CHAPTER 1

INTRODUCTION

1.1 Background of the study

Globalization has made a feeling of rivalry among the countries of the world in each circle of

life. It has likewise quickened the pace of improvement. In the contemporary world situation,

distinctive countries are taking a stab at their survival and progression to assume the main job in

this worldwide town. This headway relies upon the nature of instruction gave to the country. In

particular, sound training in social study and innovation has assumed an exceptional job in

accomplishing the world driving job.

social study has two - crease nature (a) Systematic collection of information); and (b)

methods for researching and considering, that is, the item and the procedure idea of social study.

Both these parts of social study join to shape information of social study. In its genuine sense,

social study gives one of a kind preparing of perception and thinking. It makes individuals

cautious and precise via preparing them in watching, recording, inducing and anticipating about

the wonders happening in the earth.

Procuring data, creating strategies for considering, applying social study standards and

shaping demeanors are general classes of goals identified with social study learning. social study

educational programs at various dimensions is structured keeping in view the above goals.

Analysts advocate that imagination and higher request learning might be accomplished by the

utilization of hands-on exercises which will in the long run lead to accomplish the previously

mentioned destinations of social study. Particularly at the essential dimension these exercises

may demonstrate a viable enhancement for the educators who need in social study foundation

learning.
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 Exercises which give understudies the chance to switch over unreservedly and constantly

between gathering, handling and translating the information, may demonstrate productive and

powerful for a superior learning.

The examination on philosophies and techniques for social study educating has confirm that

understudies in action based projects adapt superior to anything understudies in conventional

reading material based projects. It has been seen that learning circumstances that require

progressively dynamic contribution of understudies in numerous approaches to process data may

expand their learning.

It is evident from the exploration that there is a move in accentuation from course book

recitation to physical association with materials, having the soul of dynamic getting the hang of,

causing an adjustment in that what we can acknowledge as understanding. A definitive objective

of social study instructing is to convey understudies to a phase where they get a kick out of being

associated with learning social study and feel focused on proceeding with its examination. There

are different variables influencing the understudies' learning in social study. One of these is

hands-on social study exercises.

1.2 Statement of the problem

The present study was designed to investigate “Role of cooperative learning approach in

enhancing the academic performance of primary school students in the subject of social

studies.1.3 Objectives of the study

Objectives of the study were

1. To identify the impact of cooperative learning approach on students motivation in social

study.

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 2. To find out the impact of cooperative learning approach on students achievement in

social study

1.4 Research Questions

1. What are the impacts of cooperative learning approach on student’s motivation in social

study?

2. What are the impacts of cooperative learning approach on student’s achievement in social

study?

1.5 Significance of the study

The present study will be beneficial for all the stakeholder belongs to teaching learning process

and especially to the students of class 8th. It will throw light on the importance of cooperative

learning approach used in social study. It will also serve as a guiding map for teachers teaching

social study subjects. It will explore the effectiveness of cooperative learning approach used in

understanding difficult concepts in social study subject.

1.6 Delimitation of the study

Due to certain constraints study will be delimited to the students of class 8th in

Government Girls High schools of district Swabi.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

Handy activity in social examination isn't totally another thought in the writing however it

widens the significance from the past terms, for example, "research centers" to cover an

assortment of settings for example from labs to classrooms. Portrayals of social examination

training have moved from vocabulary and content materials to exercises. Instructors are

presently trying to perceive what understudies are realizing as an outcome of occupied hands

The term hands-on is utilized usually in social examination training. It implies that instructor

ought to accomplish more than addressing about social investigation. It enables the understudies

to encounter social investigation by doing it including utilizing the hands. In the same way as

other different terms in instructive practice, these terms have no standard definition that makes

them mean for all professionals. It might likewise be characterized as any action that enables the

student to deal with, watch or work a logical procedure. In hands-on social examination

exercises, students connect with materials and types of gear.

Cooperative learning approach may likewise be characterized as an assortment of exercises that

could conceivably be real investigations, for example, perception or estimations, not really

completed in research facilities. By and large hands-on social examination exercises are

characterized as the exercises that enable the understudies to deal with, control or watch the

logical procedures. In these hands-on exercises, understudies associate with materials to watch

logical wonders. Flannery states that hands-on social investigation encourage the psyche in

increasingly essential ways by broadening the connections between the mind and the hand.

Diverse recollections have been recognized for various capacities. Those are sound-related,

visual, material and body engine capacities. It suggests that any data which uses every one of the

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four recollections would be a more grounded and effectively retrievable. Since hands-on

exercises use every one of these recollections, in this way the data assembled through these,

eventual all the more dominant and effectively retrievable.

Social examination instructors have endeavored to characterize hands-on social investigation

exercises into various classes. One measurement tended to by different specialists in social

examination instruction is request. It has been contended by unmistakable instructors and

clinicians that social investigation is a request based subject and ought to be instructed in that

style. Inside the request measurement, qualifications may be made keeping in view the

dimension of request included. Lumpe and Oliver separated in request exercises; the student has

no comprehension of the idea or marvel before leading of movement.

The reflection of social examination substance and showing put horrendous impacts on students.

At present, practically all real social investigation educational programs improvement ventures

have accentuated on hands-on agreeable learning approach as both a viable and charming

method for learning social examination content. These exercises give the understudies solid

encounters beyond what many would consider possible to decrease the deliberation Effectiveness

of hands-on exercises in learning social examination has for quite some time been fervently

discussed and acknowledged by social investigation instruction network.

