Effect of advance organizer and synectics models of teaching on acquisition of mathematical concepts in relation to self regulated learning

Abstract

This experimental research aims to study the effect of Advance Organizer and Synectics Models of Teaching on the Acquisition of Mathematical Concepts in relation to Self-Regulated Learning. The experiment was based on a pre-test, post-test 3x3 factorial design consisting of a sample of 252 students of class IX from three schools in Chandigarh. The self-regulated Learning Scale by Gupta and Mehtani (2017) was administered to measure the self-regulated learning levels of the students. Mathematical Concept Acquisition Test prepared by the investigator was also administered. The results also revealed that there was significant interaction effect between instructional strategies and Self-Regulated Learning in acquisition of Mathematical Concepts. The mean acquisition post-test scores of low self-regulated learners in the Mathematical Concept Acquisition Test were found to be slightly higher for the students taught through the Advance Organizer Model-based instructional strategy than the Synectics Model-based instructional strategy. However, the mean acquisition post-test scores of low Self-Regulated learners were lowest when the conventional method of instruction was used. The mean acquisition post-test scores of Average Self-Regulated learners improved significantly higher with the use of instruction through the Synectics model as compared to that through the advanced organizer model and conventional model. The mean acquisition post-test scores of High-Self-regulated learners were found to be highest when taught through Synectics model-based instruction followed by Advance organizer model-based instruction strategy. The post-test mean acquisition scores were lowest in the case of instruction through the conventional method.