledge of : Yes / NoRemote sensing

OBJECTIVES OF THE STUDY

The main objective of the present study is as follows:

1) To find out the differences between the pre-test and the post test scores ofXthstandard pupils.

2) To find out the gain ratio of pre -test and post test score of X thstandardpupils.

4


13/62

HYPOTHESIS OF THE STUDY

1) The developed instructional video programme is effective in terms ofgain performance at mastery level Xth.

2) Each of the population variables involved in the study exerts a significantinfluence on pupils gain performance.

5


14/62

DESIGN OF THE STUDY

The design of the study is presented schematically.

6

DEVELOPMENT OF INSTRUCTIONAL VIDEO

PROGRAM ON REMOTE SENSING

ANALYSIS AND REPORTING

ADMINISTRATION OF POST - TEST

TREATMENT (INSTRUCTIONAL VIDEO PROGRAM)

ADMINISTRATION OF PRE TEST

DEVLOPMENT OF ACHIVEMENT TEST ON REMOTE

SENSING


15/62

METHODOLOGY IN BRIEF

SAMPLE

A representative sample of Xth standard pupils under state board of

secondary Equity Education in Tamil Nadu was selected for the study.

TOOLS USED

1) Achievement test (pre-test and post-test) in remote sensing by theinvestigator.

2) Instructional video programme on remote sensing.STATISTICAL TREATMENT

1) Mastery levels90% and above mastery level I

80% and above mastery level II

70% and above mastery level III

60% and above mastery level IV

Post - test scorepre - test score

2) Gain ratio = ----------------------------------------------------- X 100Maximum possible ScorePre - test score

DELIMITATION AND LIMITATION OF THE STUDY

The present study involved the Xthstandard pupils under Equity Education

syllabus in Tamil Nadu, moreover the study was carried out in one school only viz,

MUNICIPAL HIGH SCHOOL, PUDU STREET, KITCHIPALAYAM,SALEM-

636015. This is a delimitation of the study. Since, it did not involve the X th

Standard Pupils studying under CBSE, ISC, or any other system and other schools.

7


16/62

CHAPTER II

REVIEW OF LITERATURE

CHAPTER II: REVIEW OF RELATED LITERATURE

SECTION A: INSTRUCTIONAL VIDEO PROGRAMME

WHAT DOES MEDIA MEAN

SALIENT FEATURES OF MEDIA

FUNCTIONS OF MEDIA

MAJOR CONTRIBUTION OF MEDIA SELECTION

EDUCATIONAL VIDEO PROGRAMME

VIDEO PROGRAMME

STAGES IN THE PRODUCTION OF INSTRUCTIONAL VIDEORESOURCES FOR VIDEO PRODUCTION

TECHNICAL TERMS IN VIDEO PRODUCTION

SECTIONB: REMOTE SENSING

SENSORS

COMPONENTS OF REMOTE SENSING

PROCESSES INVOLVED IN REMOTE SENSING

ADVANTAGES OF REMOTE SENSING

8


17/62

MEDIA

The media can be divide as an agency with provides information or

generally we can say medium is singular, media is plural. The media are means of

communication Media, refers to devices, Instrument, equipment, material,

activities.

SALIENT FEATURES OF MEDIA

1. They stimulate the senses.2. They provide message modes3.

They are at the learners at control

4. They have multiple power5. They have power to store messages.

FUNCTION OF MEDIA

1. RECORDING

It may be permitted to record the events whenever we need can use it

again.

2. DISPLAY

It can be permitted to the group of individuals to receive information

at the convenient location and time

3. MANIPULATION

The meaning of manipulation to manage skillfully.

4. STIMULATION

It can be provided to arrange and ensure environment aesthetically.

9


18/62

5. EVALUATION

It can be provided to interpret events are these amount the learners

related to different variable including personality and learning and

also to provide teachers to assess the learners performance.

MAJOR CONTRIBUTION OF MEDIA SELECTION

1. Learners Profile.2. Purpose and Objectives3. Modes of Instruction4. Media attributes5.

Media attributes

6. Infra Structure Requirement7. Location of India8. Evaluation

INSTRUCTINAL VIDEO PROGRAMME

1. Instructional video production is knowledge acquired specific and alsomeasurable purposes.

2. Instructional video production refers to learning that takes place inprocessing to a planned effort.

3. Instructional video production is specific one.EDUCATIONAL VIDEO PROGRAMME

1. Educational video production concerns with knowledge with may begeneral in nature.

2. Educational video production is accidental learning also.3. Educational video production is deals with acquisition of knowledge

Acquiring and transforming information.

10


19/62

VIDEO PROGRAMME

Video is medium of communication that delivers more information per

second than any other element of multimedia now a days lot of video we see on

TV and in movies has digital components.

