Online Thesis Search Results

TITLE
DECLARATION
CERTIFICATE
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF APPENDICES
LIST OF FIGURES
1 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
1.1.1 BIOLOGICAL SCIENCE
1.1.2 SCIENCE CONCEPTS
1.2 NEED AND SIGNIFICANCE OF THE STUDY
1.3 STATEMENT OF THE PROBLEM
1.4 EXPLANATION OF KEY TERMS
1.5 VARIABLES OF THE STUDY
1.6 OBJECTIVES OF THE STUDY
1.7 HYPOTHESES OF THE STUDY
1.8 METHODOLOGY OF THE STUDY IN BRIEF
1.9 SCOPE OF THE STUDY
1.10 LIMITATIONS OF THE STUDY
1.11 ORGANIZATION OF THE REPORT
2 REVIEW OF RELATED LITERATURE
2.1 STUDIES CONDUCTED ABOUT ACQUISITION OFCONCEPTS
2.1.1 Studies conducted about the acquisition of concepts in different subjects
2.1.2 Studies conducted about the acquisition of concepts in Biology
2.2 STUDIES CONDUCTED ABOUT THE INFLUENCE OF SELECTED PSYCHOSOCIAL CORRELATES ON ACHIEVEMENT
2.2.1 Studies conducted about the influence of intelligence on achievement
2.2.2 Studies conducted about the influence of attitude towards science on achievement
2.2.3 Studies conducted about the influence of Home Environment on achievement
2.2.4 Studies conducted about the influence of study habits on achievement
3 METHODOLOGY
3.1 INTRODUCTION
3.2 METHOD ADOPTED
3.3 VARIABLES OF THE STUDY
3.4 TOOLS USED FOR THE STUDY
A. Planning of the Test of Biological concepts
3.4.1 Test of Biological concept
i Subject, standard and unit of the test.
ii Weightage to content units
iii Weightage to Objectives
iv The form of questions and their weightages
v Weightage to Difficulty level of the item.
vi Length, Time limit, Maximum marks, Method of answering andScoring procedures of the test
vii Sample for the try out for construction of test of biologicalconcepts.
B. Preparation of the Test of Biological Concepts
i Preparation of Table of specifications
ii Writing of Test Items
iii Preparation of the draft test
iv Arrangement of items in the draft test
C. Try out of the test of Biological concepts.
i Sample for Try out
ii Administration and scoring of draft Test
iii item analysis
iv Preparation of the Final test of Test of Biological concepts
v Administration of the test of Biological concepts to find out itsvalidity and reliability.
D. Evaluation of the test of Biological concepts
i Requirements of the test
a) Validity of the Test
b) Reliability of the Test
c) Objectivity of the Test
d) Practicability of the Test
ii Norms of a Test
iii Test Manual
3.4.2 Home Environment Questionnaire
3.4.2.1 ltem Preparation
3.4.2.2 Try out of the Draft Questionnaire and ltem Analysis
3.4.2.3 Administration and Scoring of Final Questionnaire
3.4.2.4 Reliability of the Questionnaire
3.4.2.5 Validity of the Questionnaire
3.4.3 Study Habits Inventory
3.4.3.1 Item Preparation
3.4.3.2 Administration and Scoring of the Draft Inventory
3.4.3.3 Item Analysis
3.4.3.4 Reliability of the lnventory
3.4.3.5 Validity of the lnventory
3.4.4 Scale of Attitude towards Science
3.4.4.1 Item Preparation
3.4.4.2 Procedure for Administration and Scoring of the Draft Scale
3.4.4.3 Item Analysis
3.4.4.4 Instructions for Administration of the Final Scale
3.4.4.5 Scoring of the scale
3.4.4.6 Reliability of the Scale
3.4.4.7 Validity of the Scale
3.4.5 Test of Intelligence
3.4.5.1 Reliability of the Test
3.4.5.2 Validity of the Test
3.5 SAMPLE SELECTED FOR THE STUDY
3.5.1 Size of the Sample
3.5.2 Technique of Sampling
3.5.3 Factors to be represented in the Sample
1) Sex of the Subjects
2) Rural- Urban location of the School
3) Type of Management of the School
3.5.4 The Initial Sample for the Analysis
3.5.5 The Final Sample Available for Analysis
3.6 PROCEDURE FOR DATA COLLECTION
3.7 SCORING AND CONSOLIDATION OF DATA
3.8 STATISTICAL TECHNIQUES USED FOR THE ANALYSIS OF DATA
3.9 SUB CATEGORIES OF THE INDEPENDENT VARIABLES
4 ANALYTICAL AND INTRPRETATION OF DATA
4.1 COMPARISON OF SUB SAMPLES BASED ON THE SELECTED PSYCHOSOCIAL CORRELATES- ANALYSIS OF DATA
4.1.1 Comparison of sub samples with Respect to thePsycho- Social Correlate-Intelligence
4.1.2 Comparison of the sub samples with respect to he psycho-social correlate-Attitude towards science
4.1.3 Comparison of the sub samples with respect to the psycho-social correlate- home environment
4.1.4 Comparison of the sub samples with respect to the psycho-social correlate-Study habit
4.2 COMPARISON OF THE SUB SAMPLES AND SUB CATEGORIES OF THE SELECTED PSYCHO- SOCIAL CORRELATES BASED ON ACQUISITION OF BIOLOGICAL CONCEPTS
