A Study of Pedagogical Practices of Successful Teachers and its Effect on Analytical Ability Application based Cognition Academic Achievement and Consciousness

Abstract

This study is an empirical account of the effect of pedagogical practices of successful teachers on consciousness, analytical ability, application-based cognition, and academic achievement of middle school students. The criteria to identify successful science teacher was determined though literature review and experts opinion. Thirty successful science teachers (teaching in middle school) were identified after interviewing two hundred seventy students, one hundred forty- two parents, one hundred eight peer-teachers, and eighteen principals. The interviews also opened up the attributes of successful teachers. The classroom transactions of these teachers were observed. Pedagogical practices of successful teachers were identified using thematic analysis. Sixty B.Ed. Pupil teachers participated in the study. Fifteen each were assigned using simple random sampling to two experimental and two control groups (EGI, EGII and CGI, CGII) in the online and offline teaching-learning environment. The intervention was developed using pedagogical practices adopted by successful teachers teaching in middle schools. The intervention was delivered to B.Ed. Pupil teachers of two experimental groups EGI and EGII in the online and offline teaching-learning environment. The duration of the intervention was forty days. CGI practiced general pedagogical practices (as per their course) in the offline teaching-learning environment, CGII was practiced general pedagogical practices in the online teaching-learning environment. To examine the effect of intervention based on pedagogical practices of successful teachers on the study variables of middle school students. 105 out of 120 students of middle school completed all the tests. The consciousness of the students was accessed by CQ-I, prepared by Dr. Brazdau, administered at pre-test and post-test. Analytical ability and application-based cognition were self- constructed test and content validity were ensured by the subject teachers, administered at post-test, and academic achievement was considered as the obtained marks of students also, administered at pre-test and post-test. It was found that there is a positive effect on analytical ability, application-based cognition, academic achievement, and consciousness of the experimental groups and there was a significant difference in experimental and control groups. The limitation, suggestion for further study, Educational implications, and conclusion are presented at the end of the study. newline