The objectives of study were: (1) To develop self – learning modules in environmental education for first year college students. (2) To develop a standardized test on emotional intelligence. (3) To develop a standardized achievement test based on self – learning modules in environmental education. (4) To study the relative effectiveness of self – learning modules in environmental education as compared to the conventional method of instruction on achievement. (5) To know whether the students having differential altruism differ in achievement. (6) To study whether the students having differential emotional intelligence differ in achievement. (7) To find if there is any interaction between strategies of teaching and altruism of students. (8) To find if there is any interaction between strategies of teaching and emotional intelligence of students. (9) To study the interaction effects of strategies of teaching, altruism and emotional intelligence on achievement.
The hypotheses of study were: (1) There is no significant difference in the mean achievement scores in respect of groups taught through self – learning modules and conventional method of instruction in environmental education. (2) There is no significant difference between mean scores of students having different levels of altruism. (3) Emotional intelligence does not significantly account for differential achievement in environmental education. (4) There is no first order significant interaction between strategies of teaching and altruism. (5) There is no first order significant interaction between strategies of teaching and emotional intelligence. (6) Strategies of teaching, altruism and emotional intelligence will not account for total variance.
The sample comprised randomly selected 140 Students from Shri Guru Govind Singh College, Chandigarh.
Self Report Altruism Scale (SRA Scale) by Chris John et al., Emotional Intelligence Scale (Split-half coefficient = 0.95 & Test-retest coefficient= 0.91), Achievement Test on Environmental Education (Test-retest coefficient=0.82) were developed by Researcher for data collection.
Posttest only Equivalent Group 2X2X2 Factorial Design was used by Researcher. Five Topics on Environmental Education were taught for two weeks to the two groups.
The data were analyzed by Mean, Mode, Median, SD, Skewness and Kurtosis & ANOVA.
(1) Students taught through Self – learning Modules (SLM) strategy gained more environmental education concepts than those taught through Conventional Method. Thus SLM strategy proved to be superior to Conventional Method for teaching environmental education concepts. (2) Altruism accounts significantly for differential achievement in environmental education than those with low altruism. (3) Emotional intelligence acted as a redundant factor so far as learning of concepts in environmental education is concerned. (4) Interaction between teaching strategies and varying levels of altruism was found to be significant in producing differential achievement scores. (a) Students with high altruism gained more concepts in environmental education than those with low altruism under SLM strategy (b) No significant difference was found between the high and low altruism students and achievement in environmental education under Conventional Method. (5) Emotional intelligence does not interact significantly with strategies of teaching. (6) Strategies of teaching altruism and emotional intelligence do not interact significantly.
Keyword(s): Self – Learning Modules, Achievement, Environmental Education, Altruism , Emotional Intelligence