4.2.1 Comparison of the sub samples based on the acquisition of biological concepts - Using t test
4.1 Acquisition of Biological concepts of total sample
4.2 Acquisition of Biological concepts of Boys
4.3 Acquisition of Biological concepts of Girls
4.4 Acquisition of Biological concepts of Rural School Pupils
4.5 Acquisition of Biological concepts of Urban School Pupils
4.6 Acquisition of Biological concepts of Govt School Pupils
4.7 Acquisition of Biological concepts of Private School Pupils
4.2.2 Comparison among sub categories (High, Medium, Low) of each of the selected psycho-social correlates with acquisition of biological concepts - Using t test
4.2.3 Comparison among the sub categories (High, Medium, Low) of each of the selected psycho -social correlates - with acquisition of biological concepts - Using ANOVA
4.2.3.1 Comparison among sub categories (High, Medium, Low) of the selected psychosocial correlate - Intelligence - with acquisition of biological concepts-Using ANOVA
4.2.3.2 Comparison among sub categories (High, Medium, Low) of the psycho-social correlate - attitude towards science - with acquisition of biological concepts - Using ANOVA
4.2.3.3 Comparison among sub categories (High, Medium, Low) of the psycho - social correlate- Home environment -with acquisition of biological concepts Using ANOVA
4.2.3.4 Comparison among sub categories (High, Medium, Low) of the psycho - social correlate - Study habit -with acquisition of biological concepts - Using ANOVA
4.2.4 Comparison among sub samples of each sub category (High, Medium, Low) of the selected psycho - social correlates with acquisition of biological concepts - Using t Test
4.2.4.1 Comparison among sub samples of each sub category (High, Medium, Low) of the psycho-social correlate-Intelligence - with respect to acquisition of biological concepts-Using t test
4.2.4.2 Comparison among sub samples of each sub category (High, Medium, Low) of the psycho-social correlate - Altitude towards science - with respect to acquisition of biological concepts-Using t test.
4.2.4.3 Comparison among sub samples of each sub category (High, Medium, Low) of the psycho-social correlate-Home environment with respect to acquisition of biological concepts-Using t test.
4.2.4.4 Comparison among sub samples of each sub category (High, Medium, Low) of the psycho-social correlate Study habit with respect to acquisition of biological concepts-Using t test
4.3 RELATONSHIP BETWEEN THE SELECTED PSYCHO - SOCIAL CORRELATES AND ACQUISITION OF BIOLOGICAL CONCEPTS - ANALYSIS OF DATA
4.3.1 Relationship between Intelligence and Acquisition ofBiological concepts - Analysis of data.
4.3.1.1 Relationship between acquisition of biological conceptsand intelligence -Analysis using Pearsons productmomentcoefficient of correlation.
4.3.1.2 Relationship between acquisition of biological concepts andintelligence- Analysis using partial coefficient of correlation.
4.3.2 Relationship between Attitude towards science and acquisitionof biological concepts -Analysis of data.
4.3.2.1 Relationship between acquisition of biological conceptsand attitude towards science - Analysis using Pearsonsproduct-moment coefficient of correlation
4.3.2.2 Relationship between Acquisition of Biological concepts andAttitude towards science - Analysis using partial coefficientof correlation.
4.3.3 Relationship between Home environment and Acquisition ofbiological concepts - Analysis of data.
4.3.3.1 Relationship between acquisition of biological concepts andHome environment- Analysis using Pearsons productmomentcoefficient of correlation.
4.3.3.2 Relationship between Acquisition of Biological concepts andHome environment - Analysis using partial coefficient ofcorrelation.
4.3.4 Relationship between Study habits and Acquisition ofbiological concepts - Analysis of data.
4.3.4.1 Relationship between acquisition of biological concepts andstudy habits - Analysis using Pearsons product-momentcoefficient of correlation.
4.3.4.2 Relationship between Acquisition of Biological concepts andstudy habits -Analysis using partial coefficient of correlation.
4.3.5 Relationship between the combined effect of the selected psychosocialcorrelates and the acquisition of biological concepts
4.3.6 Comparison in the relationship between Acquisition ofBiological concepts and selected psycho-social correlates -Analysis of data.
