1

A COMPARATIVE STUDY OF BEHAVIOURALISTIC AND CONSTRUCTIVISTIC

STRATEGY IN TEACHING ECONOMICS AT HIGHER SECONDARY LEVEL

Paper presented at the

National Seminar on ECONOMICS EDUCATION IN INDIAN SCHOOLS

JAMEELA .T

Lecturer in Education MCT Training College

Malappuram Kerala

  

     

                                                              

Organised by Department of Education in Social Sciences and Humanities  

National Council of Educational Research and Training Sri Aurobindo Marg New Delhi – 110 016

2

3

Abstract

As in all other aspects of life, the vast and complex processes of globalization and

technological change have brought unprecedented change and confronting multiple

challenges to the teaching and learning process. Almost all serious minded

educationalists of the world are searching for approaches that encompass both

appropriate and effective learning environments and activities. And the interplay of

social knowledge and individual performance grounded in specific and concrete to the

particular contexts. In these contexts the investigator also wanted to make a comparative

study about the behaviorist and constructivist approaches in teaching and learning of

economics in higher secondary schools in India. In order to study the investigator

selected one chapter ‘liberalization” from the syllabus of CBSE plus 1 class and 70

students from higher secondary schools of Kerala as sample. The sample was classified

into two groups. The control group was taught by traditional behaviorist approach and

the experimental group was taught by constructivist approach. Classroom Assessment

Technique and performance test were the tools used for the study. The study bought out

that performance and knowledge encoded by learners taught through constructivist

approach are much ahead in over all teaching and learning activities than student taught

by behaviorist approach.

4

Introduction

As in all other aspects of life, the vast and complex processes of globalization and

technological change have brought unprecedented change and confronting multiple

challenges to the teaching and learning process. Almost all serious minded

educationalists of the world are searching for approaches that encompass both

appropriate and effective learning environments and activities. And the interplay of social

knowledge and individual performance grounded in specific and concrete to the

particular contexts. Therefore schools should not just churn out human beings with verbal

and computational skills. In order to build all students’s innate desire to learn and

explore, a teacher have to implementing a variety of learning styles throughout the class

and course that helps to provide all the students a chance to opt the way that matches

their learning style.

However, in reality, our educators can be split into two camps in their way of

educating children: tradition versus constructivism. If we consider them based on the

educational theory behind it, it may be called as behaviorism vs constructivism.

The root of behaviorist theories were Ivan Pavlov’s classical conditioning,

Edward Lee Thorndike’s operant conditioning, John B. Watson method -who rejected

introspective methods and sought to restrict psychology to experimental methods, and

B.F. Skinner’s operant conditioning. In the behavioral perspective knowledge is

assimilated through stimulus response bonds and learning is the modification of behavior

that occurs as consequences of human experiences. According to them most human

behavior is learned. They argued that learning occurs as the effect of environmental

5

conditions (stimuli) that brings changes on the acquition, modification, and elimination of

various types of response patterns.

Etymologically the word constructivism originated from a Latin word “construer”

which means to arrange or give structure. According to constructivism individual

construct their own understanding of the world they live in, by reflecting on their

experiences, which are unique to them. In order to make sense on experience of one’s

own, constructivist makes rules and mental models. A set of learning theories are labeled

as constructivism according to which learning is the process of adjusting one’s mental

models or frames to accommodate new experiences in individual ways. It predicts that

knowledge encoded, created, interpreted or recognized by learners themselves by

reconciling new information with their previous knowledge should be more flexible

transferable, useful and meaningful. Therefore learner’s perceptions, memories and other

mental structures and activities must be explored to construct knowledge. This discovery

learning gives much emphasizes to the learner than teacher and draws out a range of

teaching practices including inquiry based learning and cooperative learning. Here,

learners have to build knowledge through meaningful activities and critical thinking.

Therefore, teacher should emphasis on development of higher order thinking and problem

–solving, inquiry activities and discussion with peers and teachers. For applying and

utilizing students understanding to express in new and diverse ways and thus to facilitate

bringing of conceptual change, students should be motivated to collect information from

all possible sources. This natural tendency towards abstraction is the “art of life” and it

quest for a new method, purely based on artistic forms of representation with utilitarian

6

values. Therefore students should be encouraged to pose hypothesis and explore the ways

to test them.

In these contexts the investigator wanted to make a comparative study about the

behaviorist and constructivist approaches in teaching and learning of economics in higher

secondary schools in India. In order to study the investigator selected one chapter

“liberalization and its silent feature” from the Economics text book of NCERT plus 1

Class.