The need of solid encounters in social investigation guidance is upheld on the grounds that they

upgrade understudies' learning and give an increasingly legitimate perspective on social

examination. He had faith in doing first and perusing and composing later. As indicated by John

Dewy was of the solid supposition that encounters explicitly hands-on exercises are imperative

in instructive procedure. Physical tasks give criticism of discovering that enables students to

witness it.

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Hands-on exercises are compelling learning encounters. Research has prove that hands-on

methodology in social investigation improves comprehension of ideas bringing about better

accomplishment score and achievement in social examination branch of knowledge. In an

examination directed by on 50 eighth graders in showing specialized idea on geodesic arches, it

was discovered that there existed a critical distinction between learning with and without hands-

on exercises. They inferred that hands-on exercises are successful in adapting any material idea.

It was found in an examination directed by that the understudies who were occupied with hands-

on exercises regular or once seven days scored essentially higher on a state administered trial of

social investigation accomplishment than the understudies occupied with hands-on exercises

once per month or never. Youthful and Lee (2005) directed an examination on 399 fifth graders.

The investigation gave proof that the understudies who were educated through social

examination units outflanked when contrasted with the understudies encouraged social

investigation without utilizing social investigation packs.

In an examination directed by on 123 fifth and 6th graders from a center school, it was

discovered that the understudies associated with hands-on exercises scored essentially superior to

anything those educated through educator focused investigations. Comparative outcomes were

found in the examination led by on an example of 611 seventh and eighth grade understudies

took on center school social investigation, it was presumed that close day by day usage of hands-

on exercises yield the best positive effect on understudies' accomplishment.

As Pakistan is lingering behind in social investigation and innovation when contrasted with the

created nations and Pakistani understudies' accomplishment in social examination is low when

contrasted with the understudies of those nations, in this way, there is desperate need to

investigate the available resources by which Pakistani understudies' accomplishment in social

6
investigation might be improved. This examination endeavors to address this issue, envisioning

the improvement of showing learning social investigation in Pakistan.

2.2 IMPORTANCE OF PRACTICAL WORK IN SOCIAL STUDY SUBJECT

This investigation shows a survey of writing on viable educating in social examination. It

endeavors to investigate what comprises compelling educating in social examination. In doing

this, I have additionally examined such normal showing models as 'the learning cycle' (Renner,

Abraham and Birnie, 1985; Lawson, 1988), 'co-usable learning' (Kagan, 1992; Johnson, Johnson

and Holubec, 1998), 'the 5E instructional model' (Trowbridge, Bybee and Powell, 2000), 'the

theoretical change demonstrate' (Strike and Posner, 1985; Hewson and Hewson, 1988), 'the

request display' (Deboer, 2002), 'the generative learning model' (Osborne and Wittrock,1983;

Wittrock, 1994) and 'data preparing showing models' (Joyce, Weil and Calhoun, 2000a). In view

of the hypothetical standards of constructivism and the survey of these showing models,

Researcher has condensed a portion of the primary standards of compelling educating in social

investigation as pursues:

1.dealing with understudies' current thoughts and originations,

2.encouraging understudies to apply new ideas or abilities into various settings,

3.encouraging understudy interest in exercises,

4.encouraging understudy request,

5.encouraging co-usable learning among understudies, and

6.offering constant evaluation and giving restorative input,

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 Analyst talk about these standards as far as their commitment to viable educating, and in

this manner, to understudy learning in social examination, particularly in science. In comprising

the standards of successful educating, I will remain concentrated chiefly on constructivist

thoughts in instructing and learning. The fundamental explanation behind this is, as of late, a

noteworthy impulse for rebuilding social investigation instruction in numerous angles (points,

substance, educating and appraisal) has originated from the idea of 'constructivism' (Tobin, 1993;

Fensham et al, 1994; Tobin, Tippins, and Gallard, 1994; Driver and Scott, 1996; Treagust, Duit

and Fraser, 1996; Alsop, Gould, and Watts, 2002; Tytler, Waldrip and Griffiths, 2004).

2.2.1 DEALING WITH STUDENTS’ EXISTING IDEAS AND CONCEPTIONS

In this section, I discuss the role of students’ existing ideas and conceptions in terms of

learning and teaching social study and then, describe how to identify these ideas and

conceptions. Finally, I present ways to change these ideas and conceptions in order to help

students learn social study meaningfully.

2.2.2 IMPORTANCE OF DETERMINING STUDENTS’ EXISTING IDEAS AND

CONCEPTIONS

Deciding understudies' current thoughts and originations has been perceived as an

imperative variable in social investigation educating and a vital piece of encouraging systems

created (Ausubel, 1968; Driver, 1983; Osborne and Wittrock, 1983; Novak and Gowin, 1984;

Scott, Asoko and Driver, 1992; Carr et al, 1994; Duit and Treagust, 1998; Littledyke, 1998;

Goodrum, Hackling and Rennie, 2002; Tytler, 2002a, 2002b). Hipkins et al (2002) contend that

showing social investigation is powerful when understudies' current thoughts, qualities and

convictions, which they convey to an exercise, are evoked, tended to and connected to their

classroom encounters toward the start of an instructing program.

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 The impact of the understudies' pre-considered thoughts on the nature of ensuing learning

is all around recorded. There is a typical conviction that understudies don't touch base in the

classroom as vacant vessels into which new thoughts can be poured by instructors (Carr et al,

1994; Leach and Scott, 1995; Vosniadou, 1997; Tytler, 2002a). They can have earlier thoughts

and originations about the occasions and marvels in their general surroundings, which likely

could be not the same as those expected by the educator and academic network. Important

learning happens as understudies deliberately and unequivocally connect their new information

to existing learning structure (Ausubel, 1968; Wittrock, 1994; Mintzes, Wandersee and Novak,

1998). This suggests viable instructional methodologies must be founded on what is as of now

known by the student. Along these lines, the analysis of students' prior learning is vital for

instructors so as to design consequent showing exercises and help understudies connect the new

material to what they definitely know.

