Online Thesis Search Results

TITLE
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
List of Tables
List of Figures
List of Appendices
I. lntroduction
1.1 Conceptualisation of the Problem.
1.2. Need and Significance of the Study.
1.3. Statement of the Problem.
1.4. Definition of Key Terms
1.5. Hypotheses
1.6. Objectives of the Study
1.7. Scope and Limitations of the Study.
1.8. Organisation of the Report
References
II. Theoretical Overview
2.1 Curriculum and instruction.
2.1. Possible Shared and Unique Aspects of Instructional Development and Curriculum.
2.2 Theory of Teaching.
2.3. Cognitive Style and Learning
2.2. Cognition and its subdivisions.
2.4. Teaching Models.
2.3. Families of Models of Teaching.
2.5. Concepts and Conceptual Understanding.
2.4. A conceptual network of Dog.
2.5. Interrelation of Facts, Concepts of Generalizations.
2.6. Levels of Concept Attainment.
2.7. Conceptual hierarchies.
2.6. The Concept Attainment Model
2.8. Dimensions of Teaching Models.
2.9. Outcomes of Information Processing.
2.7. Strategies for Learning Concepts.
2.8 Bruners Cognitive Psychology- Influence in Learning and Teaching.
Reference
III. Review of Related Literature
3.1 Comparison of Different Strategies of Concept Attainment Model.
3.2 Comparison of Concept Attainment Model with Other Models and Traditional Method.
3.3 Factors affecting Concept Learning.
3.4 Concept Learning and Types of Examples Used.
3.5 Academically Disadvantaged Children: Concept and Characteristics.
3.6 Educational Programmes and Achievement of Academically Disadvantaged Children
References
IV. Methodology
4.1 Method Adopted.
4.1. Non Equivalent Pretest - Posttest Control Group Design.
4.2. Design of the Study.
4.2 Tools Used for the Study.
4.2.1 Lesson Transcripts bast!d on Concept Attainment Model of instruction.
1. Concept Analysis.
2. Preparation of Content Goals.
3. Phases of Concept Attainment Model of instruction.
4.2.2. Achievement Test in Mathematics.
4.3 Lesson Format for CAM
4.2.3. Cognitive Ability Test.
4.2.4 Rao Achievement Motivation Test.
4.2.5. Measurement of Socio- economic Status.
.4.2.6. Self-Concept Inventory.
4.2.7. Measurement of Study Habits.
4.2.8. Measurement of Interest in Mathematics.
4.2.9. Measuring Attitude for Mathematics.
4.2.10. Measurement of Home Learning Environment
4.2.11. Measurement of Intelligence.
4.3 Sample of the Study.
4.4 The Experiment Conducted.
4.5. Statistical Methods Adopted.
References
V. Analysis of Data and Results
statistical techniques
Summary of the Analysis Done.
Analysis in Detail
5.1. Pretest and adjusted posttest means in achievement of academically disadvantaged students in the experimental and the control groups.
5.2. Pretest and adjusted posttest means in achievement in mathematics of academically advantaged students in the experimental and control groups.
5.3. Pretest and adjusted posttest means in cognitive ability of academically disadvantaged students in the experimental and control groups.
5.4. Pretest and adjusted post test advantaged students in the experimental and control groups.
5.5. Pretest and adjusted posttest means in achievement in mathematics of academically disadvantaged students and academically advantaged students in the experimental group.
5.6. Comparison of progress in achievement in mathematics made by academically advantaged and academically disadvantaged students in the experimental and control groups.
5.7. Comparison of progress in cognitive ability made by academically advantaged and academically disadvantaged students in the experimental and control groups.
Major Hypothesis.
References
VI. Summary and Conclusions
Concept Attainment Model of instruction
Objectives of the study
Experimental Design
Sample of the study
Experiment Conducted.
Analysis of Data
CONCLUSIONS
Implications of the study
Suggestions for further research
Suggestions
References
BIBILIOGRAPHY
APPENDIX A: Concept Attainment Model Lessons
APPENDIX B: Achievement Test -Part I (Draft Form)
APPENDIX C: Achievement Test -Part II (Draft Form)
APPENDIX D: Answer sheet with Key (Achievement Test -Part I (Draft Form)
APPENDIX E: Answer sheet with Key (Achievement Test -Part II (Draft Form)
APPENDIX F: Difficulty Index and Discriminating Power- Achievement Test -Part I
APPENDIX G: Difficulty Index and Discriminating Power- Achievement Test -Part II
APPENDIX H: Achievement Test -Part I (Final Form)
APPENDIX I: Achievement Test -Part II (Final Form)
APPENDIX J: Answer sheet with Key (Achievement Test -Part I (Final Form)
APPENDIX K: Answer sheet with Key (Achievement Test -Part II (Final Form)
APPENDIX L: Cognitive Ability Test (Draft Form)
APPENDIX M: Answer sheet with Key (Cognitive Ability Test (Draft Form)
APPENDIX N: Difficulty index and. Discriminating Power- Cognitive Ability Test
APPENDIX O: Cognitive Ability Test (Final Form)
APPENDIX P: Answer sheet with Key (Cognitive Ability Test (Final Form)
APPENDIX Q: Rao Achievement Motivation Test APPENDIX R: Socio-Economic Status Scale
APPENDIX R: Socio-Economic Status Scale
APPENDIX S: Self-concept Inventory
APPENDIX T: Study Habits Inventory
APPENDIX U: Mathematics Interest Inventory
APPENDIX V: Mathematics Attitude Scale
APPENDIX W: Home Learning Environment Inventory
APPENDIX X: List of Experts