Objectives of the study:

1 Develop possible constructivist strategy to teach and learn the lesson

“liberalization and its silent feature” of NCERT plus 1 Class Text Book.

2 Develop possible assessment methods for the lesson “liberalization and its

silent feature” of NCERT plus 1 Class Text Book.

3 To study extend and level of academic performance of students in the lesson

“liberalization and its silent feature” covering the lessons using behaviorist

approaches.

4 To study extend and level of academic performance of students in the lesson

“liberalization and its silent feature” covering the lessons using constructivist

approaches.

5 To study the efficacy of teaching and learning the chapter “liberalization and

its silent feature” by using constructivist approaches over behaviorist

approaches.

Hypothesis:

7

There is no significant difference in the academic performance of students who were

taught and learned by constructivist and behaviorist approaches in Economics at higher

secondary level

Sample of the Study

In order to study the investigator selected one chapter “liberalization and its silent

feature” from the text book of NCERT plus 1 Class Text Book. A total of 70 students

from Government boy’s Higher Secondary Schools, Malappuram and Government girl’s

Higher Secondary Schools, Malappuram, Kerala were opted as sample of the study. The

sample was classified into two groups of 35 pupils. One group included 17 boys and 18

girls and was considered as the control group and other one of 18 boys and 17 girls was

considered as the treatment group. The control group was taught by traditional

behaviorist approach and the experimental group was taught by constructivist approach.

Tools used for the study

1 New Strategies of Constructivist teaching. The strategies were

1. Tell About You (TAY) 2. Word Umbrella

3. Quiz Cube 4. Brainstorming

5. Research projects and Class discussions

2. Classroom Assessment Techniques (CAT)

CAT included items such as

1 Memory matrix 2 Situations Questionnaire

3 Minute test answers 4 Chain Notes

5 One-sentence summary 6 Substantive

Conversations

7 Public speech 8 Student’s Performance

Test

9 Observation 10 Application cards

8

11 Student Generated Questions 12 Disciplined Inquiry

13 Homework Completion Assessment 14 Survey of student’s

opinion

15 Peer group Assessment

Analysis of the tools

New constructivist strategies used to teach through constructivist approaches

In order to study the relative efficacy of both the methods on the learner, teacher,

and overall learning and teaching activity, the investigator made an earnest attempt to

arrive at innovative constructivist activity based strategies to teach the lesson

liberalization, from the text book of higher secondary plus 1 text book. The strategies

were

1 Tell About You (TAY) 2 Word Umbrella

3 Quiz Cube 4 Brainstorming

5 Research projects and Class discussions

Tell About You (TAY)

Content to teach: Liberalization

In this new strategy students in the class were represented

some aspects to be learned. They had to gathered information from all possible sources

about the thing they selected. Each of them had studied about the thing they had opted

and had to construct sentences to narrate about them, and had to write down the silent

features of the thing they represent in colorfully illustrated chart papers which have to

exhibit by hanging on a pointer in the classroom and the they had to explain the content

when they were asked to do so by the teacher or any other students of the class. One

week before, those students who were interested had given freedom to opt the item which

they want to represent from the choices of contents to be taught. They got maximum

9

possible help as advice and suggestions from the teacher. In this way the opted students

taught about the item they represent. The items in the choices were such as liberalization,

privatization, globalization, socialization. A student by name Divya opted liberalization

and when she asked to say about her she explained as below

I am liberalization

I came to India during 1990’s

I am known as a part of New Economic Policy of 1990’s.

When I came, various changes took place in the economy of India

------------------------------------etc

Through this strategy students opened the path for exploration of knowledge

which was even unimaginable to the teacher. At the end of their explanation teacher

made a conclusion about the points discussed by the students.

Word Umbrella

Content to teach: All distribution of goods to be made free, i.e. the producer will decide

as to when and where they should sell their product.

This is a strategy through which allied aspect of phenomena can be learnt easily.

To use this approach teacher draw picture of an umbrella; students were asked to respond

in an interesting manner about the related concepts, which were to be effectively built by

the respondent. This technique was applied to teach the above mentioned content.