Deciding understudies' current thoughts and originations in social investigation may build

understudies' familiarity with them, which is fundamental for important learning (Ausubel, 1968;

Mintzes, Wandersee, and Novak, 1998; Järväla and Niemivitra, 1999; Goodrum, Hackling, and

Rennie, 2002). As indicated by Vosniadou (1997) '[students] don't seem to realize that their

clarifications of physical wonders are theories that can be exposed to experimentation and

misrepresentation. Their clarifications stay verifiable and unsaid.' (p39). At the point when

understudies end up mindful of their beforehand 'inferred' thoughts, they get an opportunity to

contrast them and logical ones and change if vital.

What's more, deciding understudies' previous thoughts and originations additionally

enables educators to face any elective thoughts or confusions understudies may have at a

beginning time in the learning procedure so that these don't frustrate understudies' learning

(Littledyke, 1998). Through deciding understudies' current originations, instructors can create

9
fitting instructional methodologies that move these informal thoughts and originations towards

logical ones (Järväla and Niemivitra, 1999; Hipkins et al, 2002). In any case, it is imperative that

there is inquire about proof that understudies' elective originations are hard to move, and can

offer a genuine boundary to viable instructing (Glynn and Duit, 1995; Tytler, 2002a). I will

examine this issue later in this segment in more detail.

At last, Hipkins et al (2002) demonstrate that when instructors consider and expand on

understudies' current thoughts, encounters, and qualities, social examination training can turn out

to be progressively comprehensive for understudies from different societies, young ladies and

young men, understudies with unique needs and uncommon capacities.

So, these all recommend that there is a requirement for educators to figure out what

thoughts and originations understudies have toward the start of instructing learning process.

Next, I will talk about a portion of the ways announced in the writing to do this.

2.2.3 WAYS TO DETERMINE STUDENTS’ EXISTING IDEAS AND

CONCEPTIONS

So as to decide understudies' current thoughts and originations, the writing reports a wide scope

of instructional techniques and exercises that instructors can utilize, for example, auditing past

work and expressing objectives, question-and-answer, amass talks, conceptualizing and

discussing thoughts, giving precedents, and leading analyses (Hewson and Hewson, 1988;

Abrams, 1998; Littledyke, 1998). Likewise, understudies additionally need positive steady

learning conditions where they feel great and sufficiently certain to unveil their current thoughts

and musings (Bell and Cowie, 2001).

Showing strategies, for example, introducing data to understudies straightforwardly from

reading material, giving exhibitions and exercises without helping understudies to concentrate on

10
the examples that are comparable in the exercises, or giving a revelation situated exercise

without explicitly relating it to earlier learning, then again, may not be fruitful in helping

understudies to uncover their current thoughts (Smith and Anderson, 1984; Driver, Leach,

Millar, and Scott, 1996).

Quickly assessing past work toward the beginning of an exercise by expressly expressing

the objectives of the present exercise enacts understudies' current thoughts and originations in

regards to the new point and recovers past learning (Rosenshine and Stevens, 1986; Calderon,

Gabbin, and Green, 1996). This causes understudies to be set up for understanding the new

material. The inquiry and-answer technique is a standout amongst the most widely recognized

strategies utilized by instructors for this reason (Garnett and Tobin, 1988; Yip, 1998; Amos,

2002). Questions, particularly open-finished ones, can animate understudies to uncover their

casual and maybe contorted biases created through their regular encounters to encourage their

reviewing thoughts from their long haul memory. Sunal and Sunal (2002) accentuate that the

essential point here is to enable understudies to recover the same number of related encounters,

thoughts or abilities from their long haul memory as would be prudent.

Notwithstanding, since many surrender their very own thoughts reluctantly, finding that

their current 'non-logical' sees work for them in managing logical marvels in their regular daily

existence (Solomon, 1993), recovery from long haul memory alone isn't sufficient for important

figuring out how to happen. Understudies likewise need to change their own understandings of

social investigation into ones reliable with the logical view (Hewson and Hewson, 1983; Strike

and Posner, 1985; Duit and Treagust, 1998; Alsop et al, 2002).

2.2.4 HELPING STUDENTS CHANGE THEIR EXISTING IDEAS AND

CONCEPTIONS

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 Understudies don't change their thoughts or originations effectively yet they change them

just in the event that they see that the more experimentally legitimate thoughts sound good to

them and are more productive than their very own in clarifying a marvel and making forecasts

(Posner, Strike, Hewson and Gertzog, 1982; Hewson and Hewson, 1988; Carr et al, 1994; Lee

and Brophy, 1996). In this way, with the goal for change to happen, understudies must wind up

disappointed with their current learning and know about that there might be irregularities in their

method for review the world (Nussbaum and Novick, 1982; Posner, Strike, Hewson, and

Gertzog, 1982; Driver et al, 1996). This requires an immediate differentiation between their

current thoughts and planned logical perspectives (Wittrock, 1994). They have to test and build

up their models and manners of thinking in commonplace settings, which they accept are

genuine, delegate of ordinary experience and under their control. When they can see that present

thoughts or originations are never again pertinent to take care of issues then new learning

happens.

Different systems are proposed for educators to use to test understudies' current thoughts.

For instance, peer associations can be a significant procedure (Posner et al, 1982; Littledyke,

1998) by making gainful dialogs. In such occasions, understudies experience disappointment

with their current ideas, create conceivable new ideas and see the importance of new information

in various settings (Abrams, 1998).

