17 10-2015427 v3-e2-010

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Available online through - http://ijifr.com/searchjournal.aspx Accepted After Review On: October 12, 2015

Published Online On: October 16, 2015

International Journal of Informative & Futuristic Research

ISSN: 2347-1697 Volume 3 Issue 2 October 2015

Abstract

The Innovative Instructional Strategies play on important role in enhancing learning systems. The time of instruction through blackboards with chalks and notice boards is going to change. Innovative Instructional Strategies are used to make learning sessions interactive, motivating and interesting. The purpose of this study was to examine the effectiveness of innovative instructional strategies on Educational Psychology among B.Ed Trainees’. A sample consists of 60 students trainees’ were selected from Usha Latchumanan College of Education, Thirukkanur, Puducherry. The quasi experimental, equal group randomization of experimental and control group design was adopted for this study. Experimental group taught using innovative instructional strategies while traditional method followed for control group. The study reveals that there is no significant differences between pre-test mean scores of experimental (N=30) and control group (N=30). There is significant difference between post-test mean scores of experimental and control group and learning retention of experimental group was higher than the control group. Hence, Innovative Instructional Strategies is effective for teaching educational psychology and enhance the student learning retention.

1. Introduction

In recent years, there has been a groundswell of interest on how computer and the Internet are best

harnessed to improve the efficiency and effectiveness of education at all levels. Now, innovative

instructional strategies play a remarkable role in the education sector. The development of the

Innovative Instructional Strategies

for Teaching Educational Psychology Paper ID IJIFR/ V3/ E2/ 010 Page No. 369-376 Subject Area Education

Key Words Innovative Instructional Strategy, Educational Psychology, Concept Map, Blog,

Cooperative Learning

1st M. Deivam

Ph.D. Research Scholar,

Department of Education,

Gandhigram Rural Institute – Deemed University,

Dindigul district, Tamilnadu, India.

2nd

Dr. N. Devaki

Assistant Professor,

Department of Education,

Gandhigram Rural Institute – Deemed University,

Dindigul district, Tamilnadu, India.

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ISSN: 2347-1697 International Journal of Informative & Futuristic Research (IJIFR)

Volume - 3, Issue -2, October 2015 Continuous 26th Edition, Page No.:369-376

M. Deivam, Dr. N. Devaki:: Innovative Instructional Strategies for Teaching Educational Psychology

economy of any country depends on the quality of education imparted in the educational

institutions. The teacher education institutions are playing an important role in shaping the destiny

of the teacher education is the need of the hour. For enhancing the equality in education, the

strategies of teaching of the teachers followed in the classrooms is very important. Strategies is a

kind of approach or way by which one can disseminate content in the classroom. Walberg &

Waxman (1985), said strategies is a set of teaching actions intended to attain desired outcomes.

Planning and designing the best learning route for each student and keeping the students on the

right learning route can be called Teaching Strategy. It calls upon a variety of processes. Strasser,

B.B. (1976) said strategies is a generalized plan for a lesson which includes structure desired

learner terms of the goals of instruction and outline of tactics necessary to implement the strategy.

Instructional strategies is a pattern of teaching act that services to attain certain outcomes and

purposefully conceived and determined plan of action.

2. Innovative Instructional Strategies

2.1 Concept Map

Concept maps are also a method of graphically illustrating complicated scientific issues and

knowledge problems in a way that the students can see the interrelatedness among the concepts.

Concepts maps reveal to them the connections which they would not understand otherwise. The

next labels and the linking words as well as lines arrangement, reveal a meaningful structure to the

learners, which they can understand easily. Concept maps are a teaching/learning technique and are

now accepted over the last few decades would wide, especially in science teaching. Concept

mapping has been found as an effective tool for aiding student‟s comprehension of psychology

material. The technique enables the student to visualize the structure knowledge. Concept maps

present graphically the structure of interrelated concepts. Various concepts and sub-concepts are

depicted on a map displaying their relationships. As the concept maps depict contents, these can be

described as showing semantic relationships among the concepts. They represent semantic

knowledge and hence can also be called semantic networks (Lanzing, 2004).

2.2 Blog

Teachers have noticed the creative use of this internet technology and put the Blog to work

in the classroom. The education Blog can be a powerful and effective Blog can be a powerful and

effective technology tool for teaching and learning process. Blogs work well for students because

they can be worked on at virtually any time, in any place with an Internet-enabled computer. The

post is arranged in reverse chronological order, with the most recently at the top of the Blog. Blog

can be used to inform students of class requirements, post handouts, notice, and homework. A class

Blog opens the opportunity for students to discuss topics outside of the classroom. With a Blog,

every person has an equal opportunity to share his or her thoughts and opinions. Students have time

to be reactive to one another and reflective. Teacher can also bring together a group of knowledge

individuals for a given unit of study for students to network and conference with on a Blog.