In order to teach this through constructivist approach teacher used the Word

Umbrella method. In this method teacher wrote the name of some familiar things to the

students on the blackboard. Such as coconut, palm oil, rubber, rise, motor vehicles etc.

and were asked to tell about its present prices, motivation of people to produce it, and to

tell about the changes in peoples interest in engaging its production nowadays and before

few years, particularly the changes before and after 1990’s. Students were given immense

10

example and were requested to frame similar situations. Thus the teacher concluded what

changes has occurred to the production before and after the introduction of new economic

policy to the Indian economy and concluded that in a liberalized economy the producers

are free to distribute their product, to determine the time and period of selling and where

they should sell their product.

Quiz Cube

Concept to teach: Pricing of the goods to be done by the producer themselves.

The teacher drew two separate structures with some boxes can be drawn. The first

structure was called question part and the second one was answer part. In the question

box teacher wrote words like government, private and co-operative in separate columns.

The teacher divided the class in to two groups of boys and girls and each group has an

alternative chance to write answers in the corresponding column of the box. At one time

one can write only one answer.

Question first -write the name of companies belonging to government, private and

cooperative sector in their respective column in the answer chart. Students gave example

such as Electricity, Railway comparison of government and private schools, government

and private hospitals, BSNL, Government, banks, Hindustan liver company, ration shop

etc.

Question second-write the silent features of each company in their respective column.

They wrote about its various features from various aspects including the economic

aspects like its distribution system, product quality, pricing system etc. At the end the

well performers of the group were instructed to rewrite the items based on their difficulty

level and underline the economic aspects like its distribution system, product quality,

11

pricing system etc. in a manner that the easiest one in the first, then the medium and the

tough at the last. When it was confirmed to the teacher that the students have clear idea

regarding various aspects of economic system such as for whom, by whom and what to

tell about the features of private economy and concluded that in a liberalized economy

pricing of the goods would be determined by the producer themselves.

Brainstorming

Concept to teach: Removal of restriction on movement of goods and services

Brainstorming is a technique used to encourage participation from each member

of a group. It creates a climate of freedom and openness which helps to break people out

of the typical mode of approaching things and thus to produce new and creative ideas.

Thus it encourages an increased quantity of ideas with deep understanding of the content.

Students of the class were arranged in to two teams of boys and girls. Each team

was assigned the task of analyzing the report and editorial cuttings of three major news

papers of Kerala viz., Malayala Manorama, Madhyamum, and Mathrubhumi, which was

distributed by the teacher. The cuttings were collected by the teacher about the views of

different writers on issues and aspects related with liberalization of Indian economy. The

girl’s team was assigned the task to write and speak in favor of liberalization and boys

have to talk against it. Each group has to present their augments either infavour or against

based on their group and finally one representative of each team has to present the

summery and conclusions. Each team was also assigned the task to find out what

happened on movement of goods and services after the adoption of new economic policy.

In their attempts to draw conclusions regarding on movements of goods and services,

arguments and summery students were required to come to an understanding of

12

Liberalization deeply. The role of the teacher was visiting each group, provide required

assistance and advices to bring depth in their discussions and understanding.

Research projects and Class discussions

Concept to teach: Providing more opportunities to private enterprises and capital

Students were given homework to conduct a research study on the root cause of the

price difference in daily conception goods distributed in the open market and compare it

with prices of public distribution system known as ration shops, mavaeli stores etc. They

were free to collect information from all possible sources like family members, Medias,

experts etc. Each student have to write and brought their research finding to the class

room and the teacher asked them to present one by one, since it was made compulsory by

the teacher. In order to avoid repetition, after a few presentation teacher asked to present

only those points which have not came in the earlier findings.

When the class was able to find out the factors responsible for the problem, teacher

asked students to make comments about the consequences of providing more

opportunities to private enterprises and capital.

2 Classroom Assessment Techniques (CAT).

Assessment refers to the process of collecting information on the progress of

students’ learning using a variety of procedures, to evaluate them in order to make

judgments on the basis of the information collected. Classroom assessment is both a

teaching approach and a set of techniques that provides both teachers and students

information on how well students are learning and help them to plan learning activities to

structure teaching. The techniques used in this study are briefly explained below.

13

Memory matrix in the beginning of the class students were asked to fill in cells

of a two-dimensional diagram for which instructor had provided labels consist of the year

of the introduction of liberalization of Indian economy and the prime minister who

brought the policy to the country. Students entered years and name of prime minister

whom they feel as answer to demonstrate their ability to remember and classify key

concepts. Tallying the numbers of correct and incorrect responses in each cell, teacher

was able to understand the previous knowledge and memory of students.

