Development of Instructional Strategies for Teaching English Grammar and Study their Effectiveness in terms of Achievement in English Grammar. Reactions Towards the Instructional Strategies of class IX students

Inhaltsverzeichnis (Table of Contents)

• CHAPTER I INTRODUCTION
• 1.0.0 INTRODUCTION
• 1.1.0 BACKGROUND OF THE PROBLEM
• 1.2.0 IMPORTANCE OF ENGLISH GRAMMAR
• 1.3.0 INSTRUCTIONAL STRATEGY
• 1.4.0 CONCEPT OF PROGRAMMED LEARNING:
• 1.5.0 TYPES OF PROGRAMMED LEARNING
• 1.6.0 FUNDAMENTAL PRINCIPLES OF PROGRAMMING
• 1.7.0 INTEGRATING PLM WITH OTHER TECHNIQUES
• 1.8.0 CONCEPT OF COMPUTER ASSISTED INSTRUCTION
• 1.9.0 RATIONLE
• 1.10.0 TITLE
• 1.11.0 STATEMENT OF THE PROBLEM
• 1.12.0 OBJECTIVES
• 1.13.0 HYPOTHESES
• 1.14.0 ASSUMPTIONS
• 1.15.0 OPERATIONAL DEFINITIONS OF TERMS
• 1.16.0 SCOPE AND LIMITATION
• CHAPTER II: REVIEW OF RELATED LITERATURE
• 2.0.0 INTRODUCTION
• 2.1.0 PROGRAMMED LEARNING MATERIAL ON MATHEMATICS
• 2.2.0 PROGRAMMED LEARNING MATERIAL ON SCIENCE
• 2.3.0 PROGRAMMED LEARNING MATERIAL ON HINDI
• 2.4.0 PROGRAMMED LEARNING MATERIAL ON ENGLISH
• 2.5.0. PROGRAMMED LEARNING MATERIAL ON SANSKRIT
• 2.6.0 PROGRAMMED LEARNING MATERIAL ON GEOGRAPHY
• 2.7.0 PROGRAMMED LEARNING MATERIAL ON SOCIAL SCIENCE
• 2.8.0 PROGRAMMED LEARNING MATERIAL ON EDUCATIONAL PSYCHOLOGY
• 2.9.0 PROGRAMMED LEARNING MATERIAL ON OTHER SUBJECTS
• 2.10.0 RESEARCH STUDIES RELATED TO COMPARISION OF PROGRAMMED LEARNING MATERIAL WITH CONVENTIONAL METHOD
• 2.11.0 RESEARCH STUDIES RELATED TO COMPUTER ASSISTED INSTRUCTION
• CHAPTER III: METHODOLOGY
• 3.0.0 INTRODUCTION
• 3.1.0 SAMPLE
• 3.2.0 DESIGN
• 3.3.0 TOOLS
• 3.3.1 INTELLIGENCE
• 3.3.2 ACHIEVEMENT TEST OF ENGLISH GRAMMAR
• 3.3.3 TEST OF ADJECTIVES AND DEGREES
• 3.3.4 TEST OF VOICE
• 3.3.5 TEST OF DIRECT INDIRECT SPEECH
• 3.3.6 REACTION TOWARDS PROGRAMMING LEARNING MATERIAL
• 3.4.0 PROCEDURE OF DATA COLLECTION
• 3.5.0 STATISTICAL ANALYSES
• CHAPTER IV: DEVELOPMENT OF PROGRAMMED LEARNING MATERIAL
• 4.0.0 INTRODUCTION
• 4.1.0 STEPS OF DEVELOPMENT OF PLM
• 4.2.0 SELECTION OF CONTENT
• 4.3.0 CONTENT ANALYSIS
• 4.3.1 CONTENT ANALYSIS OF ADJECTIVES
• 4.3.2 CONTENT ANALYSIS OF DEGREES
• 4.3.3 CONTENT ANALYSIS OF VOICE
• 4.3.4 CONTENT ANALYSIS OF DIRECT – INDIRECT SPEECH
• 4.4.0 TERMINAL BEHAVIOUR
• 4.4.1 TOPIC: ADJECTIVE
• 4.4.2 TOPIC: DEGREES
• 4.4.3 TOPIC: VOICE
• 4.4.4 TOPIC: DIRECT INDIRECT SPEECH
• 4.5.0 ENTRY BEHAVIOUR
• 4.6.0 ACHIEVEMENT TEST
• 4.7 .0 FORMATS AND STYLE
• 4.8 .0 FRAME COMPONENTS
• 4.9.0 RESPONSE MODE
• 4.10.0 FRAME SIZE
• 4.11.0 TYPES OF FRAMES
• 4.11.1 INTRODUCTORY FRAMES
• 4.11.2 TEACHING FRAMES
• 4.11.3 PRACTICE FRAMES
• 4.11 .4 TESTING FRAMES
• 4.12.0 PROMPTS
• 4.12.1 FORMAL PROMPTS
• 4.12.2 THEMATIC PROMPTS
• 4.13.0 FRAME SEQUENCE
• 4.14.0 INITIAL TRY-OUT
• 4.14.1 INITIAL TRY OUT AT EXPERT LEVEL
• 4.14.2 INITIAL TRY OUT AT INDIVIDUAL LEVEL
• 4.14.3 FINAL DRAFT