Video is based on the electronic principle the video is combination of sound

and images with movement (or) video medium incorporates sound and images

movement. Video is capable resolution of full picture images skill and moving.

Video has come to be recognition as a powerful medium of communication

It can easily attract others.

STAGES IN THE PRODUCTION OF INSTRUCTION VIDEO

DEFINING OBJECTIVES AND SELECTING CONTENTS OUTLINES

Once the topic for writing a script has been assigned, the scriptwriter should

be informed about the target audience, their age level and specific objectives and

the programme.

This is to be followed by deciding the content to be presented in order to

achieve the established objective. Specifying objective and visualizing content in

detail is an essential discipline and the production process. At this stage, the

detailed visual ideas on which the programmed will be based are evolved.How

can we convey that concept visually How can we grasp the attention of the

viewers?This stage demands creativity and imagination.

The success of the programme will heavily depend on the care taken at this stage.

11


20/62

RESEARCH AND SELECTION OF MATERAILS

Research is important to all programmes. Finding information from

books, periodicals, reports, atlases, encyclopedias, dictionaries and from

experts in the field, checking details, location pictures, selection film

locations etc are the part of research once the materials have been collected

after research, the relevant materials which match the content and lead to the

achievement for the desired objectives can be finally selected for making the

programme.

SELECTION OF RESOURCES TO PRESENTS THE CONTENT

The scriptwriter has to be very imagination in his selection of resource

to match the contents and the objective. It is the most important step in the

process. It is the most programme depends in the imaginative use of visual

resources, keeping in mind the time and money available for the programme.

This process of selecting resources implies the conversion of the programme

contents into suitable and appropriate visually. It needs imagination,research and experience to accomplish this job successfully and to achieve

the desired quality of the progamme.

ORGANISATION OF RESOURCES INTO A PROGRAMME STRUCTURE

This is the process of giving the programme a shape and a form visual

treatment. It includes deciding and how the ports of the programme will be

linked together and knit into a natural sequence, so that the programme may

have varying interest levels and appear to be ending from one sequence to

another.

12


21/62

At this stage it is helpful to draw a time line of the programme, showing how much

time is to be spent on each element programme keeping in view the way the

selected resources are to be used.

DEVELOPING A STORY BOARD AND THE FINAL SCRIPT

All the visual themes along with necessary lines thought out and

planned by the scriptwriter need to be communicated to the producers for

understanding the shots and logical sequencing of the programme. This

could easily be communicated if the scriptwriter presents his ideas in the

form of a story board for developing the story board, the scriptwriter may

divide the white sheet of paper into two vertical columns.

RESOURCES FOR VIDEO PRODUCTION

Video is primarily a visual medium. Naturally, therefore, the quality

of any video programme will be determined by the quality and variety of

visual and other resources that have gone into its making.

For purposes of convenience the resources for the video production can be

classified into the following major categories:-

VISUALS

By pictures, here, we mean any kind of visuals that can be put in front

of a video camera. These may include still photographs, slides, filmstrips,

over head transparencies, especially prepared graphics such as charts,

diagrams, maps, outlines, summaries, pictures from books, cartoons,

captions with lettering o them.

13


22/62

PEOPLE

Most television is about people, people telling us things, people being

interviewed, people acting, people laughing, people weeping, People playing

Instruments and dancing, people singing, people playing games, people

doing all kinds of things form mending bicycles to telling joke and people

trying to persuade us take of their point of view.

THINGS

The range of things shown on television is infinite, elephants, puppets,

models, machines of all kinds, toys, furniture, bridges, buildings, airplanes,

the sun, the moon and soon.

DRAMA

Drama is also classified by many as one of the important resources for

television; it may be very simple with no studio set or very complex ones

using several setting.

FILM

Films constitute a very important resource for television the film can be put

on a projector and beamed straight at a television camera.

TECHNICAL TERMS IN VIDEO PRODUCTION

A video programme consists of a series of pictures that is the pictures keepcharging in quick succession. The charge is not just for variety, but each

picture has its own message all the pictures must synchronize with sound.

14


23/62

GUIDELINES FOR VIDEO SCRIPT WRITING

1. Use active voice as far as possible.2. Use specific words and example, wherever possible, to established specific

relationships.

3. Try more to start with a negative sentence.4. Sometimes, we may write just one sentence as commentary and then charge

three/four similar slides/shots in succession.

ADVANTAGES OF INSTRUCTIONAL VIDEO PROGRAMME

1. It creates motivation in learning among the learners.2. It can brief aptidudinal changes among the learners.3. Video regarding of microteaching lesson and presentation lesson it will be

helpful to improve communication as well as teaching skills.

4. It closes to reality.5. It can display in fact or slow motion.6.

Close circuit television allows us to teach in class room thorough wherevideo camera live programme captured in a laboratory or at any place.