Situations Questionnaire: Investigator passed a question with its six choice

answers and respondents had to mark their responses. It was distributed by the

investigator while a content of learning was taught using a particular strategy. The six

statements were in a Likert format, asking respondents to indicate their likelihood of

responding in a manner similar to the statement. Data were then aggregated. With this

data teacher understood the motivation and likelihood of students towards that particular

strategy.

Minute test answers: Minute Tests answers were concise written answers of

students on a half-sheet paper to the questions "What is the most important point you

learned at this point?” and, "if any point remains you not in proper clear, write those

points?". This was given at many points in the class and was for an instantaneous check-

up of how well students understand learning through that strategy. It also helped to elicit

data about students' comprehension of a particular class session, review of responses and

note any useful comments. Minutes test was conducted with the last few minutes of

teaching a particular content.

14

Chain Notes: Teacher passed a paper bag to student sitting in the side of the front

row which contained papers with questions and space to answer it. Then it was passed by

students to the next until to reach the entire class. In the paper, teacher has written one

question about the strategy adopted just a moment ago. When the envelope was reached a

student he/she spends a moment to respond to the question and then places the response

in the envelope. Going through the student responses teacher was able to detect the

response patterns.

One-sentence summary: Students summarized content taught on a particular

session by constructing a single sentence that answers the questions "Who does, what to

whom, when, where, how, and why?" The purpose was to require students to select only

the defining features of an idea. Teacher evaluated the quality of each summary quickly

and holistically. Teacher noted that whether students have identified the essential

concepts of the class topic and their interrelationships. And she shared her observations

with students.

Substantive Conversation: It was asked by the teacher to one student of a team

to write down the concepts they have just learned on the black board. It was to assess

their ability to comprehend, face public and transfer concepts. Based on the content of the

answer, the audience was free to ask questions to the representative. The student had to

answer to the question. If he felt any difficulty his team members were ready to help him.

In the end teacher summarized their views.

Public speech: Teacher asked a question i.e., "What would have happened to

India if it was not adopted the liberalization policy? Then students from each team had to

come in front of the audience and had to say their views. This helped students to make

15

connections they are likely to encounter between disciplinary content outside school and

engage students in extended explanations and conclusions in a way that builds through

extended forms of oral, shared understanding, written and symbolic language.

Student’s Performance Test: Teacher conducted test to measure students’

performance on the content to be taught. It included question to assess Cognitive learning

and Skill assessments.

Observation: In this study, based on formally planned observation form the

observer had tried to achieve the objectives of the study using participant and non

participant observation. With the intention of observing the students performance in the

beginning the observations were merely through the eye or non participant observation.

Later the investigator participated in some activities through overt personal

communication, and participant observation was introduced. Specific condition and

activities of the class, specific role or physical position for observing the nature of the

groups of the subjects, deciding the tools to be used in making the observation and

recording the findings simultaneously etc were formally arranged by the investigator.

Key notes were made on each phase of observation. In recording the observed

phenomena, the researcher specified those that were unusual or striking. They aimed to

get representativeness and specific details which could lend themselves to additive data.

The points to be observed were

Participation Assessment Problem-solving skills

Classroom environment Motivation of learners

Students and Teachers Interaction Peer relationships

Organization and Management of Classroom Power and Control of

Classroom

Ability to transfer knowledge Natural curiosity

16

Social and communication skills Collaboration and exchange

of idea

Application cards After teaching content students were asked to write down at

least one real-world application for what they have just learned. It was to determine how

well they can transfer their learning. They were asked to read the applications and

categorize them according to their quality.

Student- generated test questions and answers as homework: Teacher asked

students to write possible question and their answers based on the text book and also to

answer the question provided in the text book. This gave them opportunity to evaluate the

course topics, reflect on what they had understood, and what the good test items were.

Tallying and evaluating the questions made by students, teacher used the good ones as

prompts for discussion.

Disciplined Inquiry: It aimed to measure dept of knowledge in the content and

concepts to be learned. Teacher asked students to show understanding, address ideas in

central to rather than mere awareness, discipline with enough of core ideas in the subject

thoroughness. It was aimed to measure students understanding on conceptual

relationships, exploration and transfer of training etc. This was checked on separate

strategies.

Homework Completion Assessment: Teacher evaluated homework assigned to

students to realize the quality or breadth of understanding of the concepts. Average

quantity and quality of completion was measured on the basis of components included

such as no components, some components most components and all components and

quality of completion as poor, fair, good, and excellent.

