Professional Documents
Culture Documents
________________________________________________________
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 INTRODUCTION
Reviewing the related researches done previously by other researchers is an
important step to be followed while conducting any research. It involves
careful review of journals, books, dissertation, thesis and other possible
sources like Eric data base. Review of related literature allows the researcher
to be acquainted with current knowledge area in which researcher is going to
conduct the research in the field. The task of reviewing related researches
involves selection of appropriate literature, critical analysis and reporting an
abstract of that literature. Researcher needs to be acquiring up to date
information about what has been thought and done in that particular area.
2.2
PURPOSE
OF
THE
REVIEW
OF
RELATED
LITERATURE
A review of previous literature on the topic is also an essential component of
the introduction. The researcher must demonstrate an understanding of the
existing literature pertinent to his or her study (Best, 1978, pg.318)
Purpose of the review of literature can be stated as follows:
1) To avoid the repetition of present research
2) To find out proper direction to the research
3) To help the researcher for conceptualization of his research
4) To identify and avoid the mistakes done previously
writing of authorities in the area under study is reviewed. This part of the
research report gives evidence of the investigators knowledge of the
field.(Best, 1978, pg313)
Importance of review of related research can be enlisted as follows:
1) Reading all the related literature provides information on different
angles of the issue, which ultimately helps the researcher for
conceptualization of his research.
2) One can take advantage of the suggestion given by the previous
researches so that the same mistakes are not repeated and some
essential improvement may be done in the research.
3) It provides background information about what is already known and
what is still unknown in the related field. It avoids the risk of
duplication.
4) Through such study, the researcher develops a critical outlook towards
the usefulness of the study and selection of proper design of research.
5) It gives an idea to the researcher about the tests, methods and
techniques to be used in his own research process.
Primary sources
Secondary sources
Primary sources
These sources provide direct description of the study by the person who has
actually observed or withstood the occurrence and carried it out. These are the
48
III.
49
50
Variables
No
considered
Achievement
Researcher
Source
Year
Title of study
Beam, K
ProQuest
2000
A comparison of
Dissertations
the
&
Multiple
Theses
(PQDT)
theory
of
Intelligences
instruction
to
traditional
textbook- teacher
instruction
in
Social studies of
selected
fifth
grade students.
2
Interest
George,M;
Master
Mitofsky,J
Arts
of 2001
Action
Improving
student interest in
Research
social
studies
Project,
St.Xavier
MI
University
51
based
master
programme
AN-
ED
460926
3
Interest
and Hanley,C;
Achievement
Hermiz, C
Dissertation
2002
Action
Abstract
on
International
Student
research
improving
Interest
and Achievement
AN:
in Social Studies
ED465696
Using a Multiple
Intelligences
Approach.
Achievement
Kale, P
Unpublished
masters
Thesis
2007
comparative
study
of
the
Effectiveness
the
Multiple
Intelligences
based
and
of
teaching
traditional
classroom
teaching
of
topic in history
for Std IX
53
group and the experimental group. Results of the present study indicated that
two modes of instruction were effective in teaching the concept of social
studies.
Hanley, C. (2002) did the action research on improving students interest and
achievement in social studies. For this, he used Multiple Intelligences
Approach. The results were positive with respect of achievement and interest
both
Geimer,M; Mitofsk,J.(2001) carried out a research to improve student
interest in social studies through the use of MI. This research was undertaken
for the development and implementation of an intervention for improving
students interest and academic achievement in social studies. A review of
solution strategies suggested by other knowledgeable sources combined with
analysis of problem data resulted in the selection of MI as an intervention.
Various MI activities were incorporated such as songs of states dramas,
murals, poetry, literature and other activities. Through surveys and assessment
post intervention strategies indicated an increase in student interest and
academic achievements. Class discussions were strengthened through the
evidence provided. Social studies seemed to have a remarkable impact on
students.
54
Researcher
Method
Source
no
s name
/Variable
Veerkar,P.P
Integrated
M.B.Buch
(1980)
approach
Vol.II
Integrated approach of
teaching Social Studies
Of the pupils of fourth
standard of the primary
school.
