Effect of sheltered instruction observation protocol model of teaching on achievement language creativity and achievement motivation among elementary students

Abstract

The present study involves experimental method to assess the effect of Sheltered Instruction Observation Protocol (SIOP) Model on Achievement, Language Creativity and Achievement Motivation. The major findings of the present study show that the mean gain achievement of the group taught through SIOP Model was found to be significantly higher than the group taught through traditional method of teaching. The interaction effect of the instructional strategies and gender on Achievement of the students was found to be significant. The interaction effect of the instructional strategies and type of school on Achievement of the students was not found to be significant. The mean gain scores of Language Creativity of the students taught through instructional techniques based on the SIOP Model was found to be significantly higher than those students who were taught using the traditional method. The interaction effect of the instructional strategies and type of school on the Language Creativity of the students was not found to be significant. Whereas a significant interaction effect of the instructional strategies and gender was found on the Language Creativity of the students. The mean gain scores on Achievement Motivation of the male and female students taught through instructional techniques based on the SIOP Model was found to be significantly higher than those who were taught using the traditional method. The results of the study show no significant interaction effect of the instructional strategies on gender and type of school on the Achievement Motivation of the students. newline