7. The video has made important contribution in open distanced learning.REMOTE SENSING

Remote sensing can be defined as the collection of data about an object from

a distance. Humans and many other animals accomplish this task with their eyes or

by their sense of smell or hearing. Geographers use the remote sensing as a tool to

monitor or measure phenomena on the earth`s lithosphere, hydrosphere,

atmosphere and biosphere.

15


24/62

Remote sensing of the environment by geographers is usually done with the help

of mechanical devices known as sensors.

SENSORS

The sensors have a greatly improved ability to receive and record

information about an Earth object without any physical contact. Often, these

sensors are positioned in helicopters, planes, and satellites. The sensors record

information about an object by measuring the electromagnetic energy that is

reflected back and radiated from the object on the earth surface.

COMPONENTS OF REMOTE SENSING

The four basic components of a remote sensing system are target, energy

source, transmission path, and a sensor. The target is an object or material that is

being imaged. The components in the system work together to measure and record

information about the target without actually coming into physical contact with it.

The energy source provides electromagnetic energy source can be classified in to

two.

1) PASSIVE SYSTEM (that is sun, irradiance from earth`s materials)2) ACTIVE SYSTEM (that is irradiance from artificially generated energy

sources such as radar).

16


25/62

PROCESSES INVOLVED IN REMOTE SENSING

1. Sun is a Energy source.2. Sunrays and Atmosphere.3. Sunrays and Objects on earth.4. Recording of Energy by the sensor.5. Transmission, Reception and processing.6. Interpretation and Analysis.7. Application.

ADVANTAGES OF REMOTE SENSING

1) GIS (Geographical Information System)2) GPS(Global positioning systems)

17


26/62

CHAPTERIII

METHODOLOGY

DEVELOPMENT OF INSTRUCTINAL VIDEO PROGRAMME

SPECIAL EFFECTS INTRODUCED IN THE INSTRUCTIONAL VIDEO

PROGRAMME

DEVELOPMENT OF AN ACHIEVEMENT TEST IN REMOTE SENSING

SAMPLE OF STUDY

COLLECTION OF DATA

ADMINSTRATION OF PRE TEST

TREATMENT

ADMINISTERATION OF POST TEST

ADMINISTRATION OF TOOLS

SCORING

COMPUTATION OF GAIN SCORE

COMPUTATION OF GAIN RATIO

STATISTICAL TREATMENT

18


27/62

METHODOLOGY

This chapter provides information on the method and produce adopted

in the present study. The details of procedure followed in this study arepresented under relevant headings.

DEVELOPMENT OF INSTRUCTIONAL VIDEO PROGRAMME

The subject area was converted into instruction video production on

Plant Physiology for X standard pupils. The content frame work of the

syllabus was form the prescribed Tamil Nadu Equity Education Syllabus

Text book. The learning material was broken down into teaching points and

arranged meaningful gradational order Each and every idea was

appropriately.

After developing the instructional video production, the investigator

first showed the Production to professors of education. They have

suggestions like simplifying language, adding figures etc, They provided

suggestions for making an effective presentation of the subject matter was

much more simple way. This was also used eliminate ambiguities and other

inadequacies and also to improve the logical sequence of the production.

SPECIAL EFFECTS INTRODUCED IN THE PROGRAMME

The investigator introduced special effect in terms of graphics,

animation, creating colors in the video production. The video production

includes background music, life oriented examples etc.

19


28/62

DEVELOPMENT OF AN ACHIEVEMENT TEST IN UNO

Achievement test was designed on, sericulture, for Xthstandard pupils

to measure the extent to which students have mastered the learning out

comes. The purpose of the test was to assess the performance of the students.

The type of test items selected by the investigator was multiple choice

items. The investigator referred few books related to the subject unit and

educational measurement and evaluation. The test items were prepared

uniformly covering all the portions of the selected topic.

The test items were remote sensing by exports in geography especially

in the selected topic professors, scholars and the teachers who handled X

standard pupils some modifications ware done with the help of the above

persons. The achievement test conducted was appended [Appendix III).

SAMPLE OF THE STUDY

The sample used for the study was the X standard pupils of

Municipal high school, pudu street, kitchipalayam, salem under

Tamilnadu Equity Education Syllabus. The size of the sample was 50. The

investigator requested the correspondent and Headmaster of the school to

give permission for using the students for his experiment.

20


29/62

TABLE1 BREAK UP OF THE SAMPLE

S.No Variable SubVariableNumber of

RespondentsTotal

1 Sex Male 30 50Female 20

2 Parental EducationLiteracy 17

50Illiteracy 33

3Parental

occupation

Government

Employee5

50PrivateEmployee 20

Self Business 25

4News paper

reading habits

Yes 28

50

No 22

5

Pre knowledge of

Remote sensing

Yes 36

50No 14

COLLECTION OF DATA

The students were given a brief account of the study. First the

students personal details were collected. The personal detail was appended

(appendix II) that day given the pretest, the answer papers were collected

and scored for all pupils. Then they have given post test. The answer sheets

were collected and scored. Then the scores were subjected to various

analysis.