Jaychandran,
Programmed
J (1980)
filmstrip
M.B.Buch
Vol II
An experimental study
of
the
efficacy
programmed
of
filmstrip
as a method of teaching
History in secondary
school.
Pandey, S.N
(1986)
Advance
M.B.Buch,
Effectiveness
of
Inquiry
training
for
model
teaching
social
students
Menezes, L
(2002)
deductive
method
Ph.D Thesis
Deductive methods of
teaching history on the
achievement
and
thinking operations of
pupils of std.IX with
55
Shirsat, M
(2002)
Unpublished
Lecture
method
and masters
discussion
method
thesis
(In Marathi)
A comparative study of
the
effectiveness
of
of
the
subject
history of std.VIII.
Patil, M
Correlation
(2004)
Unpublished
masters
thesis
habits
(In Marathi)
study
of
and
achievement
subject
the
the
in
the
history
of
std.IX
Gholap, U
(2005)
Preparation
material
masters
learning
thesis
(In Marathi)
of
self-
material
on
history
for students of std VII
and
study
its
effectiveness
Tyambake, A Correlation
(2007)
Unpublished
masters
thesis
(In Marathi)
study
of
the
Shambharkar
Preparation
,R
material
masters
learning
thesis
(2007)
of
material
selfon
10 Dudhal, M
(2008)
Lecture
method
Unpublished
and masters
discussion
method
thesis
(In Marathi)
A comparative study of
the
effectiveness
of
of
the
subject
history of std.IX
11 Raykar, A
(2008)
Preparation
material
masters
learning
thesis
(In Marathi)
of
self-
material
on
history
for
students
VIII
of std
effectiveness
12 Bhujbal, A
Use of CAI
(2009)
Unpublished
masters
of CAI programme on
thesis
(In Marathi)
13 Malkekar,S
(2010)
Project
Unpublished
method
masters
effectiveness of Project
thesis
method on a unit of
(In Marathi)
14 Jadhav, A
(2010)
IX
study
of
the
History of std.VI
A comparative study of
visual aids
masters
thesis
(In Marathi)
history
of
std.VI
57
masters
Computer
Assisted
thesis
Programme (CAI) to
teach History and study
its effectiveness
16 Mohsin, Q,B
(2011)
Project
and Interdisciplina
lecture
ry Journal of
method
Contemporary
Research
AN:
methods
of
teaching on students'
achievement in social
studies in rural area
61067919
17 Majoka, M, I Cooperative
(2011)
learning
Interdisciplina
ry Journal of
Contemporary
Research
18 Kolage,S
(2011)
Effectiveness
Cooperative
for
of
Learning
Teaching
Studies
to
Social
Students
AN:
61067908
at Elementary Level
Dramatizatio
Unpublished
n method
masters
thesis
(In Marathi)
study
of
effectiveness
the
of
Dramatization method
on a unit of subject
History of std.VIII
19 Mistri,D
(2012)
Inquiry
Unpublished
training
masters
model
thesis
(In Marathi)
A comparative study of
the
effectiveness
of
history
for
standard VIII
58
Veerkar, P.P. (1980) developed syllabus for the integrated social studies
course for std.IV in the state of Maharashtra. Instructional strategy for
teaching the course was developed. The treatment resulted in better
achievement as far as total performance and performance related to
knowledge, comprehension, skill and attitude were concerned.
Jaychandran, J. (1980) carried out a research to study the efficacy of
programmed filmstrips. Nine schools in the city of Madras were chosen
randomly from which 825 students were the sample. Findings of the study
show that high cognitive abilities could be developed through PLM.
Pandey, S.N. (1986) studied the effectiveness of Advance organizer and
Inquiry training models for teaching social studies. The programme was
significant at 0.05 level and the students reacted favorably towards the
Advance organizer model and Inquiry training model.
Menezes, L. (2002) conducted a research to study the effects of the Inductive
and Deductive methods of teaching history on the achievement and thinking
operations of pupils of std.IX with different creative problem solving style.
