Effect of concept mapping and guided discovery instructional strategies on learning outcomes and self perception of slow learners

Abstract

The study examined the Effect of Concept Mapping and Guided Discovery Instructional Strategies on Learning Outcomes and Self Perception of Slow Learners . The study was delimited to slow learners selected from standard VI of government and government aided schools of district SBS Nagar only. The study was experimental in nature and followed pre test - post test control group design with two experimental groups and one control group of slow learners. Draw A Man Test (Phatak, 1987) was used to measure the intelligence level of students. The lesson plans and tools for assessing learning outcomes of slow learners were developed by the researcher. Self- perception profile for children developed by Harter (2012) was re-validated by the researcher. The identified slow learners were assigned randomly to three groups with twenty slow learners each. The experiment was conducted for around 38 days in which experimental group 1 was exposed to concept mapping instructional strategy and experimental group 2 was exposed to guided discovery instructional strategy. The control group was exposed to conventional method of teaching. Descriptive analysis was done through mean, SD, skewness, and kurtosis and further multivariate analysis of variance was applied. Results revealed that the intervention strategies create a significant difference on a linear combination of three dependent variables. The major findings revealed that concept mapping and guided discovery instructional strategies are significantly effective in improving academic achievement in science, attitude towards science and self-perception of slow learners. When mean gain scores of concept mapping and guided discovery instructional strategy were compared, guided discovery instructional strategy found to be a better intervention than concept mapping instructional strategy for the enhancement of academic achievement in science of slow learners but no statistical significant difference found on attitude towards science and self-perception of slow learners. newline