21


30/62

ADMINISTRATION OF PRETEST

The achievement test in remote sensing developed for the study by the

investigator was administered among the students before the treatment.

TREATMENTLEARNING THROUGH INSTRUCTIONAL VIDEO

PROGRAMME

After the administration of the pre test the learner were made to

seated properly by giving congenial atmosphere now, they are introduced to

objectives of Remote sensing the Instructional video programme presented

by the investigator with in front of the pupils. The pupils were interested in

that video production.

ADMINISTRATION OF POSTTEST

The achievement test on Remote sensing was administered among

the pupils after treatment of learning through Instruction video production.

The pretest answer sheet was appended [appendix III)

ADMINISTRATION OF TOOLS

The achievement test in Remote sensing developed for the study was

scored using the keys already fixed.

22


31/62

SCORING

The answer scripts for the conducted achievement test were collected the score

based on the scoring key. To score the test it was decided to one more as weight

age for each correct answer here maximum score 50 and a minimum score zero

were possible.

STATISTICAL TREATMENTS

COMPUTATION OF GAIN SCORE

The Gain score was computed as noted below,

Gain score (G.R) = post test score - pre test score

COMPUTATION OF GAIN RATIO (G.R)

The Gain ratio were computed as noted below

Post test scorePre test Score

Gain ration (G.R) = --------------------------------------------------------X 100

Maximum possible scorePre test score

Percentage Analysis

The percentage of students who belonged to the different kinds of learners

gain ratios, viz. 60 69, 70 -79, 80 89, 90 -100 in terms of the sub groups of

five independent variables, was worked out. This was done for the purpose of

assessing the effectiveness of the Video instructional programme in terms of gainratios and also to ascertain the association between the gain ratios and the five

independent variables of the study.

23


32/62

Gain Ratio (90100) - Mastery level I

Gain Ratio (8090) - Mastery level II

Gain Ratio (7080) - Mastery level III

Gain Ratio (6070) - Mastery level IV

This chapter has been attempted to explain about the development of the

Video instructional programme on plant physiology, development of a criterion

referenced achievement, administration of pre and post tests, scoring proceduresand statistical treatments. The details of data analysis and discussion of results are

presented in the ensuing chapter.

24


33/62

CHAPTER IV

ANALYSIS AND INTERPRETATIONS


34/62

CHAPTER IV: ANALYSIS AND INTERPRETATIONS

EFFECTIVENESS OF VIDEO INSTRUCTIONAL PROGRAMME

GAIN SCORE AND GAIN RATIO OF THE PUPILS

MASTERY LEVEL GAIN PERFORMANCE

MASTERY LEVEL GAIN PERFORMANCE: GENDERWISE

MASTERY LEVEL GAIN PERFORMANCE: PARENTAL EDUCATION

WISE

MASTERY LEVEL GAIN PERFORMANCE: PARENTS OCCUPATION

WISE

MASTERY LEVEL GAIN PERFORMANCE: NEWS PAPER READING

HABITSWISE

MASTERY LEVEL GAIN PERFORMANCE:PRE KNOWLEDGE OF

REMOTE SENSING WISE


35/62

CHAPTER IV

ANALYSIS AND INTERPRETATIONS

In this chapter deals with process of data collection by experiments, analysis

of data using appropriate statistical techniques and the discussion of the result

obtained.

EFFECTIVENESS OF VIDEO INSTRUCTIONAL PROGRAMME

The effectiveness of video instructional programme in learning Remote

sensing among X standard pupils under Tamil Nadu Equity education syllabuswere assessed in terms of significance improvement in post test performance

from that of the pretest performance.

GAIN SCORE AND GAIN RATIO OF THE PUPILS

The gain score and gain ratio was computed for each learner of X standard

are presented in table 2.