Field study and experimental method was used. Three sets of sample were
chosen for the field study as per the design- sample for the administration of
the questionnaire, sample for the interview, and sample for the observation of
lessons. For experimental study two classes of IX standard was selected
randomly. Achievement test and Ravens standard progressive matrices was
used for data collection. The inductive and deductive methods of teaching had
a difference in their effects on achievement in history of pupils.
Shirsat, M. (2002) and Dudhal, M. (2008) carried out a research on, A
comparative study of the effectiveness of discussion method
59
and lecture method on one unit of the subject history for std.VIII and std.IX
respectively. The lesson plans were developed accordingly. Effectiveness of
the programme was measured in terms of the achievement of the students.
True experimental pretest posttest equivalent group design was used. For
analysist test was used. The programme was significant at 0.05 level. Thus
the discussion method was led to be effective.
Patil, M. (2004) conducted a research to find out the correlation between the
study habits and the achievement in the subject history of std. IX students.
Marks obtained in the subject history and questionnaire prepared by Palasane
were used for data collection. The findings of the study show that the
correlation between study habits and achievement was 0.27.So it can be seen
that positive correlation exists.
Gholap, U. (2005), Shambharkar, R. (2007) and Raykar Arti (2008) prepared self
learning material on one unit of the subject history and studied its effectiveness in
terms of achievement and reactions of the students. The research design for the
researches was pretest posttest single group design. Achievement test and
opinionnaire was used for data collection. The data was analyzed using thet test.
The conclusions of the study show that the post test scores in achievement test were
significantly higher than pre test scores at 0.01 level of significance. Thus the
programme was effective. According to the students, the material was not only
interesting but also helped them to remember the content in a better way.
Malkekar, S. (2010). studied the effectiveness of Project method. The chapter India
during the Maurya period was selected. Quasi experimental Pretest Posttest Non
Equivalent Group Design was selected. Individual projects like collection of
60
Jadhav, A. (2010). Compared the traditional method of teaching and method of using
audio visual aids. Objectives of the research were, to prepare audio visual aids based
on the selected units and to study its effectiveness. The audio visual aids like tape
recorder, charts, pictures, slide shows were used. The findings show that there was a
significant difference in the scores of experimental group than the control group at
0.01 level.
61
Pakistan, were divided into two equivalent groups i.e. control (N=50) and
experimental (N=50) groups on the basis of academic achievement in pre-test.
A treatment of 15 planned lessons subject to cooperative strategy STAD
(Student team achievement division) was provided to the experimental group
while the control group was taught same learning material by traditional
lecture method. Analysis of the data revealed that the experimental group
outscored the control group on post-test. Furthermore, cooperative learning
appeared to be equally effective for teaching social studies to the highachievers, average-achievers and low-achievers at elementary level.
Kolage, S. (2011). Studied the effectiveness of dramatization method on a unit
of Shivajimaharaj. Single group pretest posttest design was used. Achievement
test was used to study the effectiveness of the programme. There was a
significant difference in the post test achievement scores than the pretest
achievement scores.
Mistry, D (2012) studied the effectiveness of Inquiry training model and
traditional teaching of one unit of the subject history for standard VIII. The
objectives of her research were to prepare lesson plans based on Inquiry
training model and to study its effectiveness. This study was performed
amongst 102 students of std VIII. 51 students from one division formed the
experimental group and 51 students from another division formed the control
group of the study. Teacher made achievement test and opinionnaire was used
for data collection. t test was used to analyze the data. The programme was
effective and the students were motivated to think.
Nalavade, S. (2012). conducted a research to study the effectiveness of
concept maps of teaching history. The objectives of the study were, to teach
the selected unit using concept map, and to test the effectiveness of using
concept maps on the achievement of the sample group students. Purposive
sample was selected which consisted of 40 students from one English medium
school in Pune. Achievement prepared by the researcher was used. The
62
findings of the study show that the students scored significantly higher marks
in posttest than in pretest. Thus the use of concept map was effective.
2.7 RESEARCHES ON MI
The studies related to MI in relation to other variables are summarized in the
table form:
TABLE NO. 2.3 STUDIES RELATED TO MI
Sr.