2.3 Cooperative Learning

Cooperative Learning is a pedagogical approach that promotes student – student interaction

via working in small groups to maximize their learning and reach their shared goal. It is a personal

philosophy, not just a classroom technique. In all situations where people come together in groups,

it suggests a way of dealing with people, which respects and highlights individual group members

ability and contributions. Whereas education itself has been regarded as social adjustment of an

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individual and a society can never exist without effective education. For an effective education,

effective teaching is required and for an effective teaching.

3. Significance Of The Study

Educational Psychology play very crucial role in teaching and learning process. Teachers

are involved in teaching learning process. In a normal classroom variety of students with different

learning styles, and interest also varies from individual to individual. Teacher has to adopt modern

instructional strategies according to needs of student teachers. Educational Psychology help the

teachers acquire knowledge about Individual differences, Personality Adjustment, Intelligence,

Cognitive development, interest, aptitude, Creativity, Concept, Abstraction, Motivation, learning,

discovery learning, Mental health, mental hygiene, special children. Hence, teachers by adopting,

innovative instructional strategy they can enhance the academic achievement and learning retention

in educational psychology.

4. Statement Of The Problem

Education is very important process in mankind. We have to make education as joyful

learning process, generate interest among students and motivate them to stay back in the institution

than to run away from it. Teaching role is very important in the teaching learning process because

he/she is key of learning and he/she has to adopt modern instructional aids, use appropriate

innovative instructional strategies in the classrooms. Methods of instruction also changing day by

day so teachers have to adopt modern innovative instructional strategy. Hence, present study

entitled “Innovative Instructional Strategies for Teaching Educational Psychology among B.Ed.

Trainees”.

5. Objectives

To find out whether there is any significant difference between control and experimental group

of pre-test mean scores of basic educational psychology among B.Ed. trainees‟.

To compare the Mean post-test scores of experimental and control groups to see the

effectiveness of an Innovative Instructional Strategies on Educational Psychology.

To compare the mean retention scores of Experimental and control group in Educational

Psychology of B.Ed. trainees‟ exposed to Innovative Instructional Strategies and Traditional

method of instruction.

6. Hypotheses

H01: There is no significant difference between pretest means score of control and

experimental group.

H02: There is no significant difference between posttest means score of control and

experimental group.

H03: There is no significant difference between mean scores of experimental and control

group of learning retention of Educational Psychology.

7. Research Methodology

The present study used pretest – posttest control and experimental group method as a basis

for its design and was carried out in a 7 week time period. This study was equal randomization of

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experimental and control group design. As measuring tools, an achievement test in Educational

Psychology was administered to student trainees‟. After a gap of twenty five (25) days, same

achievement test was again administered to student trainees‟ to ascertain the learning retention

among the student trainees‟.

7.1 Variables

Dependent variable: students‟ achievement and Learning retention in educational

psychology. Independent variable: Innovative Instructional strategy.

7.2 Sample

Samples of 60 student trainees‟ were selected using simple random sampling from Usha

Latchumanan College of Education, Thirukkanur, Puducherry UT. Above selected 60 student

trainees‟ were further divided into two groups such as Control group (30 student trainees‟) and

Experimental group (30 student trainees‟). The investigator taught traditional method of instruction

for control group and innovative instructional strategies used for experimental group.

7.3 Tools used

Educational Psychology Test: Pre-test contains 50 objective type questions (Basic

Educational Psychology) and Post-test contains 50 objective questions (Selected topics on

Educational Psychology after the treatment).

8. Experimental Procedure

The whole experiment was conducted in the four phases which is shown below in the tabular form

Table 1: Design Of The Study

Phases Experimental group Control group

Administration of

Pre-test

Measurement of Achievement in

Educational Psychology

Measurement of

Achievement in Educational

Psychology

Conducting the

Experimental

Treatment

Teaching Educational Psychology

through Innovative Instructional

Strategies for 7 weeks

Teaching Educational

Psychology through

traditional method of

teaching for 7 weeks

Administration of

Post-test


Educational Psychology

Measurement of

Achievement in Educational

Psychology

Administration of

Retention Test


Educational Psychology after 25 days

Measurement of

Achievement of Educational

Psychology after 25 days

The investigator identified modern innovative instructional strategies for teaching

educational psychology such as Concept map; Educational Blog and Cooperative learning which

are enhance the educational psychological knowledge among student trainees‟. The investigator an

administered basic educational psychology as pre-test for both groups experimental and control

group (50 objective type questions). Educational Psychology is one of the core paper of bachelor of

education, Pondicherry University, Puducherry, investigator identified some topics from

Pondicherry University syllabus such as School of psychology, growth and development, learning

process and theories, intelligence, personality and creativity. The investigator gave treatment for

teaching educational psychology through Innovative Instructional Psychology for 7 weeks. The

innovative instructional strategies such as Concept map, Educational Blog and Cooperative learning

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was taught experimental group while control group taught conventional method of instruction

(chalk and talk). After the treatment of 7 weeks post test was administered the both the groups

experimental and control group (50 objective types questions which was taken from selected topic

of educational psychology). The investigator administered the retention test after the 25 days over

of post-test.