• CHAPTER – V RESULTS AND INTERPRETATION
• 5.0.0 INTRODUCTION
• 5.1.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT IN ENGLISH GRAMMAR OF STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY BY CONSIDERING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AS COVARIATE.
• 5.2.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT OF ENGLISH GRAMMAR OF PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY GROUPS BY CONSIDERING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AND INTELLIGENCE AS COVARIATES
• 5.3.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT OF THE CONCEPTS OF ADJECTIVES AND DEGREES OF THE STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY BY CONSIDERING PRE-ACHIEVEMENT OF ADJECTIVES AND DEGREES AS COVARIATE.
• 5.4.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT OF VOICE OF THE STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY BY CONSIDERING PRE-ACHIEVEMENT OF VOICE AS COVARIATE.
• 5.5.0 COMPARISION OF ADJUSTED MEAN SCORES OF ACHIEVEMENT IN DIRECT-INDIRECT SPEECH OF THE STUDENTS TAUGHT THROUGH PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY BY CONSIDERING PRE-ACHIEVEMENT OF DIRECT AND INDIRECT SPEECH AS COVARIATE.
• 5.6.0 EFFECT OF TREATMENT, GENDER AND THEIR INTERACTION ON ACHIEVEMENT OF ENGLISH GRAMMAR BY TAKING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AND INTELLIGENCE AS COVARIATES
• 5.6.1 EFFECT OF TREATMENT ON ACHIEVEMENT OF ENGLISH GRAMMAR BY TAKING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AND INTELLIGENCE AS COVARIATES
• 5.6.2 EFFECT OF GENDER ON ACHIEVEMENT OF ENGLISH GRAMMAR BY TAKING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AND INTELLIGENCE AS COVARIATES
• 5.6.3 EFFECT OF INTERACTION BETWEEN TREATMENT AND GENDER ON ACHIEVEMENT OF ENGLISH GRAMMAR BY TAKING PRE-ACHIEVEMENT OF ENGLISH GRAMMAR AND INTELLIGENCE AS COVARIATES
• 5.7.0 REACTION TOWARDS PLM PRINT STRATEGY
• 5.8.0 REACTION TOWARDS PLM DIGITAL STRATEGY
• CHAPTER VI: DISCUSSION ON RESULT
• 6.0.0 INTRODUCTION
• 6.1.0 FINDINGS
• 6.2.0 COMPARISON OF PLM PRINT STRATEGY, PLM DIGITAL STRATEGY AND LECTURE STRATEGY IN TEMS OF ACHIEVEMENT OF ENGLISH GRAMMAR
• 6.3.0 EFFECT OF GENDER ON UNDERSTANDING OF ENGLISH GRAMMAR CONCEPTS
• 6.4.0 EFFECT OF INTERACTION BETWEEN TREATMENTS AND GENDER ON UNDERSTANDING OF ENGLISH GRAMMAR CONCEPTS
• 6.5.0 REACTIONS TOWARDS PLM PRINT STRATEGY
• 6.6.0 REACTIONS TOWARDS PLM DIGITAL STRATEGY
• CHAPTER VII: SUMMARY AND IMPLICATIONS
• 7.0.0 INTRODUCTION
• 7.1.0 BACKGROUND OF THE PROBLEM
• 7.2.0 RATIONLE
• 7.3.0 STATEMENT OF PROBLEM
• 7.4.0 OBJECTIVES
• 7.5.0 HYPOTHESES
• 7.6.0 ASSUMPTIONS
• 7.7.0 OPERATIONAL DEFINITIONS OF TERMS
• 7.8.0 SAMPLE
• 7.9.0 TOOLS
• 7.10.0 DESIGN
• 7.11.0 PROCEDURE OF DATA COLLECTION
• 7.12.0 DATA ANALYSES
• 7.13.0 FINDINGS
• 7.14.0 IMPLICATIONS
• 7.15.0 SUGGESTIONS FOR FURTHER RESEARCHES