Variables
Researcher
Source
Title of study
No
considered
/ Year
Achievement
Erb-
& Behaviour
michelle
Research
(1996)
Project,
Xavier
output
academic
&
decreasing
AN400947
2
Achievement
Greenhawk
Educational-
Multiple
Leadership;
meet standards
v55nl;
Intelligences
p62-64
sep 1997
AN- EJ550536
Achievement
Albino
Paula;
Action
Brown,
Research
Ann;
Project,
Reading
Saint
63
University and
(1997)
IRI/skylight
ED
AN410522
4
Achievement
Brecher-
M.A.Action
Project,
(1998)
Xavier
Retention
Anderson,
V, B.
(1998)
Research
Project,
Multiple
Intelligences to Improve
Saint Retention
Xavier
Language
in
Foreign
Vocabulary
Acheivement
Bumen
ProQuest
The
effects
retention
Theses (PQDT)
of
of
the
Multiple Intelligences
theory
supported
by
reviewing strategies on
students
achievement
64
Motivation
Baldes, D
(2000)
Action
learn
Research
Project,
through
MI,
Xavier
University and
IRI/skylight
ED
AN442574
7
Motivation
Janes,K,
Project,
(2000)
Xavier
Student
Saint Use
of
Learning,
Engaged
Cooperative
Geimer
Mandy
Action
achievement in language
(2000)
Research
(Arts)
student
through
Project,
Saint implementation
Xavier
strategies
of
MI
University and
IRI/skylight
AN- 444185
Attitude,
Marjorie, H
Understanding
Motivation
(2001)
learner
perspective
of
65
11
Achievement
Goodnough,
Intelligences
and
(2001)
Mathematics:
personalizing
AN- EJ 630131
Curricula
Science
Achievement
Nicole ,B
ProQuest
Engaging
Language
and
(2002)
Students
attendance
Theses (PQDT)
through
the
Intelligences
Multiple
in
Ninth
grade classes
12
MI
in Gogebakan
ProQuest
relation
to (2003)
grade
level
Theses (PQDT)
and gender
13
Achievement
Ranade,
M.D.
India
(2005)
Critical Evaluation of a
Assisted
Educational
Research
14
Achievement
Tapkir, R.
Unpublished
study
of
(2006)
masters thesis
Effectiveness
of
approach
teaching
in
the
MI
Achievement
Bilgin,E.K
ProQuest
and attitude
(2006)
instruction on ninth
Graders
chemistry
Achievement
Ozdemir, P
ProQuest
(2006)
Enhancing
learning
of
Biological
Education
17
Achievement
Ranade.mM
.D
Educational
Instruction
(2006)
Research,
approach to teaching-
Policy
Research
based
on
MI
studies
in
of
Globalization,
APERA,
Hongkong
18
Achievement
Ranade,
International
M.D.
Conference
(2007)
science
on
through
Strengthening
to planning
lesson
skills
Science teachers
Training
of
Assisted
Programme
based on MI approach
19
Achievement
Vartak,
N.
(2007)
P. Unpublished
masters
Thesis
Study
of
the
Effectiveness of Multiple
Intelligences Approach in
Teaching- Learning for a
topic in Environmental
Education
in
B.Ed
course.
67
20
Achievement
Vasanthaku
Unpublished
mari, H. S.
masters
Effectiveness
(2007)
of
the
Multiple Intelligences
Thesis
based
teaching
traditional
and
classroom
teaching of a topic in
Science for Std IX.
21
Student
Johnson, M
Online
An Extended Literature
performance
(2008)
submission
AN-ED497741
Multiple Intelligences on
Elementary
Student
Performance
22
Achievement
Douglas, B
Proquest
The
effects
(2008)
Journal
of Multiple
of
the
Intelligences
Instructional
Psychology,
academic achievement of
35(2), 182-
eighth
grade
math
students.