Besides, leading examinations or request can likewise firmly challenge understudies'

current thoughts. They can apply their own thoughts, watch the procedure, make expectations

about the outcomes and record the aftereffects of the test. When they accomplish surprising

outcomes or find that others can't help contradicting their elucidations or see that their present

thoughts won't tackle the new issue, their current originations are tested (Goodrum et al, 2002).

12
Therefore, they go to the understanding that they ought to either change or dispose of these old

thoughts and build new ones (Osbourne and Freyberg, 1985; Driver et al, 1996).

Correspondingly, reenactments in blend with reasonable work can be successful in helping

understudies change their non-logical originations (Harlen, 1999; Peat and Fernandez, 2000).

For instance, seeing the livelinesss as a class encourages dialog and may expose understudies'

misguided judgments, which would then be able to be managed at class level.

Subsequent to deciding understudies' current thoughts and originations and making

understudies mindful of them, instructors need to acquaint logical ideas with assistance them

build new information. For this reason, educators can utilize short addresses or introductions,

watch video or film, read sections from the course reading or reference books (Evans and Boy,

1996; Trowbridge, Bybee, and. Powell, 2000; Glenn, 2001) . What's more, Rosenshine (1997)

proposes that this clarification stage ought to be clear and short, and enable time for understudies

to process new data and rebuild their comprehension.

As students' working memory, where they process data, is little, it takes somewhere around

five seconds to sort out a 'piece' of new data and to exchange it to long haul memory. Since the

stream of the material amid a class is regularly a lot quicker, the understudy's momentary

memory is immediately over-burden and learning stops until a space is accessible in the transient

memory. Therefore, understudies can't generally process the new data quickly enough since they

may lose consideration and along these lines, begin wandering off in fantasy land or not focusing

in the exercises (Anderson, 1998; Bligh, 1998). This is confirm by explore that shows

understudies hold 70 percent of the data amid the initial ten minutes of an address, yet just 20

percent of the most recent 10 minutes (McKeachie, 1994). Bligh (1998) proposes that the

farthest point to understudies' successful consideration is 25-30 minutes. All these, in this

manner, propose that instructors should give brief breaks or give guides to understudies to
13
process new data in their working memory (Svinicki, 1999). At the point when there is no new

data coming, understudies can process what is being said all the more promptly.

In any case, instructors ought not depend on addresses a lot for presenting new learning

and aptitudes in light of the fact that, as a conventional showing strategy, addressing can make

understudies uninvolved in the exercises, leaving too brief period for them to process the new

data (Parkinson, 2004). Furthermore, especially in science, it can prompt a perspective on

science as a 'reality mountain' (Griffiths and Moon, 2000). An entirely address based

introduction of certainties and ideas may persuade that everything has been made sense of as of

now and so as to pass their examination they should retain realities and ideas as opposed to

attempting to comprehend them.

In clarifying new ideas or thoughts, there are two essential conditions that instructors ought

to consider: making consideration in understudies and giving models and chances to

understudies to rehearse their thoughts.

2.2.5 CREATING ATTENTION IN STUDENTS

Concentrating understudy consideration on the material to be scholarly is a vital factor in

compelling learning (Bligh, 1998; Joyce et al, 2000b). There is a school of thought which

suggests that instructing materials should coordinate individual learning styles, for example

visual, sound-related and kinaesthetic (Rosenshine, 1997; Nelson, 1999; Joyce et al, 2000a,

2000b; Nayar and Pushpam, 2000). Additionally, understudies recall best those thoughts or

ideas that are introduced in an approach to relate their tangible channels, for example

sound and visual portrayals, pictures, diagrams, models and mixed media (Cyrs, 1997;

Nayar and Pushpam, 2000).

14
 The utilization of visual instructing helps can give increasingly solid significance to words,

show associations and connections among thoughts unequivocally, give a valuable channel

of correspondence and solid verbal messages and paramount pictures in understudies'

brains, and make exercise materials all the more intriguing to understudies. (Duit, 1991;

Cyrs, 1997; Harlen, 1999; Joyce et al, 2000a). For instance, models help understudies

comprehend the world by discovering the why of things and make theoretical or envisioned

ideas appear to be all the more genuine to understudies (Raghaven and Glaser, 1995; van

Driel and Verloop, 1999).

Besides, sight and sound can enable instructors to convey this present reality to

understudies using sound and video, collaborating with an image or chart by extending or

turning it (Harlen, 1999; Boohan, 2002). Nayar and Pushpam (2000) report that when

instructors utilize suitable media incorporated in the educational programs, their

understudies accomplish altogether higher learning results. Essentially, Wisniewski (1994,

citing Killermann, 1998 p7) found that understudies who watched films about AIDS

performed fundamentally superior to those understudies who did not on a test directed

seven days after the fact. Wisniewski (1994) inferred this may be a direct result of the way

that indicating movies may help here and there to initiate their long haul memory of the

subject and the substance of the exercises at later time.

To outline, when visual materials go with verbal clarification, understudies may give more

consideration to the material to be learned, conceptualize and appreciate unique and

troublesome thoughts, contemplations, and information better in their psyche, and store and

recollect more data proficiently.

2.2.5 PROVIDING EXAMPLES AND OPPORTUNITIES FOR STUDENTS TO

PRACTISE
15
 With the end goal for understudies to grasp new thoughts or ideas and build their very own

insight, they have to see clear instances of what the new thoughts or aptitudes speak to

(Rosenshine, 1997; Trowbridge et al, 2000). Moreover, in adapting new materials or abilities,

understudies should be given broad chance to control the earth (Joyce et al, 2000a) as, as

indicated by Piaget (1978), understudies' psychological structures will develop just when they

start their own learning encounters. For instance, Rosenshine (1997) recommends that instructors

ought to give assignments where understudies can take part in intellectual preparing exercises of

sorting out, investigating, practicing, outlining, looking at, and diverging from different

understudies, or with the educator or working alone. Likewise, educators ought to empower

casual talks and structure social examination exercises so understudies are required to clarify and

legitimize their understanding, contend from the information, legitimize their decisions and

fundamentally evaluate the logical clarifications of an issue (Abrams, 1998).

