D, Suvarna S. (1994). A comparative study of the effectiveness of the Selection Oriented and the Reception Oriented Concept Attainment Models of teaching in Mathematics. Unpublished. Ph.D., Education. University of Mumbai.

The objectives of the study were: (1) To find out the relative effectiveness between experimental Groups, namely, Selection Oriented Concept Attainment Model (SOCAM) and Reception Oriented Concept Attainment Model (ROCM) of teaching in mathematics on the criterion variables: (a) Achievement in (i) algebra-1, (ii) algebra-2, (iii) geometry 1&2, (iv) total achievement in algebra, (v) total achievement in geometry, and (vi) total achievement in Mathematics (algebra + geometry); (b) worksheet performance in (i) algebra, (ii) geometry, (iii) in mathematics (algebra + geometry); (c) Verbal Creativity and its three dimension; (d) Divergent thinking categorizing ability in Numbers, works and in total; and (e) reaction of people towards CAM after Algebra lesson, after Geometry lesson and after total mathematics lessons (algebra + geometry). (2) To find out the relative effectiveness between the boys and girls of the criterion variables: (a) Achievement in (i) algebra-1, (ii) algebra-2, (iii) geometry 1&2, (iv) total achievement in algebra, (v) total achievement in geometry, and (vi) total achievement in Mathematics (algebra + geometry); (b) worksheet performance in (i) algebra, (ii) geometry, (iii) in mathematics (algebra + geometry); (c) Verbal Creativity and its three dimension; (d) Divergent thinking categorizing ability in Numbers, works and in total; and (e) reaction of people towards CAM after Algebra lesson, after Geometry lesson and after total mathematics lessons (algebra + geometry). (3) To find out the relative effectiveness of the interaction between the Sex and Treatment on the criterion variables: (a) Achievement in (i) algebra-1, (ii) algebra-2, (iii) geometry 1&2, (iv) total achievement in algebra, (v) total achievement in geometry, (vi) total achievement in Mathematics (algebra + geometry); (b) worksheet performance in (i) algebra, (ii) geometry, (iii) in mathematics (algebra + geometry); (c) Verbal Creativity and its three dimension; (d) Divergent thinking categorizing ability in Numbers, works and in total; and (e) reaction of people towards CAM after Algebra lesson, after Geometry lesson and after total mathematics lessons (algebra + geometry). (4) To find out the relative effectiveness between the SOCAM and ROCAM of teaching in mathematics on the criterion variables (a) pupils achievement in CAM-1, CAM-2 and in Total CAM; (b) effect of CAM; Understanding the nature of concepts; Improvement in the thinking style; helps attaining specific concepts; Inductive reasoning; awareness of Alternative Perspective; Tolerance of Ambiguity; Sensitive of logical Reasoning in communication; (c) Image of Attitudinal Characteristics of CAM - Scientific, Interesting, Effective, Easy, Innovative, Stimulating, purposeful; (d) difficult level of the various aspects of the concept attainment model; and (e) surety of occurrence of the effects of the CAM. (5) To find out the relative effectiveness between the boys and girls on the criterion variables - (a) pupils achievement in CAM-1, CAM-2 and in Total CAM; (b) effect of CAM; Understanding the nature of concepts; Improvement in the thinking style; helps attaining specific concepts; Inductive reasoning; awareness of Alternative Perspective; Tolerance of Ambiguity; Sensitive of logical Reasoning in communication; (c) Image of Attitudinal Characteristics of CAM - Scientific, Interesting, Effective, Easy, Innovative, Stimulating, purposeful; (d) difficulty level of the various aspects of the concept attainment model; and (e) surety of occurrence of the effects of the CAM. (6) To find out the relative effectiveness of the interaction between Sex and Treatment on the criterion variables - (a) pupils achievement in CAM-1, CAM-2 and in Total CAM; (b) effect of CAM; Understanding the nature of concepts; Improvement the thinking style; helps attaining specific concepts; Inductive reasoning; awareness of Alternative Perspective; in Tolerance of Ambiguity; Sensitive of logical Reasoning in communication; (c) Image of Attitudinal Characteristics of CAM - Scientific, Interesting, Effective, Easy, Innovative, Stimulating, purposeful; (d) difficulty level of the various aspects of the concept attainment model; and (e) surety of occurrence of the effects of the CAM. The hypotheses of the study were: (1) There is no significant difference in the mean gain scores of the students taught through SOCAM and ROCAM of teaching in Mathematics in the following – Achievement, Worksheet Performance, Verbal Creativity, Divergent thinking, Categorizing ability, pupils Achievement in CAM. (2) There is no significant difference between opinion of the students taught through SOCAM and ROCAM of teaching in Mathematics in the following: Reaction of pupils towards the CAM, effects of the CAM, Image of Attitudinal characteristics of the CAM, Difficulty level of the various aspects of the CAM, surety of occurrence of the effects of the CAM.

The sample comprised of 86 students studying in standard VII of an English medium sub urban school. These 86 students were then randomly assigned to the two experimental groups, namely, SO and RO.

Tools used for the study were: Nafele’s non-verbal test of Intelligence (NVTI), Oits self-administered test of mental Ability (OTIS), Divergent Thinking Categorizing Ability Test (DT), Torrence Test of Creative Thinking-Verbal (TTCT), Catells’ high school personality Questionnaire (HSPQ), Achievement test in Algebra and Geometry, worksheet for CAM, Reaction scale of pupils towards CAM, Achievement Test in CAM, Rating-Cum-Ranking Scale to measure the effect of the CAM, Rating-Cum-Ranking Scale to measure the Image of the Attitudinal characteristic of the CAM, Ranking Scale to measure the difficulty level of the various aspects of the CAM, Rating-cum- ranking scale to measure the surety of occurrence of the effects of the CAM.

