The objectives of the study were: (1) To identify the para-academic activities organized in teaching science at the secondary school level. (2) To evaluate the identified para-academic activities in improving the science teaching at secondary school level through factor analytics technique.
The hypotheses of the study were: (1) Teachers lack expert guidance in the organization of para-academic activities. (2) Coverage of syllabus in science is standing hindrance in the organization of para-academic activities. (3) The needs of the pupils, the content and the objectives of science teaching should be taken into consideration while para-academic activities are to be organized. (4) There should be proper relation between the content of teaching and the para-academic activity undertaken. (5) Organization of activities under science project results in better learning of science. (6) Under taking activities under science club bring qualitative improvement in science teaching. (7) Maintenance of science scrapbook helps in better understanding of science. (8) Maintaining a school garden makes the teaching-learning process of science more viable. (9) Improvisation of teaching aids helps in the qualitative improvement of the science learning. (10) Maintenance of science museum makes the learning more lively.
Stratified sampling method was used. The sample consisted of 735 teachers teaching science at secondary stage.
A questionnaire developed by the investigator was used to collect data.
The normative survey method was used in the study.
Product moment correlation method, Centroid Factor Method, and Humprey’s Rule were applied.
The findings of the study were: (1) The thirteen factors were arrived at from out of the twenty areas. For the thirteen factors, the areas of the para-academic activities were listed in the order of the magnitude of the factor loading. Among these thirteen factors, science project activities factor has the highest percentage (43.12 %) of variance; next in the order, was science club, science scrapbook and school garden. The organization of the above four important activities contribute for the improvement of science teaching at secondary school level, which seem to be reasonably independent. (2) In organizing the above activities teachers may face certain problem like: lack of adequate sets of tools; lack of expert guidance; and over emphasis on the coverage of syllabus. (3) The teachers were requested to follow certain criteria while choosing the para-academic activities such as: the content, objectives and needs of the pupils; relation to the content; and smooth execution. (4) The improvisation of teaching aids helped in the qualitative improvement of the science learning (5) Maintenance of science museum made the learning more lively.
Keyword(s): Analytical Study, Para Academic Activities, Science Teaching, Secondary School Level, Science Education