23
Achievment
Wakchaure
Unpublished
A comparative study of
,S
masters
(2008)
Thesis
Multiple Intelligences
based
teaching
traditional
and
classroom
teaching of a topic in
Geography for Std.VII
24
Achievement
Kadam ,S
Unpublished
A comparative study of
(2008)
masters thesis
the
Effectiveness
of
Multiple Intelligences
based
teaching
and
68
Achievement
Khandare,
Unpublished
A comparative study of
masters thesis
(2008)
based
teaching
traditional
and
classroom
teaching of a topic in
Science for Std.IX
Achievement
Dilek, I
Asia
Pacific The
Kamuran,T
Education
cooperative
(2009)
Review
method
AN: EJ863587
effects
the
learning
supported
Multiple
theory
of
by
Intelligences
on
Turkish
elementary students
Achievement
Vevania, C. Unpublished
(2009)
26
Ph.D
Developing interpersonal
thesis, and
intrapersonal
Mumbai
intelligence
through
University.
multicultural education
Awareness
Gokhan B
Ph.D Thesis,
and Attitude
(2010)
Proquest
Intelligences
Instructional Strategy on
the
Awareness
and
Attitude
Environmental
Knowledge
Environmental
Levels
of
Elementary Students in
Science Course.
learning
Hou Yi-An An
Multiple
behavior
(2010).
Interdisciplinar
Intelligences
69
Kotreshwar
International
aswamy, S
Referred
Intelligences
(2011)
Research
Journal.
study
ISSN colleges
0974-2832.
City.
on
of
Multiple
of
B.Ed
Bangalore
Students
Maqsood
Academic
Regional differentials in
preferencs
A;Ishtiaq
Research
students
preferences
Hu
International
regarding
Multiple
(2011)
at
elementary level.
70
Erb-michelle (1996) carried out a research titled, Use of M.I. activities and
co-operative learning for increasing academic output & decreasing
inappropriate behaviour. The problem of academic output and inappropriate
behavior has been documented by annotated teacher record, student records
and school records. Student survey was designed to determine the causes for
the students lack of responsibility. Analysis of probable cause data revealed
that students lacked intrinsic motivation and interest in Science, had low
esteem and the class size was large. Post intervention data showed an increase
in students responsibility for their own learning through an increase in
accordance with academic output and a decrease in the incidents of
inappropriate behavior.
Albino Paula; Brown, Ann; Liason, Susan. (1997) tried to improve reading
skills through the use of MI. This report describes a progress for increasing
reading test score of II, III, IVgrade students of the middle class. A review of
solution strategies suggested by experts resulted in the selection of the
following intervention: altering curricula by teaching to the Multiple
Intelligences, creation of portfolios for students and teacher evaluation and the
implementation of student reading logs. Post intervention data indicated an
increase in reading test scores ability to make connections with what they were
72
reading to their own lives and increase in comprehension and higher level
thinking skills.
Green Hawk. (1997) carried a research titled, MI meet standards. Gardners
MI theory was put into practice. Students overall achievement and confidence
had risen substantially. Specialists helped teachers develop standards for
grading students artwork and oral presentation to prepare students for state
assessments, written description often accompany students chosen methods for
displaying knowledge.
Brecher-Diane, Gary Marians. (1998) carried out a research to improve the
spelling of high frequency words in daily writing across the curriculum
through the use of MI. A Programme was developed. The problem was
documented by parent survey; teacher interviews, observations and journal
entries, anecdotal records, pretests and posttests, weekly spelling test, writing
samples. A review of solution strategies combined with analysis of the
problem resulted in selection of three major categories of intervention:
Development of spelling lists using high frequency words, incorporation of MI
centers to practice words; and assessment of writing samples to monitor the
transfer of high frequency words. MI based programme was found to be
effective.
Anderson. B. (1998). conducted an experiment for increasing retention of
foreign language vocabulary by using Multiple Intelligences approaches and
memory enhancement tools. The targeted population was approximately 100
seventh- and eighth-grade Latin students. Students were instructed using
methods that introduce several Multiple Intelligences strategies and several
memory improvement techniques, and were directly involved in composition
and design of study materials in a cooperative learning context. The teacher
de-emphasized verbal-linguistic approaches in favor of a more comprehensive
approach. Post-intervention data showed an increase in scores on bi-weekly
vocabulary quizzes, increase in awareness of memory techniques for foreign
language vocabulary mastery, and awareness of varied learning styles in both
73
teacher and students. Appended materials include the learning styles inventory
and answer key, parent permission letter, vocabulary quizzes, journal entry
forms, and grade 8 vocabulary quiz survey.