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This doctoral dissertation investigates the effectiveness of different instructional strategies for teaching English Grammar to ninth-grade students in Jalgaon, India. The study aims to improve the achievement of English Grammar through the use of Programmed Learning Material in Print Strategy (PLM Print Strategy) and Programmed Learning Material in Digital Strategy (PLM Digital Strategy). The research explores the comparative effectiveness of these two strategies in relation to traditional lecture-based instruction.

• The effectiveness of Programmed Learning Material (PLM) in enhancing achievement in English Grammar.
• The comparative effectiveness of PLM Print Strategy and PLM Digital Strategy.
• The impact of different instructional strategies on students' understanding of specific English Grammar concepts, including Adjectives, Degrees, Voice, and Direct-Indirect Speech.
• The influence of gender on students' achievement in English Grammar.
• The interaction effects between treatment and gender on achievement.

Zusammenfassung der Kapitel (Chapter Summaries)

The dissertation is structured into seven chapters. Chapter I provides an introduction to the study, outlining the rationale, background information on English Grammar and instructional strategies, and defining the research problem. The significance of English Grammar and the shortcomings of traditional teaching methods are discussed, leading to the justification for exploring the potential of Programmed Learning.

Chapter II reviews existing literature related to Programmed Learning and Computer Assisted Instruction (CAI), examining research studies conducted on various subjects and their comparative effectiveness. The chapter highlights the dearth of research studies specifically focusing on PLM for English Grammar and the potential for applying Digital PLM strategies.

Chapter III describes the methodology employed in the study, including the sample selection (158 ninth-grade students from three schools), the research design (non-equivalent control group design), and the various assessment tools utilized. The chapter details the procedure of data collection, including pre-tests, post-tests, and reaction scales, as well as the statistical analysis methods used to evaluate the data.

Chapter IV delves into the development of the Programmed Learning Materials (PLM). It outlines the steps involved in the development process, including content selection, content analysis, identifying learning objectives, and designing different types of frames. This chapter discusses the formats and styles of the PLM (Print and Digital), the frame components, response modes, and the various prompting techniques used to guide learners.

Chapter V presents the results of the study and their interpretation. The analysis includes comparisons of adjusted mean scores for different groups (PLM Print Strategy, PLM Digital Strategy, Lecture Strategy) across different aspects of English Grammar, taking into account pre-achievement scores and intelligence levels. Additionally, the chapter examines the effect of gender and interaction effects between treatment and gender on achievement scores. Finally, the chapter analyzes students' reactions towards the PLM strategies.

Chapter VI discusses the findings of the study, drawing conclusions about the comparative effectiveness of different instructional strategies and the impact of gender on learning English Grammar. It analyzes the reasons for the observed results, based on the literature review and the specific characteristics of the PLM strategies employed.

Chapter VII provides a summary of the study, reiterating the background, objectives, hypotheses, sample, design, and the major findings. The chapter also presents implications for various stakeholders in the educational field, including teachers, parents, curriculum planners, students, teacher educators, administrators, and text book writers. Finally, the chapter offers suggestions for further research in the area of Programmed Learning and its potential application in different subjects and learning contexts.

Schlüsselwörter (Keywords)

This study focuses on the development and effectiveness of different instructional strategies for teaching English Grammar, primarily utilizing Programmed Learning Material (PLM) in both print and digital formats. The research explores the comparative effectiveness of these strategies in relation to traditional lecture methods, taking into account factors like pre-achievement scores, intelligence, and gender. Key terms include Programmed Learning, Computer Assisted Instruction (CAI), English Grammar, Achievement, Instructional Strategies, Print Strategy, Digital Strategy, Lecture Strategy, Gender, and Student Reactions.