Instructors can show aptitudes and work on an issue on the board while talking about the

issue. This showing or displaying abilities is vital in light of the fact that when a thought or

aptitude is demonstrated for understudies in various ways, it will be increasingly significant to

them (Potari and Spiliotopoulou, 1996).

Educators can likewise utilize realistic coordinators (Wittrock, 1994; Cyrs, 1997; Mintzes

et al, 1998; Trowbridge and Wandersee, 1998) in that capacity gadgets help understudies to

incorporate new data into their current learning structures. Accordingly, such association can

encourage recovery, help understudies see the connections among thoughts and how they are

associated, accelerate cognizance, and improve note-taking (Novak and Gowin, 1984; Cyrs,

1997; Rosenshine, 1997). Realistic coordinators can likewise assist understudies with

constructing their comprehension while perusing a content from course book, watching a film or

tuning in to the instructor (Joyce et al 2000a).

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 To put it plainly, as indicated by the writing at that point, for powerful figuring out how to

happen, instructors should initially distinguish understudies' earlier thoughts, make understudies

mindful of them and, in the light of these thoughts, help understudies build their own

comprehension. After that instructors ought to give chances to understudies to apply their

recently obtained information to various circumstances. The following area will concentrate on

this standard.

2.3 ENCOURAGING STUDENTS TO APPLY NEW CONCEPTS OR SKILLS INTO

DIFFERENT CONTEXTS

Schaefer (1979) contends that if the ideas instructed at school are not identified with

understudies' regular daily existences, they may neglect to utilize them satisfactorily outside the

school. In this way, their insight may stay as procured disengaged information 'bundles'.

Compelling learning expects understudies to apply recently procured ideas or aptitudes to

various settings (Schollum and Osborne, 1985; Wallberg, 1991; Good and Brophy, 1994;

Gallagher, 2000; Yip, 2001). Accordingly, they can accomplish higher learning results and

utilize their insight or aptitudes to take care of the issues in their regular day to day existence.

Therefore, instructors ought to make openings that enable understudies to apply their insight to

genuine circumstances. Gallagher (2000, p.313) proposes that instructors should:

"..recognize commonsense uses of ideas, utilize viable encounters and applications to

make associations among ideas and 'genuine world' encounters in manners that advance

comprehension of ideas, and show how information of one lot of ideas frames the establishment

for finding out about different ideas." Teachers can utilize different strategies to assist

understudies with applying their insight, for example, leading functional work, field trips,

recreations, composing exercises and pretend. Following is a short talk of a portion of these

techniques drawn from the writing.

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2.4 PRACTICAL WORK

Functional work can give a decent chance to understudies to apply their recently obtained

information or aptitudes and addition direct involvement of wonders discussed in principle

(Kirschner, 1992; Hodson, 1993; 1996; Arce and Betancourt, 1997; Johnstone, 1997; Amos and

Boohan, 2002; Millar, 2002). At the point when understudies participate in useful work, they can

test, reexamine and reproduce their thoughts and musings. Hence, numerous examinations

revealed that functional work improved understudies' learning and comprehension (Hewson and

Hewson, 1983; Stohr-Hunt, 1996; Dawe, 2003). Dawe (2003) contends that such positive results

might be because of understudies' picking up responsibility for ideas they learn as they 'find' the

information themselves amid useful work.

In connection to commonsense work, reenactments can be utilized to supplant lab work

when research center work is impossible in schools (Raghavan and Glaser, 1995; Good and

Berger, 1998; Peat and Fernandez, 2000). In this way, they can help understudies comprehend

imperceptible reasonable universes of social examination through liveliness, which can prompt

progressively digest comprehension of logical ideas (Joyce et al, 2000b; Hwang and Esquembre,

2003). Understudies can comprehend exactly what occurs, yet additionally how and why.

Utilizing reproductions in social examination exercises additionally improves understudies'

higher request abilities like application and investigation, and consequently, encourages them

appreciate the point better (Rivers and Vockell, 1987; Henson and Eller, 1999). For instance,

Rivers and Vockell (1987) found that utilizing electronic reproductions improved secondary

school science understudies' critical thinking abilities.

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 2.4 FIELD TRIPS

Field treks can furnish understudies with significant settings where they can associate their

insight with the regular world and see models and useful uses of logical ideas or procedures

(Glynn and Duit, 1995; Griffiths and Moon, 2000; Tytler, 2002a). For instance, Scherf (1992,

citing Killermann 1998 p5) explored the adequacy of field stumbles on understudies'

accomplishment and frames of mind, and found that the understudies who took an interest in the

exercises outside the classroom, showed altogether more noteworthy capacity to perceive plants

than the understudies who contemplated plants just in the classroom.

Notwithstanding, hands on work isn't constantly conceivable because of a constrained showing

spending plan and progressively bustling educational module. However, educators can carry the

normal world into the classroom by giving live plants, creatures, pictures, models and the

presentation of understudy work (Glynn and Duit, 1995; Griffiths and Moon, 2000). For

instance, Bauhardt (1990, citing Killermann 1998 p6) revealed that the utilization of living

creatures including the worm, the darkling scarab and the house insect in science exercises

decidedly impacted understudies' frames of mind and expanded their insight about the creatures.

