Effect of synectic model on achievement in English achievement motivation and language creativity in relation to cognitive styles

Abstract

The present study involves experimental method to assess the effect of Synectic Model on Achievement in English, Achievement Motivation and Language Creativity in relation to cognitive styles. The major findings of the present study show that the mean gain achievement in English of the group taught through Synectic Model was found to be significantly higher than the group taught through Conventional method of teaching. The Synectic Method was found to be significantly more effective to enhance the performance of the students in their academic achievement in the subject of English as compared to Conventional method of teaching. The mean gain achievement in English language field independent cognitive style groups taught through Synectic Model was found to be significantly higher than the group taught through Conventional method of teaching. The interaction effect of different instructional strategies with different cognitive styles taught through the Synectic Model in respect of gain achievement scores in English language was found to be significant. The mean gain achievement motivation of the group taught Synectic Model was found to be significantly higher that the group taught through Conventional method of teaching. The mean gain achievement motivation of field independent cognitive style group was found to be significantly higher than the field dependent cognitive style group. The interaction effect of the different instructional strategies with different cognitive styles in respect to gain achievement scores on achievement motivation was found to be significant. The mean gain achievement in language creativity group taught through Synectic Model was found to be significantly higher than the group taught through Conventional method of teaching. The mean gain achievement in language creativity of field independent cognitive style group was found to be significantly higher than the field dependent cognitive style group.