The study was experimental.Pretest-Posttest parallel design was followed.

The data were analyzed with the help of ANCOVA, correlated t- test, t-test, Fiduciary limits, Kendall’s co-efficient of concordance (W) and Spearmen’s Rank correlation.

The major findings were: (1) There is no significant difference in the mean gain scores on the criterion variables,namely, gain in Achievement in Algebra-1, 2, Geometry 1& 2, and total gain in Achievement in Algebra, and Geometry between SOCAM and ROCAM, Boys and Girls in the above groups, and interaction of Sex and Treatment in the above groups. (a) There is a significant difference between the pretest and the posttest scores of the SOCAM and ROCAM; (b) There is significant difference in the gain in Achievement in Algebra-2 in the SOCAM and ROCAM. In addition, there is significant difference between the pretest and the posttest scores of the SOCAM and ROCAM. (c) There is no significant difference in the gain in Achievement in Geometry-1 in the SOCAM and ROCAM. The boys and girls differ significantly in the above groups. (d) There is significant difference in the gain in Achievement in Geometry-2 in the SOCAM and ROCAM. In addition there is a significant difference between the Pretest and Post-test scores of the SOCAM and ROCAM. (e) There is significant difference in the total gain in Achievement in Algebra in the SOCAM and ROCAM. In addition there is significant difference between the Pretest and Post-test scores of the SOCAM and ROCAM. (f) There is no significant difference in the total gain in Achievement in Geometry in the SOCAM and ROCAM. However, there is a significant difference between the Pretest and Post-test scores of the SOCAM and ROCAM. Boys and girls differ significantly in the above groups. (g) There is significant difference in the total gain in Achievement in Mathematics in the SOCAM and ROCAM. In addition there is a significant difference between the Pretest and Post-test scores of the SOCAM and ROCAM. (2) There is significant difference in the worksheet performance in the SOCAM and ROCAM. The performance of the ROCAM is better than the students of SOCAM on both the Pre and Post worksheet performance in Algebra and Geometry. There is no significant difference in boys and girls and the interaction between sex and treatment. (3) There is no significant difference in the gain in verbal creativity in the SOCAM and ROCAM. There is significant difference between Pretest and Posttest scores of the SOCAM and ROCAM on the criterion variable gain in verbal Creativity in fluency, flexibility, originality and total verbal Creativity. There is no significant difference in boys and girls and the interaction between sex and treatment in the gain in verbal Creativity. (4) There is no significant difference in the gain in divergent thinking in numbers in the SOCAM and ROCAM. There is significant difference between pretest and posttest scores of the SOCAM and ROCAM on the criterion variable gain in Divergent thinking in numbers, works and total divergent thinking. The performance of boys is better than girls. The interaction between sex and treatment in the gain Divergent thinking in numbers and total gain in Divergent thinking is significant in the above groups. (5) There is no significant difference in the opinion of the students in the Reaction towards CAM in the SOCAM and ROCAM. There is a significant difference in the Opinion of the boys and girls in the above groups on the Reaction towards CAM. There is a positive reaction on the part of the girls towards CAM than the boys. The interaction between Sex and treatment on the Reaction towards CAM after the geometry lesson is significant in the above group. (6) There is no significant difference in the pupils achievement in CAM in the SOCAM and ROCAM. There is a significant difference in the pupils achievement in CAM between boys and girls in the above groups. The performance of the girls in CAM-2 and total Pupils Achievement and in CAM is better than the boys. The interaction between Sex and Treatment in pupils achievement in CAM is not significant in the above groups. (7) There is a significant difference in the opinion of the students on the effects of CAM. The SOCAM improved the thinking style. The effect as perceived by the girls is that it helps in attaining specific concept. It is significantly different from boys. The interaction between Sex and Treatment on the effects of CAM is not significant in the above groups. (8) There is no significant difference in the opinion of the students on the Image of the Attitudinal characteristics of CAM in the SOCAM and ROCAM. The model as perceived by the girls is effective and easy while the boys perceive it as a stimulating. The interaction between Sex and Treatment on the Image of the attitudinal characteristics of CAM, innovative is significant in the above groups. (9) There is no significant opinion on part of the students trained through SOCAM and ROCAM on the various items of the Reaction Scale (R1) after the Algebra and Geometry lessons separately. After the Algebra and Geometry, there is positive reaction on the part of the students, when all the 24 items of the R1 are Considered.. (10) There is significant agreement within the following groups regarding the rank order (W) of the effect of CAM- SOCAM (high middle, low)groups on nonverbal intelligence, ROCAM (high middle, low) groups on nonverbal intelligence. (11) There is a significant correlation between the following groups regarding the rank order of the effect of CAM: (a) High on non-verbal intelligence SOCAM Group and high on non-verbal intelligence ROCAM group, (b) Middle on non-verbal intelligence SOCAM, and high on non-verbal intelligence ROCAM group, (c) Low on non-verbal intelligence SOCAM and low on non-verbal intelligence ROCAM group. (11) there is a significant correlation within all the following groups regarding the rank order of the Image of the Attitudinal characteristics of CAM: SOCAM (high middle, low) groups on non- verbal intelligence, ROCAM (high middle, low) groups on non-verbal intelligence. There is a significant correlation between the following groups regarding the rank order of the image of the attitudinal characteristics of CAM, middle on non-verbal intelligence SOCAM and middle on non-verbal intelligence ROCAM group and low on non-verbal intelligence and low on non-verbal intelligence ROCAM group.

Keyword(s): comparative study, effectiveness, Selection Oriented, Reception Oriented, Attainment Models, Models of teaching ,

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