17

Opinion survey: this survey was helpful for getting a sense of students' attitudes

towards the strategies of teaching and learning. It was administered at the end of class.

Peer group Assessment: whenever required teacher instructed to write or tell or

to point the student/s who were well performing in their group or glass.

The investigator attempted to study the difference between the responses of the

controlled and experimental group. In order to study the difference between the

responses of the groups each of the above mentioned CAT had various points. Each point

was given separate marks in such a manner that the total mark of one CAT was in 10. In

order to compare performance finally the marks obtained by students taught by different

approaches in each CAT items were calculated separately. With this objectives the mean

score, variance, standard deviations and standard error of mean for each statement were

calculated. Since there were 19 items, there were also 19 means, 19 standard deviations

and 19 standard error of mean. Standard error of differences and t- test was tested to

measure the significance of difference between the means of experimental and controlled

group. So, there were also 19 standard error of differences and 19 different t-values. For

each statement 0.1 and 0.5 levels were accepted as the levels of significance to be

measured. The degree of freedom was 68. The t-value of 68 was equal to120. Tabulated

t-value was 2.62 at (p=0.01) and 2.36 at (p=0.05). The calculated t-values for all

statement except the previous knowledge were found significant at both at 0.1 and .05

levels because it exceeds the tabulated t- values. It indicates that the mean numbers of

experimental and controlled groups are different from each other. Hence the null

hypothesis stating that there is no significant difference between the samples of

18

experimental and controlled groups was rejected both at 0.1 and 0.5 levels. The obtained

results have shown in Table-1, the CAT ASSESSMENT.

Table-1 CAT ASSESSMENT

Sl.No. Items Mean1 Variance1 Mean2 Variance2 Sd2 SEd M1- M2 T SIG 1 Previous knowledge 4.74 4.08 4.69 3.87 0.23 0.48 0.06 0.12 Ins 2 Minutes notes 7.46 2.88 4.74 4.08 0.20 0.45 2.71 6.09 Sig 3 Opinion survey 7.17 5.74 4.69 3.87 0.27 0.52 2.49 4.74 Sig 4 Minute test answers: 7.46 3.39 4.66 3.71 0.20 0.45 2.80 6.22 Sig 5 Homework Completion 7.49 3.16 4.51 3.74 0.20 0.44 2.97 6.69 Sig 6 Higher Order Thinking 7.14 5.67 4.89 3.87 0.27 0.52 2.26 4.32 Sig 7 Disciplined Inquiry 7.69 4.39 4.86 3.95 0.24 0.49 2.83 5.80 Sig 8 Transfer of learning 7.29 4.72 5.03 4.37 0.26 0.51 2.26 4.43 Sig 9 One-sentence summary: 7.60 4.24 4.69 3.87 0.23 0.48 2.91 6.05 Sig 10 Observation 7.40 4.64 4.51 3.71 0.24 0.49 2.89 5.91 Sig 11 Peer assessment 7.46 2.88 4.74 4.08 0.20 0.45 2.71 6.09 Sig 12 SGTQA 7.83 2.83 4.86 3.95 0.19 0.44 2.97 6.75 Sig 13 Application cards 7.94 1.71 4.86 3.95 0.16 0.40 3.09 7.67 Sig 14 Situations Questionnaire 7.91 1.74 4.60 3.84 0.16 0.40 3.31 8.30 Sig 15 Chain Notes 8.09 1.91 4.37 4.23 0.18 0.42 3.71 8.87 Sig 16 Substantive Conversation 8.11 1.93 4.51 4.25 0.18 0.42 3.60 8.57 Sig 17 Public speech 7.97 2.31 4.34 4.05 0.18 0.43 3.63 8.51 Sig 18 Test performance 7.77 2.86 4.20 3.99 0.11 0.34 3.57 10.58 Sig 19 Diversity 7.20 5.70 4.11 3.76 0.27 0.52 3.09 5.93 Sig Mean1 –mean of experimental group Variance 1 –variance of experimental group Mean 2- mean of controlled group Variance 2 –variance of controlled

group Sd2- standard deviation squire SED-Standard error of difference SGTQA-Student generated test questions and answers Sig- Significant Ins- Non

Significant

Findings and conclusions:

1 No significant difference was found in the previous knowledge of both group selected

for the study

2 The strategies developed by the investigator for teaching and learning through

constructivist approaches were: Tell About You (TAY), Word Umbrella, Quiz Cube,

Brainstorming, Research projects and Class discussions.