Bauhardt (1990) called attention to that it was on the grounds that the understudies discovered

working with the living creepy crawlies all the more persuading which thus prompted powerful

learning.

Besides, virtual field trips were additionally answered to be utilized effectively (Peat and

Fernandez, 2000). They can support educators and understudies reproduce field trips

electronically and partake in exercises not accessible in the research facility and visit unavailable

locales of natural enthusiasm through PCs and the Internet. This recommends through web, later

on understudies will almost certainly have more chances to 'visit' or see the destinations, organic

procedures and occasions in their unique spots without really leaving their classrooms. I trust
19
that such a learning opportunity will make science adapting a lot less demanding and additionally

intriguing for understudies.

2.5 WRITING ACTIVITIES

Composing their own clarifications, rundowns, or reports can enable understudies to apply

recently obtained ideas or thoughts to various settings. While composing independently or with

others, understudies can think fundamentally and arrange their understanding, both inside the

social setting and against the present information of mainstream researchers (Rillero, Cleland,

and Zambo, 1996; Keys, 1999; Keys, Hand, Prain and Collins, 1999). Therefore, they can

construct clarifications and comprehend data from sources, for example, class talks, research

centers or reading material.

Nonetheless, ordinary composition exercises, such as duplicating notes from course books

or bringing down an instructor's correspondence may not be useful for understudies to

comprehend social investigation and speak with others (Brown, 1994; Henderson and

Wellington, 1998; Keys et al, 1999). What's more, these exercises make understudies inactive

and exercises exhausting on the grounds that they don't generally connect with understudies'

cerebrums (Henderson and Wellington, 1998). In this way, Henderson and Wellington (1998,

p39) recommend that instructors ought to investigate 'diverse methods for getting understudies

to exhibit composed records of their examinations and perceptions and to give them the chance

of demonstrating that they comprehend a logical point or idea'. Consequently, as of late, such

types of composing as diaries, questions, kid's shows, and brief accounts have picked up

prominence as a methods for helping understudies to comprehend the logical material (Prain and

Hand, 1998; Hand, Prain, Lawrence, and Yore, 1999).

20
 By and large, so far in this area, I have concentrated on the significance of understudies'

applying their insight and abilities to various settings with an end goal to build their learning and

comprehension, close by a portion of the techniques and exercises that enable understudies to do

as such. In the following segment, I will attempt to clarify another compelling showing rule,

which is to empower understudy cooperation in exercises.

2.6 ENCOURAGING STUDENT PARTICIPATION IN LESSONS

As of late, there has been much accentuation on participatory classroom exercises on the

grounds that there is a general understanding that compelling learning expects understudies to be

dynamic in the learning procedure (Roth and Roychoudhury, 1994; Strage and Bol, 1996;

Stepanek, 2000; Parkinson, 2004) . Moreover, analysts trust that the more understudies are

associated with the learning procedure, the more they get familiar with the subject (Trowbridge

et al, 2000; Deboer, 2002). Taras (2002) recommends that understudy focused learning has, in

principle, advanced and achieved more noteworthy understudy interest and inclusion. Hence, for

understudies to be at the focal point of the learning and showing process, their necessities and

prerequisites must be at the core of this procedure.

Which means must be framed in understudies' psyches by their very own dynamic

endeavors (Saunders, 1992) and can't be made by another person for understudies. This

recommends understudies are not just uninvolved beneficiaries of data from the instructor, PC,

course reading or any wellspring of data amid the learning procedure. They need to grapple with

a thought as far as they could tell until it ends up significant to them.

Joyce et al (2000a) express that the chance to trade perspectives and offer individual

encounters creates the 'psychological clash' that is major to scholarly advancement. So as to

encourage subjective clash, understudies need chances to suggest conversation starters about

21
social examination, to work with others, to lead examinations, present and protect their thoughts,

arrangements, and discoveries, and evaluate their very own and other understudies' thinking

(Pope and Gilbert, 1983; Tobin and Gallagher, 1987). These all infer that they have to take an

interest in learning process.

Dynamic learning procedures can engage understudies to use sound judgment and play a

functioning job in their very own learning, increment their inspiration to learn, encourage and

esteem the different voices of understudies and lessen disciplinary issues (McCombs and

Whisler, 1997; Stepanek, 2000; Deboer, 2002). Specialists trust this is an aftereffect of a feeling

of proprietorship and individual contribution that dynamic learning makes. In dynamic learning

settings, understudies see their work as critical in light of the fact that they feel essential and

their thoughts and discoveries are esteemed.

Amos (2002) contends that understudies' dynamic interest likewise requires a positive,

strong learning condition in which they don't hesitate to make their own inquiries, express their

thoughts and contemplations and get backing and support. At the point when understudies

understand that their thoughts and musings are esteemed and approached with deference by the

gathering individuals, when they effectively include themselves in gathering exercises, they feel

more certainty, and consequently, take part more in the exercises (Brown, 1995).

A wide range of techniques and methodologies have been proposed for including

understudies in exercises and connecting with them in dynamic learning (Trowbridge et al 2000;

Deboer, 2002; Goodrum et al, 2002) . In any case, all together for any strategy to be fruitful,

successful exercise arranging is basic (Henson and Eller, 1999; Harlen, 1999). An exercise plan

expects educator to be clear about the succession of the exercises in the exercises, the reason and

objectives of the exercises. The arranging procedure includes elucidation of the jobs of the

educator and understudies. In this way, it makes less demanding for understudies to pursue the
22
educator's material and urges them to take an interest more in the exercise and assume liability

for their very own adapting (Good and Brophy, 1994; Calderon et al, 1996). Therefore, viable

exercise arranging positively affects understudies' learning (Brown, 1994; Tomic, 1994; Glenn,

2001). Besides, as per the abovementioned, educators ought to permit some adaptability in

exercise arranging so as to urge understudies to take an interest more in the exercises. It is vital

to be touchy to the state of mind of the class and if something isn't going admirably to forsake it

and proceed onward or change tack totally. Something else, an inflexible exercise plan possibly

frustrates as opposed to helps the instructing learning process, since it could keep understudies

from being engaged with the exercises and diminish their innovativeness.