Bumen. (1999) investigated possible differences between Multiple Intelligences
theory and traditional teaching. The achievements and attitudes of the students
were discussed in the research. In this research, the lesson Citizenship and
Human Rights was chosen. The students were 112 of 8th grade. For data
collection, achievement tests and attitude scale were administered which the
researcher developed. According to the results no significant difference could be
seen in knowledge achievement between the group which used MI strategies and
the one which used conventional method. But there was an important difference
in tests including comprehension, application and total levels for the experimental
group. Also, the experimental groups final attitude score average was higher than
the control group. Furthermore, there was a significant difference between the
control and the experimental groups in the retention test, it can be said that
Multiple Intelligences implementations were more effective and stable in
learning.
environment. During the intervention, students participated in the pre and post
intervention interviews, weekly student interventories and anecdotal record
keeping data indicated that the programme reduced inappropriate behavior and
increase students motivation. Teachers time for correcting misbehavior was
reduced leaving more time available for the academic instruction and resulting
in student academic and personal growth.
Marjorie Hall Haley (2001) of George Mason University has written an
article on, Understanding learner centered instruction from the perspective of
Multiple Intelligences. This article describes a pilot study that investigated
application of the theory of MI to shape and inform teaching practices and
instructional strategies. The purpose of the study was to identify, document
and promote effective real world applications of MI theory in foreign and
second language classrooms. Results indicated that teachers were profoundly
affected by these approaches. They felt that their teaching experienced a shift
in paradigm to a more learner centered classrooms. They were once again
energized and enthusiastic about their pedagogy; and they felt that they were
able to reach more students. Students demonstrated keen interest in MI
concepts and showed positive responses to the increased variety of
instructional strategies. An unanticipated outcome of this research project was
the positive impact it had on student attitudes and motivation to learn.
Goodnough-Karen. (2001). The research provides insight into the nature of
MI theory and how its framework can be used to make Science accessible to
students and assist them in achieving high level of scientific literacy.
Nicole Beaulieu. (2002) conducted a research entitled Engaging Language
Minority Students through the Multiple Intelligences in Ninth grade classes
in Wakefield High School Arlington County Public school. The result showed
that eight out of 10 students had improved attendance, and improved grades.
The other two did not make improvements beyond more class participation.
She believed that both have very low self-esteem and never bought into MI
76
Gogebakan. (2003) investigated the effect of gender and grade level of the
students on their Multiple Intelligences in her master thesis at METU. The
study was conducted at Middle East Technical University Development
Foundation School in the spring of the 2001-2002 academic-years with classes
of first, third, fifth and eighth grade levels. She applied Pictorial Teele
Inventory for Multiple Intelligences on 321 students and analyzed the results.
Results of her study showed that students Multiple Intelligences showed
variety according to their grade levels. For example, the students at the first
grade level demonstrated strong preference for linguistic intelligence and
logical-mathematical intelligence in the first grade and the two intelligences
were followed by spatial intelligence, and bodily kinesthetic intelligence.
While the third grade students most dominant intelligences preferences were
interpersonal, spatial, logical-mathematical, and linguistic intelligence the fifth
and eighth grade students preferences were interpersonal intelligence bodilykinesthetic intelligence, musical intelligence, and spatial intelligence.