36/62

Table 2: Details of scores of pretest, Gain score & ratio

S.NO Pre-test Post-test Gain score Gain ratio

1 26 47 21 88

2 16 40 24 71

3 17 40 23 70

4 18 41 23 72

5 10 36 26 65

6 18 39 21 66

7 18 40 22 69

8 22 42 20 71

9 30 48 18 75

10 32 48 16 89

11 10 37 27 68

12 24 45 21 81

13 19 44 25 81

14 13 4 27 73

15 25 44 19 76

16 33 47 16 94

17 22 47 25 89

18 30 47 17 85

19 34 48 14 88

20 19 42 23 74

21 14 41 27 75

22 13 43 30 81

23 23 48 25 93

24 24 48 24 92

25 17 43 26 79

26 20 40 20 66

27 32 48 16 89

28 27 45 18 78

29 28 47 19 86

30 21 43 22 75

31 26 45 19 79

32 20 42 22 73

33 29 46 17 81

34 16 40 24 71

35 23 41 18 67

36 31 47 16 84

37 34 45 11 69

38 29 43 14 67

39 34 49 15 94

40 20 41 21 70

41 17 40 23 70

42 30 44 14 70

43 33 47 14 82

44 32 48 16 89

45 28 42 14 64

46 29 44 15 71

47 31 48 17 89

48 23 43 20 74

49 32 48 16 89

50 12 38 26 68


37/62

From table 2 Gain Ratio was calculated for 50 pupils

MASTERY LEVEL GAIN PERFORMANCE

The details of frequency distribution of gain performance noticed among the ix

standard pupils out of their learning through video instructional programme are

given in the table 3.

TABLE 3: FREQUENCY DISTRIBUTION AND GAIN PERFOMANCE


38/62

Mastery level F %

I 14 28

II 28 56

III 40 80

IV 50 100

It is evident from table 3 that 28%pupils have attained attained a minimum

of 90%gain performance,56%pupils have attained 80%gain, 80% pupils have

attained a minimum of 70%gain and 100% pupils have attained minimum of

60%gain.

This is shows that video instruction programme is found more effective in

learning plant physiology.

MASTERY LEVEL GAIN PERFOMANCE AND SEX

The details of frequency distribution and percentage of gain performance

noticed among ix standard pupils out of their learning through video instruction

programme in terms of sex are given in table 4.

Table 4:FREQUENCY DISTRIBUTION AND GAIN PERFOMANCE


39/62

Mastery level

Boys (N = 27) Girls(N=23)

F % F %

I 11 41 3 13

II 20 74 8 35

III 23 85 17 74

IV 27 100 23 100

It is evident from table 4 that 41% boys have attained minimum of 90%gain

performance while it is found to be only 13%in the case of girls. It is further noted

that boys are found better facilitated in learning through video instructional

programme than the girls. It means that the video instructional programme is foundmore effective among boys than girls.

In short at all Mastery level, boys are found better facilitated than girls. To

conclude, the video instructional programme on plant physiology found more

effective among boys than their counter parts.

MASTERY LEVEL GAIN PERFOMANCE AND PARENTAL

EDUCATION


40/62


noticed among IX standard pupils out of their learning through video instruction

programme in terms of parental education are given in table 5.

TABLE 5:FREQUENCY DISTRIBUTION AND GAIN PERFOMANCE

Mastery

level

Educated (N=39) Uneducated(N=11)

F % F %

I 12 31 2 18

II 23 59 5 45

III 32 82 8 73

IV 39 100 11 100

It is evident from table 5 that 31% pupils who belong to educated family

have attained a minimum of 90% gain performance, while it is found to be only

18%pupils who belongs to uneducated family.

In short at all Mastery level, pupils from educated family are found better

facilitated than pupils who belongs to uneducated family. To conclude, the video

instructional programme on plant physiology found more effective among pupils

of educated family than pupils belongs to uneducated family.


41/62

MASTERY LEVEL GAIN PERFOMANCE AND FATHERS

OCCUPATION



programme in terms of fathers occupation are given in table 6.

TABLE 6:FREQUENCY DISTRIBUTION AND GAIN PERFOMANCE

Mastery

level

Government

Job(N=18)Private Job

(N=14)

Self

Employee(N=18)

F % F % F %

I 6 33 3 21 5 28

II 9 50 8 57 11 61

III 14 78 10 71 16 89

IV 18 100 14 100 18 100

It is evident from table 6 that 33% of the pupils whose fathers are

Government employee have attained a minimum of 90% gain performance while it

is found to be only 21%and 28% among the pupils whose fathers are private and

self employed respectively.

It is also evident from above table master level-II and III the pupils belong

private job family and self employment family attained better gain performance

than pupils belong to Government job.


42/62

MASTERY LEVEL GAIN PERFOMANCE AND TEACHER FAMILY



programme in terms of teaching family are given in table 7.

Table 7: FREQUENCY DISTRIBUTION AND GAIN PERFOMANCE

Mastery level Teacher Family (N=15) Non Teacher Family(N=35)

F % F %

I 5 33 9 26

II 8 53 20 57

III 12 80 28 80

IV 15 100 35 100

It is evident from the above table that 33% of the pupils who have teacher in

their family have attained a minimum of 90% gain performance. While it is found

to be 26% in the case of the pupils who have no teacher in their family.

To put it is different way that the pupils who have no teacher in the family

are found better facilitated learning through video instructional programme than

counter parts.