Addressing is the most widely recognized technique that instructors use for including

understudies in the learning procedure (Bliss, 1995; Glenn, 2001; Amos, 2002). To be sure,

Amos (2002) reports that up to one-fifth of what an educator says in a classroom is probably

going to be as inquiries. In the event that instructors ask open-finished inquiries, they enable

understudies to think uninhibitedly and adaptably, to express their very own thoughts and

contemplations without feeling that they need to give one 'right' answer and they advance

fruitful talks that animate understudy cooperation (Harlen, 1999).

Amos (2002) underpins the utilization of open-finished inquiries, contending that shut and

subject-situated inquiries that depend on straight procedures and coherent thinking dishearten

understudies from speculation uniquely in contrast to the educator and may hinder understudies

from addressing the inquiries inquired.

Notwithstanding the idea of the inquiries solicited, the way toward making inquiries is

additionally critical for understudies' learning and improvement. Giving adequate 'hold up time',

around 3-5 seconds, subsequent to making an inquiry for understudies expands understudy

23
investment as well as gives them chance to think basically and make more thoughts and

reactions (Yates and Yates, 1990; Bliss, 1995; Trowbridge et al, 2000; Amos, 2002).

Pretending can likewise be a valuable instructing and learning movement to urge

understudies to take part more in the exercises and encourage their comprehension. In any case,

analysts report that pretending in social examination exercises is underestimated and underused,

frequently in view of confusions about what pretend is and how it very well may be put to use in

social investigation training (Resnick and Wilensky, 1998; McSharry and Jones, 2000).

McSharry and Jones (2000) point out that the hypothesis behind the utilization of pretend in

social examination educating and learning underpins 'dynamic', 'experiential' or 'understudy

focused' learning. Along these lines, understudies are urged to be physically and mentally

engaged with their exercises to enable them to both convey what needs be in a logical setting

and build up a comprehension of troublesome ideas. Resnick and Wilensky (1998) additionally

call attention to that pretending exercises assume a noteworthy job in helping understudies to

learn complex points.

Besides, McSharry and Jones (2000) contend that only disclosing to understudies about

their condition may not be the best strategy for helping them to pick up a comprehension of why

it is there or how the procedures at work in the earth have framed it. In any case, pretends, for

example, those portraying predator– prey connections or antibody– antigen associations, can

allow understudies to encounter these occasions physically, which might be progressively

proper to their own learning style. Subsequently, understudies can comprehend unique and

troublesome points that are not constantly noticeable wonders. In fact, Fadali, Robinson, and

McNichols (1999) point out that pretending might be cooperative in optional social investigation

classes as a method for presenting and acquainting understudies with troublesome, dynamic or

complex ideas in science and the physical social studys. At long last, Maier (1989) contends that

24
educators, coaches or bosses support pretend as a cooperative methods for breathing life into the

learning content; specifically, this model delivers nitty gritty and solid examination materials

which are increasingly hard to pinpoint by the method for address and talk.

Another cooperative technique for empowering understudies to take an interest in the

learning procedure is to lead pragmatic work (Hodson, 1993; Amos and Boohan, 2002; Millar,

2002). The imperative point in doing down to earth work is to guarantee that understudies are

rationally dynamic on the grounds that drawing in understudies in viable errands does not imply

that they are dynamic in their learning.

Request based educating and learning (Trowbridge et al, 2000; Deboer, 2002) and co-

usable learning gatherings (Slavin, 1990; Kagan, 1992; Jones and Carter, 1998; Goodrum et al,

2001) are additionally cooperative settings where understudies effectively take an interest in

learning procedure to build up their own understandings of logical information. I will examine

these in the resulting segments in more detail.

So, understudy support is essential for their learning. Dynamic cooperation can expand

understudies' getting the hang of, comprehension and inspiration to learn. Educators should

ensure that understudies are rationally dynamic in the exercises and make open doors for them

to take an interest in the exercises.

25
 CHAPTER 3

RESEARCH METHODOLOGY

3.1 Nature of research

The study was descriptive in nature, in which the researcher collected the data in order to

describe the current status of the subject of the study.

3.2 Population

All the students of class 8th studying social study subject in government girls high schools

of district Swabi constituted the population of the study.

3.3 Sample

Out of the total population 100 students were randomly selected from 10 sample schools

as sample for the study.

3.4 Research Instrument

Researcher developed a closed-end questionnaire with the help of supervisor containing

10 questions. All the questions were developed on 3 point scale.

3.5 Data Collection

Researcher personally visited the sample schools and distributed questionnaire among the

participants.

3.6 Data Analysis

After collecting the data, it was organized, tabulated and analyzed using percentage as

statistical tool.

26
 CHAPTER 4

DATA ANALYSIS

This chapter dealt with the organization, tabulation, analysis and interpretation of collected data.

Table 4.1 Do cooperative learning approach motivate you toward learning difficult concept

of social study?

Yes Undecided No

Frequency 80 5 15

Percentage 80% 5% 15%

Table 4.1 shows that 80% respondents were of the opinion that cooperative learning approach

can motivate students toward learning difficult concept of social study.