The Ozdemir et al. (2006) study looked at which of the intelligences students used
most. The Teele Inventory of Multiple Intelligences (TIMI) was given before and
after the unit to assess which intelligences were used. In the control classroom,
students' dominant intelligences were interpersonal and logical-mathematical. The
results from the posttest indicated this changed very little over the course unit. In the
MI experimental classroom, the dominant intelligences before the unit were also
interpersonal and logical mathematical. However, after the implementation of MI, the
study found students used other intelligences, including spatial and musical, as
student achievement
including improved
engagement and
78
Dilek Isk and Kamuran Tarim. (2009). Conducted a research titled, The
effects of the cooperative learning method supported by Multiple Intelligences
theory on Turkish elementary students mathematics achievement shows that
MI has significant effect on academic achievement than the traditional
79
80
81
12+ years
studying in 7th class, was drawn out of the population using stratified random
sampling technique. A tool "Multiple Intelligences Scale for Elementary
Level", having eight sub scales, was used to examine students preferences in
different components of Multiple Intelligences. The results of the investigation
revealed that majority of the respondents had average levels of intelligence for
all the eight components of Multiple Intelligences; however the students
Multiple Intelligences showed variety according to their interests. When
results were examined in terms of their locality i.e. urban and rural, significant
differences were observed in the mean scores of Urban and Rural students for
Bodily-kinesthetic and Naturalistic intelligences. It was found that in case of
Bodily-kinesthetic and Naturalistic intelligences rural students took slight lead
due to environmental factors.
82
Significant
high
correlation
between
Linguistic
and
Intrapersonal,
but
insignificant
correlation
between
Linguistic
and
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material etc, were used. All the methods were effective in increasing the
achievements of the students.
When the researcher studied previously mentioned related literature she
observed that MI based approach was used for different subjects like History,
Science, Environmental science, mathematics, English etc. The programme
was implemented for different standards.
When the researcher compared the related researches and present research she
found some similarities in objectives, research design, sampling, tools for data
collection and statistical techniques. An important objective of some related
researches was the preparation of MI based lesson plans and study of its
effectiveness on the achievement of students. This objective is the same for
present study. The research designs used in the researches were single group
pretest posttest design, pretest posttest equivalent group design and pretest
posttest non equivalent group design. In the present research Pretest Posttest
Non Equivalent Group Design was used. Samples used in previously
conducted researches showed varied range. In the present research incidental
sample comprising of two intact classrooms of 6th grade students from the
same school was chosen. Tools used for data collection in the related
researches and present research were mainly achievement test. In most of the
related researches,t test was used. In the present research along witht test
researcher also used ANCOVA. When researcher studied these researches she
found that in very few researches opinionnaire was used. The researcher found
two researches that studied the retention of the students.
The researcher found four researches on the use of MI based teaching method
in history or social studies in which the research design, sample, variable
studied and the level was different than the present study. Out of four, two
researches (Beam, K, 2000; Kale, P, 2007) were quite similar to the present
research. In both the researches comparison between Traditional method and
MI- based teaching method was done which is similar to the present study. In
the present research and in the research conducted by Kale, P., Quasi
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experimental design was used, where as; in the research conducted by Beam,
K. True experimental design was used. In both the researches achievement
test was used to collect the data andt test was used for the analysis. Various
activities related to MI were used in both the researches. The findings of the
study (Beam, K) show that no significant difference was seen in the
achievement of experimental group and control group, whereas; the present
study and the study done by Kale, P. shows that, there was a significant
increase in the achievement scores of the experimental group as compared to
the control group. In the present research, along with the academic
achievement, the researcher also studied the effectiveness of the programme in
terms of reactions of students, observations made during M.I. - based teaching,
and retention of the content.
2.11 SUMMARY
Study of related researches helped the researcher to know the previous work
carried out in the subject. The review of related researches helped the
researcher to understand that by using MI approach there is an increase in the
achievement of various subjects, enhancement in motivation, attitude,
confidence and retention towards the subject. MI approach has focused
attention on child centered education.
After reviewing these related researches it can be seen that several studies
have been done on MI. It was observed that most of the researches are carried
out abroad at the various levels and in the different subjects. Very few are
cited from India, and those are mainly from S.N.D.T. University, Postgraduate department of education. Only one research by Vevania, C. (2009) is
from Mumbai University. From the related researches, the concept of MI and
the use of MI approach in teaching learning were made clear. One of the
researches showed that the interest and achievement of the students in the
subject History increased due to MI based approach. Also in the other
researches of the various subjects which used MI based teaching method, an
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