43/62

It is also evident from Mastery level-II, III and IV pupils who have no

teacher in their family also found better facilitated learning through video

instructional programme.

MASTERY LEVEL GAIN PERFOMANCE AND TUITION

T he details of frequency distribution and percentage of gain performance


programme in terms of tuition are given in table 8.

Table 8: FREQUENCY DISTRIBUTION AND GAIN PERFOMANCE


44/62

Mastery level

Tuition undergoing

(N=20)Not-Undergoing (N=30)

F % F %

I 7 35 7 23

II 11 55 17 57

III 15 75 25 83

IV 20 100 30 100

It is evident from the above table that 35% of the pupils who undergo to tuition

have attained a minimum of 90% gain performance. While it is found 23% in the

case of pupils who do not undergo tuition.

To conclude, the video instructional programme on plant physiology is found

more effective for both the pupils who are going to tuition and not.

CHAPTER V


45/62

CONCLUSIONS AND SUGGESTIONS

CHAPTER V



46/62

RESTATEMENT OF PROBLEM

HYPOTHESIS VERIFICATION

CONCLUSIONS

EDUCATIONAL IMPLICATIONS

SUGGESTION FOR FURTHER RESEARCH

36

CHAPTER V


STATEMENT OF THE PROBLEM


47/62

The present study was designed as a single group pre test, treatment and

post test with a view to find out the effectiveness of Video Instructional

programme in terms of gain performance. Fifty pupils from the Municipal high

school, Pudu Street, kitchipalayam, in Salem District served as the samples of the

experiments. Criterion referenced achievement test on Remote sensing were

involved in the lesson developed in the study. The criterion referenced

achievement test was administered as pretest and scored using the keys already

fixed. The pre test scores and post test scores for each in pupil were

consolidated in a master table along with the coding of five independent

(population) variables involved in the study. Percentage analysis was alsoemployed in order to verify the hypotheses formulated and to answer the questions

raised in the form of the objectives of the study. Meaningful conclusions were

drawn, educational implications worked out and areas of research for further

explorations noted down.

37

HYPOTHESES VERIFICATION

The results of the hypotheses verification are presented below


48/62

1) The Video Instructional Programme is found effective in terms of gainperformance, from the result, 100% pupils are found possessing a minimum

of 60% Gain performance. Hence the hypotheses I is almost accepted.

2) Each of the population variables involved in the study exerts a significantinfluence on pupils gain performance.

Five population variables are found significant influence on pupils gain

performance. Hence the hypothesis II is almost totally accepted.

CONCLUSIONS

The specific conclusions emerged out of the present investigation are as

follows.

1) The Instructional Video Instruction in learning remote sensing is foundeffective in conserving 60% gain performance among the X standard pupils,

but least effective ensuring 90% gain performance.

2) The Video Instruction is found effective among the pupils who are boys thangirls at Mastery level I, II, III & IV.

3) Video Instruction is found effective among the pupil who belongs toeducated family at Mastery level I, II, III & IV.

4) The Video Instruction is found effective among the pupil.

38

- Whose fathers are Government employees than those whose fathers arePrivates and self employees at Mastery level I.


49/62

- Whose parent self employees than those whose parent are Government aswell as private employees at Mastery level II and III.

- Whose parent are private employees than those whose paent Government aswell as self employees at Mastery level IV.

- Who have News paper reading in their pupils at Mastery level I.- Who have no News paper reading in their pupils at Mastery level II.- Who have News paper reading as well as no News paper reading in their

pupils at Mastery level III and IV.

- Who are Pre knowledge of remote sensing than those who are no Preknowledge of remote sensing at Mastery level I and IV.

- Who are no Pre knowledge of Remote sensing than those who are Preknowledge of Remote sensing at Mastery level II & III.

EDUCATIONAL IMPLICATION

The factor that a minimum of 100% pupils have attained minimum of60% gain performance. In general indicate that the effectiveness of video

instruction is found high. Hence, it can be extended and encouraged forthe teaching different subjects at various levels.

39

SUGGESTIONS FOR FURTHER RESEARCH


50/62

The following are a few areas of research which deserves explorations:

Replica of the experiments with other subjects. Replica of the experiments with other standards Replica of the experiments with other systems, like Central board of

secondary education, Indian council for secondary education, etc.

Conduct of experiments in arts and social science courses in highereducation.

40

BIBLIOGRAPHY


51/62

Print media

Agarwal J.C. (1999). Essentials of Educational Technology. New Delhi: Vikas

publishing home Pvt. Ltd.,

Gopalakrishnan (2009). Effectiveness of instructional video programme on

Mensuration for VIII Standard Pupils. Un published M.Ed. Dissertation:


Mangal SK. (1994). Technology of Teaching. Ludhiana: Tandoon publications

Sampath K, Panneer Selvam A, Santhanam, S, (2005). Introduction of

Educational technology.New Delhi: Anmol publication Pvt, Ltd.