Table 4.2 Do cooperative learning approach in social study subject motivate your interest of

learning?

Yes Undecided No

Frequency 95 2 3

Percentage 95% 2% 3%

Table 4.2 shows that 90% respondents were of the opinion that cooperative learning approach

can motivate student’s interest in social study subject.

27
Table 4.3 Do cooperative learning approach motivate you toward class participation?

Yes Undecided No

Frequency 90 0 10

Percentage 90% 0% 10%

Table 4.3 shows that 90% respondents were of the opinion that cooperative learning approach

can motivate students toward learning class participation.

Table 4.4 Do cooperative learning approach motivate you in doing a task independently?

Yes Undecided No

Frequency 91 0 4

Percentage 91% 0% 4%

Table 4.4 shows that 91% respondents were of the opinion that cooperative learning approach

can motivate them in doing a task independently.

28
Table 4.5 Do cooperative learning approach motivate you to study every aspect of an

organism/thing?

Yes Undecided No

Frequency 100 0 0

Percentage 100% 0% 0%

Table 4.5 shows that 100% respondents were of the opinion that cooperative learning approach

can motivate them to study every aspect of an organism/thing.

Table 4.6 Do cooperative learning approach helps in achieving objectives of social study in

a proper way?

Yes Undecided No

Frequency 90 0 10

Percentage 90% 0% 10%

Table 4.6 shows that 90% respondents were of the opinion that cooperative learning approach

can help them to achieve social study objectives in a proper way.

29
Table 4.7 Do cooperative learning approach can help you to improve your scores in

examination?

Yes Undecided No

Frequency 100 0 0

Percentage 100% 0% 0%

Table 4.7 shows that 100% respondents were of the opinion that cooperative learning approach

can help them to improve their score in examination.

Table 4.8 Do cooperative learning approach can help to clear/pass any type of examination

in social study subject?

Yes Undecided No

Frequency 100 0 0

Percentage 100% 0% 0%

Table 4.8 shows that 100% respondents were of the opinion that cooperative learning approach

can help them to clear/pass any type of examination in social study subject.

30
Table 4.9 Do cooperative learning approach can help you to analyzed difficult concept of

social study?

Yes Undecided No

Frequency 100 0 0

Percentage 100% 0% 0%

Table 4.9 shows that 100% respondents were of the opinion that cooperative learning approach

can help to analyzed difficult concept of social study.

Table 4.10 Do cooperative learning approach can help to synthesized difficult concept of

social study?

Yes Undecided No

Frequency 100 0 0

Percentage 100% 0% 0%

Table 4.10 shows that 100% respondents were of the opinion that cooperative learning approach

can help to synthesized difficult concept of social study.

31
 CHAPTER 5

FINDINGS, CONCLUSIONS AND RECOMMENDATION

5.1 Findings

1. Table 4.1 shows that 80% respondents were of the opinion that cooperative learning

approach can motivate students toward learning difficult concept of social study.

2. Table 4.2 shows that 90% respondents were of the opinion that cooperative learning

approach can motivate student’s interest in social study subject.

3. Table 4.3 shows that 90% respondents were of the opinion that cooperative learning

approach can motivate students toward learning class participation.

4. Table 4.4 shows that 91% respondents were of the opinion that cooperative learning

approach can motivate them in doing a task indpendently.

5. Table 4.5 shows that 100% respondents were of the opinion that cooperative learning

approach can motivate them to study every aspect of an organism/thing.

6. Table 4.6 shows that 90% respondents were of the opinion that cooperative learning

approach can help them to achieve social study objectives in a proper way.

7. Table 4.7 shows that 100% respondents were of the opinion that cooperative learning

approach can help them to improve their score in examination.

8. Table 4.8 shows that 100% respondents were of the opinion that cooperative learning

approach can help them to clear/pass any type of examination in social study subject.

9. Table 4.9 shows that 100% respondents were of the opinion that cooperative learning

approach can help to analyzed difficult concpet of social study..

10. Table 4.10 shows that 100% respondents were of the opinion that cooperative learning

approach can help to synthesized difficult concept of social study.

32
5.2 Conclusion

Majority of respondents were of the opinion that cooperative learning approach can motivate

students toward learning difficult concept of social study. 90% respondents were of the opinion

that cooperative learning approach can motivate student’s interest in social study subject. 90%

respondents were of the opinion that cooperative learning approach can motivate students toward

learning class participation. 91% respondents were of the opinion that cooperative learning

approach can motivate them in doing a task independently. 100% respondents were of the

opinion that cooperative learning approach can motivate them to study every aspect of an

organism/thing. 90% respondents were of the opinion that cooperative learning approach can

help them to achieve social study objectives in a proper way. 100% respondents were of the

opinion that cooperative learning approach can help them to improve their score in examination.

100% respondents were of the opinion that cooperative learning approach can help them to

clear/pass any type of examination in social study subject. 100% respondents were of the opinion

that cooperative learning approach can help to analyzed difficult concpet of social study. 100%

respondents were of the opinion that cooperative learning approach can help to synthesized

difficult concept of social study.

33
5.3 Recommendations

On the basis of conclusion the following recommendations were made.

1. As the data reveals that practical activities plays a significant role in the students

understanding, therefore, it may be made compulsory in every class.

2. Government may provide physical facilities in the form of laboratories, equipment,

skilled teachers and supporting staff.

3. Government may also introduce a follow up program to improve the quality of education.

4. Government may help to develop a comprehensive curriculum in order to polished

hidden potential of the students

5. Government may help to establish social study laboratories and libraries outside the

school in each district, that student can use it after schooling time.

6. Test for prior knowledge may also be conducted in order to diagnose students aptitude

toward social study

34
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