3 Classroom Assessment Techniques (CAT) prepared by the investigator included

memory matrix, situations questionnaire, minute test answers, chain notes, one-

19

sentence summary, substantive conversations, public speech, observation, application

cards, student generated questions, disciplined inquiry, homework completion

assessment, survey of student’s opinion, student’s performance test and peer group

assessment.

4 Students taught through constructivist approaches were well in comprehension of a

particular class session, remembering and reviewing of responses.

5 Ability to face public and transfer concepts was significantly higher among

constructivist team.

6 Constructivism helped to develop disciplinary content outside school, engage students

in extended explanations and conclusions.

7 Constructivist students have identified the essential concepts of the class topic and

their interrelationships while it was very low in behaviorist class.

8 Student- generated test questions and answers made by constructivist group were

keeping high standard.

9 Constructivist group participated in over all learning teaching activity with more

enthusiasm. Where as it was passive in traditional classroom.

10 Problem-solving skills of the student taught by constructivist group were found

appreciable when compare to traditional group.

11 Social and communication skills in a constructivist classroom was found helpful for

extended collaboration and exchange of ideas, building forms of oral, shared

understanding, written and symbolic language.

12 Constructivist classroom was found appreciating and valuing diversity.

20

13 Students taught through constructivist strategy activated the class room through

thoughtful questions that encourage students to think critically about the concept

being learned.

14 Constructivist classroom encouraged students to opt their preferred leaning style.

15 Constructivist Classroom environment was like a community-like environment.

Students were found free, comfortable and accepted. But it was found fearing, failure

or be weary of sharing their opinions and presenting their ideas in traditional class

room.

16 Constructive class room was found stimulating motivation and natural curiosity,

proper recognition, reinforcement and reward.

17 Organization and management of a constructivist classroom were democratic,

encouraging cooperative learning, emphasizing shared responsibility and decision-

making.

18 Power and control in the constructivist classroom were shared through interaction of

students and teachers.

19 Constructivist strategies encouraged student’s critical thinking and inquiry by asking

them thoughtful, open-ended questions and encourage them to ask questions to each

other.

20 Constructivist classroom emphasized on students listening skill by assigning them

cognitive task.

21 Constructivism encouraged and accepted student’s autonomy and initiative.

Thus the study concludes that there is significant difference when compare the

teaching of constructivist pattern with the behaviorist pattern. Since constructivism

21

encourages questioning, exploration, experimentation, comparison, manipulation,

discussion and conclusion etc students taught by constructivist approaches were found

having higher rate of ownership and memory of what they have learned. By grounding

learning activities in an authentic, real world context, constructivism stimulates students

learn to question things and to apply their natural curiosity to the world.

REFERENCES

U N Rao (2009), A paradigm shift in behavioral tendency to constructivist approach to

be an examplary teacher – A Study, paper presented on National Seminar,

Deptt.of Education Andra University.

Robert A. Baron and Donn Byrne ( 2003), Social Psychology, Tenth Edition, Eastern

economy edition, Prentice-Hall of India Private Limited

Robert C. Carson, James N. Butcher, Susan Mineka and Jill M. Hooly (2001), Abnormal

psychology, thirteenth edition, Dorling Kindersley (India) Pvt. Ltd., Panchsheel

Park, New Delhi, 110 017, India.

J. and Brooks, M. (1993). In Search of Understanding: The Case for Constructivist

Classrooms, ASCD

Angelo, T.A. & Cross, P.K. (1993). Classroom Assessment Techniques (2nd ed.). San

Francisco: Jossey-Bass.

Davis, B.G. (1993). Tools for Teaching. San Francisco: Jossey-Bass.

Scheurman, Geoffrey, and Fred M. Newmann (1998), “Authentic Intellectual Work in

Social Studies: Putting Performance Before, National Council for the Social

Studies.

https://websurvey.jmu.edu/ss/wsb.dll/pyleej/adomotivpyle.htm

Khan &Khsnum (1994), Fundamentals of Biostatistics, Ukaaz Publications, Shalivana

Nagar, Moosaramba, Hydrabad, india

Best, John W and James, V. Kahn. (1992), Research in Education, Prentice-Hall of India

PVT. Ltd., New Delhi.

22

Koul Lokesh. (2003), Methodology of Educational Research, Third Revised

Edition,Vikas Publishing House Pvt Ltd,576- Masjid Road, New Delhi.

https:// ncert.ac.in, National Curriculam Framework 2005,