Concept Formation Teaching Model: An Innovation in Teaching

Aamna Irshad ()
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Aamna Irshad: "Centre for Counseling and Career Advisory, National University of Sciences and Technology, Pakistan" Author-2-Name: Irshad Ullah Author-2-Workplace-Name: "Education Department, Government of Khyber Pakhtunkhwa, 44000, Islamabad, Pakistan "

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Abstract: "Objective � In the study, a teaching model was devised named as �concept formation teaching model� and its effect on grade IX students� academic achievement was investigated over lecture method. Methodology/Technique � Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct instruction. Experimental and control groups were compared by applying t-test and analysis of covariance. Findings � The results showed that concept formation teaching model was more effective for clarification and strengthening of concepts than lecture method. Novelty � The study proves that this model is better than lecture method for strengthening Chemistry concepts. "

Keywords: "Concept; Concept Formation; Teaching; Teaching Chemistry; Concept Formation Teaching Model. " (search for similar items in EconPapers)
JEL-codes: I21 O31 P46 (search for similar items in EconPapers)
Pages: 5
Date: 2017-03-21
New Economics Papers: this item is included in nep-edu and nep-ure
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Published in Journal of Management and Marketing Review, Volume 2, Issue 1

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