4.4 INFLUENCE OF BACKGROUND VARIABLES SUCH AS SEX LOCALE AND MANAGEMENT OF SCHOOL ON ACQUISITION OF BIOLOGICAL CONCEPTS AND SELECTED PSYCHO-SOCIAL CORRELATES
4.4.1 lnfluence of background variables on the Acquisition of Biological concepts - Analysis using multiple regression
4.4.2 Influence of background variables on the psycho-social correlate - Intelligence - Analysis using multiple regression
4.4.3 Influence of background variables on the psycho-social correlate- Attitude towards science - Analysis using multiple regression
4.4.4 Influence of background variables on the psycho - social correlate - Home environment - Analysis using multiple regression
4.4.5 Influence of background variables on the psycho-social correlate - Study habits - Analysis using multiple regression
4.5 INFLUENCE OF SELECTED PSYCHO-SOCIALCORRELATES ON ACQUISITION OF BIOLOGICALCONCEPTS - ANALYSIS OF DATA.
4.5.1 Influence of the psycho-social correlates on the dependent variable - Acquisition of biological concepts - Analysis using multiple regression
4.5.2 Influence of the psycho-social correlates and background variables on the dependent variable - Acquisition of biological concepts - Analysis using multiple regression
4.5.3 Influence of sub categories (High, medium Low) of the psycho-social correlates and background variables on the dependent variable - Acquisition of biological concepts - Analysis using multiple regression
4.5.4 Interaction with other independent variables -Using multiple classification analysis
5 SUMMARY OF THE STUDY, CONCLUSIONS AND SUGGESTIONS
5.1 AN OVERVIEW OF THE STUDY
5.1.1 Statement of the Problem
5.1.2 Objectives of the study
5.1.3 Hypotheses of the study
5.1.3 Variables of the study
5.1.4 Methodology of the study in brief
5.2 MAJOR FINDINGS OF THE STUDY
5.3 TENABILITY OF HYPOTHESES
Hypothesis I
Hypothesis II
Hypothesis Ill
Hypothesis IV
Hypothesis V
Hypothesis VI
Hypothesis VII
Hypothesis Vlll
Hypothesis IX
Hypothesis X
5.4 CONCLUSIONS OF THE STUDY
CONCLUSION I
CONCLUSION II
CONCLUSION Ill
CONCLUSION IV
CONCLUSION V
CONCLUSION VI
CONCLUSION VII
CONCLUSION Vlll
CONCLUSION IX
CONCLUSION X
5.5 SUGGESTIONS OF THE STUDY
1) The science curriculum must be rearranged in a systematicmanner as per preplanned conceptual schemes to facilitate conceptual understanding
2) Instructional strategy should be developed and modified to effect maximum acquisition of concepts in science by every learner
3) The abilities and drawbacks of each and every individual student may be identified and instruction must be provided to all for mastery learning in essential concepts proposed for a standard
4) The teacher-student ratio may be lowered to facilitate individualized instructions
5) There must be provision for teachers specially trained in the field of educational psychology and educational sociology in every school
6) The pre-service and in-service training of teachers should be restructured
7) The evaluation in science subjects should be centered around the acquisition of scientific concepts and there must be provision to diagnose conceptual errors to take up remedial instruction
8) The science textbooks should be restructured to promote conceptual understanding of science
9) The use of different audio - visual aids should be promoted for effective science education
10) The infrastructure facilities in the secondary schools for science learning should be improved to promote learning of concepts by doing
11) The secondary school students must be given training to develop better study habits
12) Effective categorization of students using intelligence test and individualized instruction, to develop maximum capabilities of students in different levels of intelligence
13) Importance must be given to CO-curricular activities in science in the secondary schools
14) Better parental support and proper home learning environment should be given to secondary school students
15) Schools must try to adopt remedial measures to reduce the negative influence of students home environment as far as possible
16) More research and development should be conducted in the field of effective concept acquisition strategies to suit the needs of pupils of differing psycho-social backgrounds
17) Special emphasis must be provided to pupils with learning disabilities such as dyslexia and dysgraphia for acquisition of maximum concepts in different subjects and developing better study habits suited to their disability
18) Preparation of Students profile must be made mandatory in the secondary schools
19) Research establishments in the field of education must give more thrust to development of better models of concept acquisition in biology giving more stress to local resources
20) Innovative teachers who are able to develop and practice better concept acquisition strategies using the locally available resources must be given due recognition
21) There must an attitudinal change in the secondary school teachers to accept, develop and practice modern strategies adopted for concept acquisition, and it must be a leading principle in the training of teachers
5.6 SUGGESTIONS FOR FURTHER RESEARCH
BIBLIOGRAPHY
APPENDICES