Anbuocarassy.B (2010), effectiveness of multimedia in teaching Biological

science to IXstandard students, Eductracks, January 2010.

Aruna. P.K, Smitha. E.T. (2009), Effectiveness of concept attainment model of

teaching on achievement in Biology, vol.9, No.1, Edutracks, September 2009.

Amuth, Kumar.G, Devika. R (2008), Effectiveness of multimedia learning

package in teaching social science at secondary level, Experiments in education,

January 2008.

Celine percira (2008), Integrating technology in science teaching, Edutracks

January 2008.

Chetna verma, P.S.S.Rao (2008), Measuring effectiveness of education videos,New frontiers in education , Vol.4, No. 1, JanuaryMarch 2008.

41


52/62

Gafanan deodhar and Shaligram.A.D (2008), Effectiveness of experiment

demonstration teaching method in conceptual understanding of wave interference

at undergraturate level, Experiments in education, January 2008.

Kola soyibo and Ann Hudson (2010) Effects of CAI on XI graders attitudes to

Biology and CAI and understanding reproduction in plants and animals, Research

in Science and technological education.

Kannan. M, Ahrar Husain (2008), A study of effectiveness of use of computer

technology in teaching the concepts of Physics at senior secondary level, New

frontiers in education, March 2008.

Lokandha reddy.G,Ramar.R (2004), Relative effectiveness of video instruction in

teaching science and social science to slow learners, Research high lights, Vol.4,

No.3, July 2004.

Ponraj. P and Sivakumar. R (2010), CAI in Zoology in relation to learners

personality, International educator, 20:1, June 2008.

Pravosh dhar. T (2008), Development of multimedia package in Biology for

secondary school students, International educator, 20:1, June 2008.


53/62

42

APPENDIXI

Dear students,

As I am doing master of education course in the department of education,

school of education, Madurai-625 021. I am doing my research on the title


LEARNING REMOTE SENSING AMONG X STANDARD PUPILS as

partial fulfillment for the award of the degree by our university. I request you to

answer the following questions by choosing the right alternative answer without

incoming any questions.


54/62

Thanking you

Yours Friendly,

S.B.SANTHOSH

43

APPENDIX - II

PUPILS PARTICULARS

1. NAME :

2. CLASS :

3. SEX : MALE/FEMALE

4. SCHOOL NAME :

5. PARENTAL EDUCATION : LITERACY/ILLITERACY

6. PARENTS OCCUPATION : a) GOVT JOB

b) PRIVATE JOB

c) SELF EMLPLOYMENT

7. NEWS PAPER READING HABITS : YES / NO

8. PRE KNOWLEDGE OF : YES / NO

REMOTE SENSING


55/62

44

APPENDIX - III

MADURAI KAMARAJ UNIVERSITY

DEPARTMENT OF EDUCATION

M.Ed., PROGRAMME

NAME: SCHOOL:

