Online Thesis Search Results

Title
DECLARATION
CERTIFICATE
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
I Introduction
1.0 Integrity through Historical Awareness
2.0 The Time and the Space Connection of History
3.0 Objectivity and Objectives of History
4.0 Need and Significance of the Problem
5.0 The Statement of the Problem
6.0 Definition of Key Terms
7.0 Objectives of the Study
8.0 Hypotheses
9.0 Methodology in Brief
10.0 Scope and Limitations of the Study
11.0 Organization of the Report
II Inquiry Approach-An Overview
1.0 The Development of Inquiry-Based Learning
2.0 Inquiry-Based Learning
1. Generating and Transmitting the Fund of Knowledge
2. Attributes Essential for Effectively Generating and Transmitting the Fund of Knowledge
3. The Evolution of Individual and Cumulative Human Knowledge
3.0 The Nature of the Inquiry Approach
4. Education Provides Many Interrelated World Views
3.1 Importance of Inquiry
3.2 Inquiry - Its Characteristics
3.3 The Difference between the Inquiry Approachand Other Teaching Methods
1. Major Differences between Inquiry Approach and Conventional Textbook Approach
3.3.1. The Difference behrccn Inquiry and Problenl-Based Learning
2. The Difference between Inquiry Approach and Problem-Based Learning
3.3.2 The Relationship between Inquiry and Research
4.0 The Process of Historical Inquiry
3. The Relationship between Inquiry and Research
4.1 Phases of Historical Inquiry
4.2 Guidelines of l-listorical Procedure
5.0 The Iielcvance of the Inquiry Approach in theClassroom
5.1 The Usage of Inquiry-Based Learning in Conjunctionwith Other Educational Techniques
5.2 Inquiry - Implementation
5.3 The Art of Questioning
5.4 The Responsibility for Inquiry Learning
5.5 Inquiry - the Possibilities
5.6 Evaluation
5.7 A Context for Inquiry
5.8 The Applicati~on of Inquiry
5.9 Outcomes of Inquiry
III Review of Related Literature
IV Methodology
1.0 Method Adopted
2.0 Design Selected
2.1 Variables
3.0 Sample Selected for the Study
4.0 Tools and Materials used for the Collection of Data
4. Variables of the Study
4.1 Lesson Transcripts
4.1.1 Preparation of Lesson Transcripts
(a) Choosing: the Course Content
(b) Details of Pre-requisites,.
(c) Deciding the Teaching Objectives
(d) Specific Objectives of the Lesson
(e) Teaching Materials
(f) Introduction
(g) Presentation and Lesson Development
(h) Supplementary Learning Materials
The Mechanics of Questioning
Steps in Questioning
Check List
(I) Assignment
Time Allotment
Activities of Pypils
5. Time Allotment For Learning One Topic through Inquiry Approach and Conventional Textbook Approach
4.2 Achievement Test in History
4.2.1 Preparation and Standardization of theAchievement Test
6. Table of Specifications
7. Sample Split up for the Try Out
8. Weightage to Content
9. Weightage to Objectives
10. Weightage to Difficulty Level
11. Blue Print
4.3 Attitude Scale
4.4. Value Scale
4.4.1 Construction, and Finalization of Attitude and Value Scales
4.4.2 Procedure Adopted for Standardization of Attitude and Value Scales
Validity and Reliability of the Attitude and Value Scales
4.4.3 Description of the Final Attitude Scale and Value Scale
12. Weightage to the Objectives in the Attitude Scale in History for Standard IX
4.5 Intelligence Scale
13. Weightage to the Objectives in the Value Scale in History for Standard IX
4.6 Measurement of Socio - Economic Status
Occupation: Classification and Weightage
High Professiornals
Semi-Professionals
Skilled Workers
Semi-skilled Workers
Unskilled Workers
Unemployed
Income: Classification and Weightage
14. Weightage given to Items in the Socio-Economic Status Scale 15. Phases of the Study
Computation of Socio Economic Status (SES) of the Families of Students
5.0 Data Collection Procedures
5.1 Phases of the Study
15. Phases of the Study
5.1.1 Collection of Data During Pre-testing Phase
5.1.2 Treatment Phase
5.1.3 Post-Testing Phase
6.0 Statistical Techniques Adopted
V Analysis and Interpretation
1.0 Summary of Analysis
I. Comparison of the effectiveness of the Inquiry Approach over the Conventional Textbook Approach in achieving the objectives of learning History under cognitive domain.
17. Summary of Analysis of Co-variance of Pre-test and Post-test Achievement Scores of the Experimental and Control Groups
16. Summary of Analysis of Variance of Pre-test and Post-test Achievement Scores of the Experimental and Control Groups
18. Data for Adjusted Means of Post-test Achievement Scores of Pupils in the Experimental and Control Groups
5. Comparison of Post-test Scores of Experimental and Control Groups at Total Achievement Level
a) Comparison of the effectiveness of the Inquiry Approach over the Conventional Textboolk Approach in achieving the knowledge level objectives under cognitive domain.
19. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the Category- Knowledge
20. Summary of Analysis of Co-variance of Pre-test and Post-test Scores of the Experimental and Control Groups under the Category-Knowledge
21. Data for Adjusted Means of the Post-test Achievement Scores of Pupils in the Experimental and Control Groups under the Category- Knowledge
6. Comparison of Post-test Scores of Experimental and Control Groups at Knowledge Level
b) Comparison of the effectiveness of the Inquiry Approach over theConventional Textbook Approach in achieving the Comprehension levelobjective under cognitive domain.
22. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the Category - Comprehension
23. Summary of Analysis of Co-variance of the Pre-test and Post - test Scores of Pupils in the Experimental and Control Groups under the Category-Comprehension
24. Data for Adjusted Means of Post- test Achievement Scores of Pupils in the Experimental and Control Groups under the Category- Comprehension
c) Comparison of the effectiveness of the Inquiry Approach over theConventional Textbook Approach in achieving the Research Skills levelobjective under cognitive domain.
7. Comparison of Post-test scores of Experimental and Control Groups at Comprehension Level
25. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the Category- Research Skills
26. Summary of Analysis of Co-variance of Pre-test and Post- test Scores of Pupils in the Experimental and Control Groups under the Category -Research Skills
27. Data for Adjusted Means of Post- test Scores of Pupils in the Experimental and Control Groups under the Category Research Skills
d) Comparison of the effectiveness of the Inquiry Approach over theConventional Textbook Approach in achieving the Critical Thinkinglevel objective under cognitive domain.
8. Comparison of Pos-test Scores of Experimental and Control Groups at Research Skills Level
28. Summary of Analysis of Variance of Pre-test and Post -test Scores of Pupils in the Experimental and Control Groups under the Category- Critical Thinking
29. Summary of Analysis of Co-variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the Category- Critical Thinking
30. Data for Adjusted Means of the Post-test Scores of Pupils in the Experimental and Control Groups under the Category - Critical Thinking
II. Comparison of the effectiveness of the Inquiry Approach over theConventional Textboolc Approach in achieving the objectives of learningHistory under affective domain
9. Comparison of Pos-test Scores of Experimental and Control Groups at Critical Thinking Level
31. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups at Affective Domain Level
32. Summary of Analysis of Co-variance of the Pre-test and Post test Scores of Pupils in the Experimental and Control Groups at Affective Domain Level
33. Data for Adjusted Means of Post-test Scores of Pupils in the Experimental and Control Groups at Affective Domain Level
a) Comparison of the effectiveness of the Inquiry Approach over theConventional Textbook Approach in achieving the Attitude levelobjective under affective domain.
10. Comparison of Pas-test Scores of Experimental and Control Groups at Affective Domain Level
34. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the Category-Attitudes
35. Summary of Analysis of Co-variance of the Pre-test and Post test Scores of Pupils in the Experimental and Control groups under the Category-Attitudes
36. Data for Adjusted Means of Post-test Scores of Pupils in the Experimental and Control Groups under the Category Attitudes
b) Comparison of the effectiveness of the Inquiry Approach overConventional Textbook Approach in achieving the Value level objectiveunder affective domain.
11. Comparison of Pos-test Scores of Experimental and Control Groups at Attitude Level
37. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental and Control Groups under the Category -Values
38. Summary of Analysis of Co-variance of the Pre-test and Post test Scores of Pupils in the Experimental and Control Groups under the Category -Values
39. Data for Adjusted Means of Post-test Scores of Pupils in the Experimental and Control Groups under the Category-Values
III. Comparison of the achievement scores of students of the experimentalgroup at different levels oilntelligence.
12. Comparison of Post--test Scores of Experimental and Control Groups at Value Level
40. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils in the Experimental Group at Different Levels of Intelligence
41. Summary of Analysis of Co-variance of the Pre-test And Post test Scores of Pupils in the Experimental Group at Different Levels of Intelligence
42. Data for Adjusted Means of the Post-test Achievement Scores of Pupils in the experimental Group at Different Levels of Intelligence
IV. Comparison of the achievement scores of students of the experimentalgroup at different level!; of Socio-Economic Status (SES)
43. Data and Results of the Test of Significance of the Difference between the Adjusted Mean Scores of the Achievements of the Students in Different Intelligent Groups in Experimental Group
44. Summary of Analysis of Variance of Pre-test and Post-test Scores of Pupils is the Experimental Group at Different Levels of Socio-Economic Status
45. Summary of Analysis of Co-variance of the Pre-test and Post test Scores of Pupils in the Experimental Group at Different Levels of Socio-Economic Status
46. Data for Adjusted Means of the Post-test Achievement Scores of Pupils in the Experimental Group at Different Levels of Socio-Economic Status
47. Data and Results of the Test of Significance of the Difference between the Adjusted Mean Scores of the Achievements of the Students in Different Socio-Economic Status Groups in Experimental Group
48. Consolidated Results of Adjusted Means of Post-test Scores of Pupils in the Experimental and Control Groups
VI Conclusion
1.0 Objectives of the Study
2.0 Hypotheses
3.0 Summary of Procedure
4.0 Tools Used
5.0 Major Conclusions based on Findings of the Study
6.0 Tenability of Hypotheses
7.0 Suggestions
7.1 Suggestions for Further Research
BIBILIOGRAPHY
1. Lesson Transcript-English
2. Lesson Transcript-Malayalam
3. Picture of Geographical Diversity
4. Pictures of Cultural Diversity
5. Picture of Kargil War
6. Picture of Assassination of Australian Missionaries in Orissa
7. Picture of Destruction of the Statue of Sree Narayana Guru
8. Picture of Destruct-ion of the Mosque in Ayodhya
9. Supplementary Learning Material - English
10. Supplementary Learning Material --Malayalam
11. Check List
12. Form For Writing the Report
13. Achievement Test in History-English
14. Achievement Test in History - Malayalam
15. Answer Sheet
16. Scoring Key
17. Attitude Scale- English
18. Attitude Scale- Malayalam
19. Value Scale-English
20. Value Scale - Malayalam
21. Socio-Economic Status Scale