International Indexed & Refereed Research Journal, ISSN 0975-3486,(Print)E-ISSN-2320-5482, April- May (Combind),2013 VOL-IV * ISSUE 43-44

Research PaperEducation

Effect of Cooperative Learning Model on the IX standard Students Achievement Towards Geography With respect to Gender
April-May ,2013 * Shri Vasant Kuri * Research Scholar, P.G Dept. of Education, Karnatak University, Dharwad, K. State Principal, KLE's College of Education, Belgaum, Karnataka State Introduction Geography is the study of places and the relationships between people and their environments. The popularity of cooperative learning methods in geography classrooms is due, to their effects on the social development of students. In addition to strengthening and expanding students' grasp of the formal curriculum, impact affective outcomes inherent to geography outcomes beyond curriculum mastery Objectives 1. To compare the achievements of the students when taught through conventional method of teaching and co-operative learning model. 2. To compare the achievements of the students when they are classified according to gender. Variables Independent Variable: Conventional method and co-operative learning model, Gender Dependent Variable: Students' achievement in Geography Control Variable: Intelligence and SES Statistical Technique: Differential statistical technique was employed. Data Analyses And Interpretation Hypothesis: There is no significant difference between boys and girls of IX standard with respect to pre test, post test and gain of pre and post test achievement in Geography in experimental group See Table 1 * The boys and girls of IX standard in experimental group do not differ significantly with respect to pre test scores of achievement in Geography (t=0.4669, p>0.05) at 5% level of significance. Hence, the null hypothesis is accepted and alternative hypothesis is rejected. It means that, the boys and girls have similar pre test achievement in Geography. The boys and girls of IX standard in experimental group do not differ significantly with respect to post test scores of achievement in Geography (t=0.6702, p>0.05) at 5% level of significance. Hence, the null hypothesis is accepted and alternative hypothesis is rejected. It means that, the boys and girls have similar post test achievement in Geography. The boys and girls of IX standard in experimental group do not differ significantly with respect to gain of pre and post test scores of achievement in Geog raphy (t=0.2912, p>0.05) at 5% level of significance. Hence, the null hypothesis is accepted and alterna tive hypothesis is rejected. It means that, the boys and girls have similar gain of pre and post test scores of n Geography.
Table 2: Adjusted means of gain in achievement in Geography of boys and girls under teaching methods and ability against intelligence and SES of two groups Gender Experimental group Control group Boys 12.46 0.44 Girls 12.21 0.15

Adjustment of means of two levels gender and two levels of teaching methods The results of the above table clearly indicated that the adjusted means of achievement in Geography is higher in boys of experimental group (12.46) as compared to girls of same group (12.21). Similarly, the adjusted means achievement in Geography is smaller in girls of control group (0.15) as compared to boys of same group (0.44). But the adjusted means of achievement in Geography is higher in experimental group as compared to control group. Adjustment of means of three levels of ability and two levels of teaching methods See Table 3

Table 1: Results of t-test between boys and girls of IX standard with respect to pre test, post test and gain of pre and post test achievement in Geography in experimental group Achievement G e nd e r Mean S D t-value p-value Signi. Pre test Boys 34.32 6.41 0.4669 >0.05 NS Girls 33.52 5.68 Post test Boys 46.72 6.02 0.6702 >0.05 NS Girls 45.56 6.22 Gain score Boys 12.40 3.87 0.2912 >0.05 NS Girls 12.04 4.82

RESEARCH ANALYSIS AND EVALUATION

International Indexed & Refereed Research Journal, ISSN 0975-3486,(Print)E-ISSN-2320-5482, April- May (Combind),2013 VOL-IV * ISSUE 43-44

Table 3: Adjusted means of gain in achievement in Geography under teaching methods and ability against intelligence and SES of two groups Ability Experimental Control group group Below average 13.75 -0.35 Average 12.61 0.33 Above average 10.65 0.90

The results of the above table clearly indicated that the adjusted means achievement in Geography is higher in below ability level (13.75) as compared to average level of ability (12.61) and above average level of ability (10.65) in experimental groups (i.e. cooperative learning method). However, the adjusted means achievement in Geography is higher in above average ability level (0.90) as compared to average level of ability (0.33) and below average level of ability (-0.35) in control group (i.e. conventional method).
Table 4: Adjusted means of gain in achievement in Geography of boys and girls under teaching methods and ability against intelligence and SES of two groups Ability Experimental group Control group Boys Girls Boys Girls Below average 12.55 14.94 0.07 -0.78 Average 12.70 12.52 0.36 0.31 Above average 12.12 9.18 0.88 0.91

Adjustment of means of two levels of gender, three levels of ability and two levels of teaching methods

From the results of the above table, it can be observed that, the boys and girls belongs to below average ability level have higher achievement in Geography as compared to average and above average ability level in experimental group. Similarly, the boys and girls belonging to above average ability level have higher achievement in Geography as compared to below average and average ability level in control group. . Discussion and Conclusion Learning together technique of Geography is more effective than conventional teaching method in Geography teaching. In learning together technique of cooperative learning method, the students permanently connects with each other and their teachers for learning and teaching, whereas in conventional teaching method, there is an atmosphere that the connection is less and the teachers is at the center. Educational Implications Cooperative learning provides an opportunity for all students to feel successful. Not only do achievement levels increase, but students also develop social skills while their self-esteem increases. All students feel included and valued, because without their part, the team could not succeed. Imagine a classroom filled with students actively engaged in the curriculum and little behavior management occurring by the teacher.

R E F E R E N C E
1. Aziz, Z. (2010) A comparison of cooperative learning and conventional teaching on students' achievement in secondary mathematics. Procedia Social and Behavioral Sciences 9 pp. 53-62 2. Carla Chamberlin-Quinlisk (2006) Cooperative Learning As Method And Model In Second-Language Teacher Education Intercultural Education, Volume 21, Issue 3 June, Pp. 243 - 255

RESEARCH ANALYSIS AND EVALUATION