CLASS: MARK:50

ANSWER THE ALL QUETIONS

1. The structural and functional unit of all living organisms is________?

a) DNA b) RNA c) cell d) nucleus

2. _______consist of cell wall

a) animal cell b) plant cell c) nerve cell d) blood cell

3. The power house of the cell is____?


56/62

a) nucleolus b) nucleus c) mitochondria d) chloroplast

4. Organisms are made up of_______?

a) organs b) tissue system c) tissues d) all the above

5. Permanent tissue is divided in to

a) 3 b) 2 c) 4 d) none of the above

6. Which one of the following is not a simple tissue

a) parenchyma b) collenchyma c) sclerenchyma d) phloem

7. Which one of the following is meristematic tissue

a) parenchyma b) collenchyma c) sclerenchyma d) intercalary meristem

8. Absorption in plants is done by ?

a) imbibition b) diffusion c) osmosis d) all the above

9. In plant which part absorbs the water?

a) stem b) leaves c) root hairs d) all the above

10. Green plants ar mostly?

a) autotrophs b) saprophytes c) parasites d) symbiotes

11. Photosynthesis needs mainly?

a) co2 b) water c) sun light d) all the above

12. By the process of photosynthesis the plant prepare?

a) protein b) vitamins c) fat d) carbohydrate

13. The process of photosynthesis includes_____reaction?

a) light reaction b) dark reaction c) both of them d) none of them

14. The loss of water from the plant is called?

a) respiration b) transportation c) photosynthesis d) transpiration


57/62

15. The study about the structure and function of the cell is called?

a) meicrobiology b) plant biology c) cell biology d) biotechnology

16. Which of the following is present in plant cell?

a) ribosome b) nucleus c) golgi body d) chloroplast

17. Unicellular organism has ___ cell?

a) single cell b) two cells c) three cells d) no cell

18. Meristemaic tissue is divided in to

a) 3 b) 2 c) 4 d) none of the above

19. Comples tissue is divided in to

a) xyhlem b) ploem c) both of them d) none of them

20. Which one of the following is not a meristematic tissue?

a) apical meristem b) lateral meristem

c) intercalary meristem d) sclerenchyma

21. Water move from the higher concentration to lower concentration is___?

a) imbibition b) diffusion c) osmosis d) none of the above

22. The process of photosynthesis occurs in?

a) leaves b) root c) stem d) flowers

23. The seet of biological oxidation is called?

a) mitochondria b) chloroplast c) nucleus d) vacuole

24. Transport of water and minerals occurs by?

a) xylem b) phloem c) both of them d) none of them

25. Plants which use energy from sun light for the synthesis of food is called?


58/62

a) chemo autotrophs b) photo autotrophs

c) saprophytes d) parasites

26. Plants which obtain nutrition from dead body is called?

a) saprophytes b) parasites c) symbiotes d) autotrophs

27. Lichen,Mycorrhiza and Rhizobium leads_____mode of nutrition?

a) saprophytes b) parasites c) symbiotes d) autotrophs

28. Mucor and Monotropa are example for ?

a) photo autotrophs b) chemo autotrophs


29. Green sulphur bacteria is example for?

a) photo autotrophs b) chemo autotroph


30. Nitrosomonas is example for ?

a) photo autotrophs b) chemo autotrophs

c) parasites d) saprophytes

31. The movement of a plant part in response to light is called?

a) geotropism b) phototropism c) chemotropism d) hydrotropism

32. The movement of plant part towards the direction of gravity is called?

a) positive geotropism b) negative geotropism

c) positive phototropism d) negative phototropism

33. The movement of a plant part in response to a chemical stimulus is called?

a) phototropism b) geotropism c) chemotropism d) hydrotropism

34. The winding movement of the tendril of aclimbing plant is an example for?


59/62

a) geotropism b) chemotropism c) hydrotropism d) thigmotropism

35. The non-dirctional movement of a plant part in response to the touch of on

object is called?

a) thigmonasty b) photonasty c) chemonasty d) hydronasty

36. The non-directional movement of a plant in response to light is called?

a) thigmonasty b) photonasty c) chemonasty d) geonasty

37. Mimosa pudica (Touch-me-not plant)is an example for?

a) thigmonasty b) photonasty c) thermonasty d) chemonasty

38. Crocus is an example for ?

a) thigmonasty b) thermonasty c) photonasty d) hydronasty

39. A parasitic plant is _____?

a) Mushroom b) Mucor c) Cuscuta d) Yeast

40. The movement of plant part in response to water is called?

a) geotropism b) hydrotropism

c) phototropism d) thigmotropism

41. The energy currency of the cell is called?

a) FAT b) NADP c) NAD d) ATP

42. The root of a plant is an example for?

a) positive geotropism b) negative geotropism

c) positive hydrotropism d) both a. and c.

43. The climbing plants have _____type of stem?

a) strong b) weak c) no stem d) both a. and b.


60/62

44. Dendelion flower is an example for?

a) hydronasty b) chemonasty c) geonasty d) photonasty

45. The non-directional movement of a Plant in response to temperature is

called?

a) photonasty b) thigmonasty c) thermonasty d) geonasty

46. A plant cell differs from an animal cell in the presence of ?

a) cell membrane b) endoplasmic reticulum

c) plassma membrane d) cell wall

47. The loss of water from the aerial part is known as

a) photosynthesis b) transpiration c) reproduction d) respiration

48. Cuscuta is an example for?

a) parasites b) saprophytes c) autotrophs d) chemotrophs

49. The movement of plant part is away from the stimulus is called?

a) chemotropism b) hydrotropism c) positive tropism d) negative tropism

50. The direction of response of a plant is not determined by the stimulus is

called?

a) thigmotropism b) nastic movement

c) chemotropism d) phototropism


61/62

APPENDIX - IV

SCORING KEY

1 B 35 A

2 D 36 C

3 A 37 B

4 D 38 D5 B 39 A

6 A 40 B

7 A 41 C

8 B 42 B

9 C 43 C

10 C 44 C

11 B 45 A

12 D 46 D

13 A 47 D

14 A 48 A

15 A 49 B

16 D 50 C

17 B

18 C

19 A

20 A

21 B

22 C

23 B24 B

25 A

26 B

27 D

28 C


62/62

29 A

30 A

31 B

32 C

33 D34 A

35 A

36 C

37 B

38 D

39 A

40 B

41 C

42 B43 C

44 C

45 A

46 D

47 D

48 A

49 B

50 C

Documents

Santhosh Project 03.04.2014