review of related literature and studiesshodhganga.inflibnet.ac.in/bitstream/10603/6204/9/09_chapter...

CHAPTER Ill

REVIEW OF RELATED LITERATURE AND STUDIES

CONTENTS

3.1 instructional Strategies

3.2 Modular Strategy

Studies Conducted Abroad

Studies Conducted in lndia

Study Conducted in Kerala

3.3 Mastery Learning Strategy

Studies Conducted Abroad

Studies Conducted in India

Study Conducted in Kerala

References

CHAPTER Ill

Review of Related Literature and Studies

This is nothing but an exhallstive survey of what has already been

done concerning the problem which is being investigated and hence is an

indispensable step in its analysis and evaluation. "A survey of related

literature implies locating, reading and evaluating reports of research as well

as reports of casual observations and opinion that are related to the

individual's planned research project" observes ~gganval' (1966). It helps the

research worker to gather up-to-date information about what has been done in

the particular area from which he intends to take up a problem of research.

Though our society has undergone dramatic changes in recent years,

teaching methods have remained basically the same since the early 1900s

observes cuban' (1988) These instructional techniques no longer meet the

needs of our students. Yet many of the classroom tasks assigned to students

are confined to low level, involving recognition or reproduction of memorized

information of isolated skills, without much understanding of content in

meaningful ways according to i30yle3 (1988). In addition, current instructional

methods often seem antiquated and dull to children who have grown up with

the stimulation of television and computers. The challenge for today's

institutions is to provide instructional experiences that sustain student interest

and facilitate development of higher order skills. This can be accomplished

73 -- Review of Related Literature

through the design of learning activities that engage students in relevant tasks

and take full advantage of the use of 1:echnology instruction.

Rather than learning skills and facts in isolation, a constructivist

approach to instruction stresses the importance of learning in a meaningful

context observes ~ r o w n ~ (1989). For example, knowledge is an integral part

of the activity in which it is encountered. Thus learning is enhanced when it

occurs in meaningful, authentic context. Brown suggests that present

classroom teaching techniques, which often teach skills in isolation from a

meaningful context, may be detrimental to the goals of education.

3.1. Instructional Strateaies

~ r a v e e n a ~ (1997) examined a program for promoting skill development

to facilitate effective communication. Findings, through reviews of curricula

content and instructional strategies, suggest that both time constraints and

limited background knowledge prohibited teachers from providing effective

individual instruction. Writer's worker shop and cooperative learning

strategies were all implemented and incorporated into a whole setting. Post-

intervention data indicated that iristructional strategy was effective in

improving the communication abilities of targeted students.

oval chick^ (1998) explained the use of Electronic mails (E-mails) and

technology portfolio's as an instructional strategy in pre-service teacher

education technology courses. Introduction to Media and Computers in

Teaching is an introductory level, two credit, pre-service teacher education

course offered at the University of Virgina. In this course, the instructors use

E-mails as a way to examine the students' learning throughout the semester

and to model a strategy they can later utilize in their own classrooms. After

each class, students create an entry in their E-mails using a word processing

program. The use of technology portfolios and E-mail places an explicit focus

on the relationship between technology applications and instructional

methods.

3.2. Modular Strategy

3.2.1. Studies conducted abroad.

Mewin and ~ o n a l d ~ (1972) conducted an experiment to find out the

effectiveness of self-instructional modules in preparing Secondary School

Social Studies Teacher Trainees. He found significant differences between

the control group learning through conventional method and the experimental

group learning through self-instructional module on the acquisition of

knowledge and skills essential in planning, questioning and testing for higher

cognitive process, favouring the experimental group. The experimental group

found the module to be an enjoyable and effective device for developing

understanding and skills in planning, questioning and testing.

odd' (1972) developed and evaluated a module for individualized self-

directed instruction at the college level. The study showed that the students

using instructional module were able to achieve objectives of the course in a

manner different from normal college instruction. In addition, the instructional

module was found to be better than the instructor's method in another class.

75 Review of Related Literature

Williams and ~eilkka? (1973) studied the effectiveness of module and

the findings indicated that the teache~r acquired the skills of the modules and

used these skills in their classrooms. Teacher's use of the skill had an effect

on the learning of the students.

