H, Ghorai. (2002). Effect of Computer Based Mastery Learning and Traditional Method of Teaching Biology on Achievement, Self Concept and Anxiety. Unpublished. Ph.D., Education. Panjab University, Chandigarh.
(1) To select the units to be taught by computer-based mastery learning, and traditional method from the textbook of 11th class Biology prescribed by J&K State Board of School Education. (2) To construct and standardize Achievement Test in Biology for teaching Biology to 11th class students. (3) To find and compare the mean scores of achievement, self-concept, and anxiety level of two groups of students (group I taught by computer-based mastery learning, Group II taught by traditional method) taught Biology with the use of computer based mastery learning, and traditional method of teaching. (4) To find and compare the main gain scores of achievement, self-concept and anxiety level of two groups of students taught Biology with the help of computer based mastery learning and traditional method of teaching after the treatment. (5) To find out which method is more effective than other in terms of student-achievement in Biology.
The hypotheses of the study were: (1a) There will be significant difference in the mean achievement score of students taught Biology through computer based mastery learning before and after the treatment. (1b) There will be significant difference in the mean self-concept score of students taught Biology through computer based mastery learning before and after the treatment. (1c) There will be significant difference in the mean anxiety score of students taught Biology through computer based mastery learning before and after the treatment. (2a) There will be significant difference in the mean achievement score of students taught Biology through traditional method before and after the treatment. (2b) There will be significant difference in the mean self-concept score of students taught Biology through traditional method before and after the treatment. (2c) There will be significant difference in the mean anxiety score of students taught Biology through traditional method before and after the treatment. (3) There will be significant difference in the mean gain achievement scores of two groups of students taught Biology through computer based learning and traditional method after the experimental treatment. (4) There will be significant difference in the mean gain self-concept scores of two groups of students taught Biology through computer based learning and traditional method after the experimental treatment. (5) There will be significant difference in the mean gain anxiety score of two groups of students taught Biology through computer based learning and traditional method after the experimental treatment. (6) There will be significant difference in the effectiveness of two teaching methods in terms of students’ achievement in Biology.
The sample comprised 117 medical students of class XI from Udhampur.
Group test of General Mental Ability by Tandon, Socio-Economic Status Scale by Kohali, Self-Concept Questionnaire by Saraswat, Comprehensive Anxiety Scale by Sinha, and Achievement Test (Test-retest reliability coefficient=0.79) developed by researcher were used for data collection.
The study was experimental in nature.The duration of treatment was 20 weeks. Software packages were developed by the researcher on 10 units of Biology.
The data were analyzed by mean, SD and t-test.
The findings of the study were: (1) The post test scores were significantly higher as compared to pre test scores and thus computer assisted mastery learning was found to be very much effective in raising the achievement level of students in the subject of Biology. (2) The mean self-concept scores of post test were significantly higher and mean anxiety scores were significantly lower as compared to their pre test scores. (3) Mean achievement score of post test was significantly higher as compared to the pre test mean achievement score when taught by traditional method of teaching. But there was no significant difference separately in score of self-concept and anxiety. (4) The mean gain achievement score of experimental group (taught by computer assisted mastery learning) was significantly higher as compared to mean gain achievement score of control group (taught by traditional method). (5) The mean gain self-concept score of experimental group was significantly higher as compared to mean gain self-concept score of control group. (6) There was significant difference in the mean gain anxiety score of experimental group but not in control group. (7) There existed significant difference in achievement in Biology of students of experimental group and control group. Also difference in the posttest, pretest/mean gain scores of experimental group was higher as compared to the posttest pretest/mean gain scores of control group. Thus, computer based mastery learning was found to be much effective as compared to traditional method of teaching in raising the achievement of the students in the subject of Biology.
Keyword(s): Computer Based Mastery Learning, Traditional Method , Teaching Biology, Self Concept , Achievement, Anxiety, Educational Technology