9. Data Analyses

9.1 ‘t’ – test :

Table 2: Mean and Mean Gain Achievement Scores on Educational Psychology among B.Ed Trainees’

Mean Mean Gain

S.No Group Pretest (1) Posttest (2) (2) – (1)

1 Experimental group 56.30 68.33 +12.00

2 Control group 55.30 56.37 +1.07

The pre and post test scores of experimental and control groups were obtained through an

achievement test on Educational Psychology which was analyzed and described by using

descriptive and inferential statistics. The data were analyzed for the total achievement test scores

for both the groups. The mean of pre-test and post-test scores were computed and are presented in

the Table 1.1 shows positive Mean gain achievement scores for the experimental group. It was

inferred that for the experimental group the mean post-test score is higher than the mean pretest

scores with a very high significant difference. This data shows that there is a significant gain in the

achievement of Educational Psychology of the experimental group when taught by using innovative

instructional strategy. Hence, it is inferred that innovative instructional strategies proves useful in

increasing the knowledge and achievement level of B.Ed. Trainees‟.

Table 2: ‘t’ values of Pretest Posttest and Retention mean scores of Experimental and Control group

Test Group N Mean S.D ‘t’ value

Pre-Test

Achievement

Scores

Experimental vs

Control group

30 30 56.20 55.30 8.91 7.85 0.634

(NS)*

Post-Test

Achievement

Scores

Experimental vs

Control group

30 30 68.33 56.37 8.21 5.13 8.02 (N)*

Retention

Scores

Experimental vs

Control group

30 30 64.30 43.47 8.04 4.25 15.33 (N)*

NS: Not Significant

* Significant at 0.05 level

9.2 Statistical Techniques Used

1. Means and S.D‟s were worked out on the achievement and retention scores.

2. t-test was applied to compare the performance to two groups

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Figure 1: Pre-test Posttest and Retention Mean Scores of Experimental and Control group

„t‟ value 0.634 vide Table 1.2 for the difference in pre-test scores of the two group was

found to be not significant. Thus hypothesis H01: There is no significant difference in the

mean achievement scores of two group of experimental and control group of pre-test on

Fundamentals of Educational Psychology before treatment. It leads to the conclusion that

there is no significant difference in the pre-test mean achievement scores of the two groups

(Experimental and Control group). Hence, above null hypothesis was accepted.

„t‟ value 8.02 vide Table 1.2 for the difference in post-test scores of the two

treatment group was found to be significant. Thus hypothesis H02: There is no significant

difference in the mean achievement scores of two group of experimental and control group

of post-test on Fundamentals of Educational Psychology after treatment. It leads to the

conclusion that there is significant difference in the post-test mean achievement scores of

the two groups (Experimental and Control group). Hence, above null was rejected.

Table 2 also reveals that „t‟ value (15.33) for the difference in mean retention scores

of Experimental group and Control group is significant at 0.05 level. H03Thus hypothesis

there is no significant difference between mean scores of experimental and control group of

learning retention of Educational Psychology is rejected. Thus subjects exposed to

innovative instructional strategies retained higher than the subject taught by conventional

method of teaching.

10. Findings

As Gibbs (1992) emphasized, the issues of greater autonomy, control of choice of study

constitute key hallmarks of learner-centered learning. There are definitely such constraints as

limited facilities, large classes and the structured syllabus that need to be covered. Interest and

55.3 56.37

43.47

56.2

68.33 64.3

0

10

20

30

40

50

60

70

80

Pre-Test AchievementScores

Post-Test AchievementScores

Retention Scores

Experimentalgroup

Control group

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commitment will go a long way in reducing the effects of these constraints. The innovative

instructional strategies were found to be effective in term of achievement of students on criterion

reference tests. There is significant difference between post-test mean scores of experimental and

control group and learning retention of experimental group higher than the control group. Hence,

innovative instructional strategies is best than the traditional method of instruction.

11. Conclusion

Rajshree Vaishnav and Pratima Parage (2013) studied on innovative instructional strategies

for teaching biology, result reveals that, innovative instructional strategies is good than the

traditional method of instruction. Experimental group mean scores is higher than the control group.

Fauzia Khurshid & Urusa Ansari (2012) studied on Effects of Innovative Teaching Strategies on

Students Performance, the study reveals that innovative teaching methodologies outperform the

traditional classroom teaching. The satisfies the individual learning requirements and increase the

interest level among students. The study shows that the innovative instructional strategies plays an

important role in improving the achievements of educational psychology among student teachers.

So a teacher should use innovative instructional strategies in teaching in the classroom which can

make his/her task easier and students can achieve better. Hence innovative instructional strategies

such as concept map, EduBlog, Cooperative learning is effective and enhance the students learning

retention.

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