NHT: A Potential Intervention to Improve Students' Cognition and Performance in Bio-Sciences

Autor/in	Quazi, Afshan Naz
Titel	NHT: A Potential Intervention to Improve Students' Cognition and Performance in Bio-Sciences
Quelle	In: Journal on Educational Psychology, 14 (2021) 3, S.41-53 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-8827
Schlagwörter	Cooperative Learning; Thinking Skills; Performance Factors; Science Achievement; Biological Sciences; Science Instruction; Instructional Effectiveness; Teaching Methods; Secondary School Students; Grade 10; Public Schools; Foreign Countries; India + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Denkfähigkeit; Leistungsindikator; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Public school; Öffentliche Schule; Ausland; Indien
Abstract	The modern education system instilled with freedom of thought and action provides an ambitious platter of intellect and emotion where a participatory mode of learning ensures meaningful and quality education. Pedagogical innovations offer an interactive platform to develop the cognitive, affective and psychomotor domains in the learning process. Various novel pedagogical strategies are nowadays employed in the classroom to drift expository teaching towards a learnercentric constructive approach of learning. Numbered-Heads-Together (NHT) is one of the well-known and widely accepted cooperative learning strategies applied by educators where students under group category are assigned the task to explore, discourse and learn together. This empirical inquiry aims to investigate the effectiveness of NHT as an intervention in augmenting cognition and performance level of the bioscience students. Experimental design with Pre-Test and Post-Test Control Group was applied for 04 weeks with a sample of 70 secondary level students. The control group was taught without any intervention, while the experimental group was instructed through NHT. Data was collected through the Bioscience Achievement Test (BAT) whose reliability and validity were established scientifically and the coefficient value obtained for reliability is 0.823. Mann-Whitney-U and Wilcoxon-Signed-Rank tests were administered for data analysis at ([alpha]=0.05) level of significance. The results documented that NHT implementation for learning bioscience proves its efficacy and potential over conventional teaching method and further accentuates the learning of students along with development in all cognitive dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01