An experimental study to investigate the feasibility of the modules, by

comparing students who were taught by proficiency modules, with students

taught by traditional approach was conducted by ~ishner" (1973).

windell" (1975) from his study with self-instructional teacher training

module revealed that the modules were effective to produce reliable changes

in trainee's knowledge and skill in the use of techniques for detenining the

reading level of the exceptional children.

Heller and at el* (1976) conducted a study to compare the

effectiveness of instruction using a learning module approach with that of

instruction using a traditional lecture discussions method in an undergraduate

course entitled 'Psychology of Exceptional Child'.

The study revealed that it is possible to experiment within a traditional

college of educational framework with learning modules. It remained to prove

if innovative learning module programme result in significant gain for students.

Both approaches could benefit students and a combination of the two might

be viable and justifiable strategy.

vaughant3 (1977) compared modular textbook instruction in an

individualized, competency-based teacher education programme. The results

showed that all subjects in both treatment groups were able to master each of

the teaching competencies involved in the study. However, the result of the

study indicated a lack of significant differences between treatments.

p mien'^ (1979) conducted a study in an Indonesian School in standard

VIII. The control class was taught through a traditional teacher centred

method using a lecture-cum-demonstration approach. Two treatment classes

were taught through a student centred method using a modules approach.

The findings of the study revealed that in achievement and retention the

treatment classes were significantly higher than the control classes. There

were no significant differences in the personality factors between groups. The

correlations between pre-test scores and post-test scores revealed no

significant differences in the effect of the instructional methods.

The implication of peer tutors and module mediated mastery learning

was investigated by ~udjiman" (1982). The basic research question was:

Can the mastery learning strategy be applied by teachers' using modules and

peer tutors? The results showed that modules and peer-tutors were effective

mediators of the mastery learning strategy when the students index to

measure achievement. Peer-tutor and module mediated mastery learning

was more effective than the other strategies in responding to the complexity of

learning materials.

Greenbergi6 (1984) investigated the effectiveness of a multimedia

functional reading module. Use of the videocassette lesson with computer

practice was compared to videocassette use with paper and pencil practice.

The modules focused on the functional reading skill. The 't' test, Pearson


product moment correlation and chi-square test were applied to analyse the

data.

The findings revealed that no significant difference existed between the

posttest performance of the two groups. There was significant correlation

between strategy scores and application scores. There was a significant

score favoring the computer treatment in response to a question about

enjoyment of the follow up practice.

oha am mad'^ (1988) developed and evaluated a modularized

individualized instruction science course in Kuwaiti secondary schools. The

purpose of the study was to develop, implement, and evaluate a science

course in accordance with modularized, individualized instruction principles.

Samples included 497 pupils and '16 teachers. Both treatment group were

administered pre-test, post-test, achievement and attitude tests. Major

findings of the test was modularized, individualized instruction was

significantly effective in producing overall achievement.

3.2.2. Studies conducted in India.

~ansanwal" (1978) developed an instructional strategy for teaching

Research Methodology at M.Ed and M.Sc (Home Science) level. Various

components of this strategy were PLM, library work, discussion, unit tests and

discussion on unit tests. In this study the effectiveness of each component

was studied on the basis of reactions of students involved in the experiment.

Each component and the sequence in which these were used in the

instructional process were found to be effective. Since the objectives of

78 - Review of Related Literature

teaching the subject differ from subject to subject, there is a need to evolve an

instructional strategy for teaching a subject at a particular level.

The objective of this study was to develop and study the effectiveness

of instructional strategy in terms of (a) achievement of students on criterion

test (b) reactions of students towards each component as well as the whole of

Instructional strategy.

This study was conducted on 6. Ed students admitted during 197&79 in the

Department of Education, University of lndore. All the admitted students were

divided into three groups, each consisted of 60 students. Of these two groups

were selected randomly designated as experimental and control groups. Both

groups included students from different disciplines like arts, science, life

science, home science etc. There were graduates and postgraduates in both

the groups. The medium of inst~ction was Hindi.

For developing instructional strategy an analysis of "LEARNING" a

topic from Educational Psychology was carried out. For this topic specific

objectives were stated in behavioural terms. The conclusions were

(i) The instructional strategy was found to be effective to the extent than

70% of students got above 70% marks on criierion test.

(ii) Individual component and instructional strategy as a whole was found

to be effective in terms of students reaction towards them.

shajahanig (1980) designed and developed modules for teaching

science in standard VI and VII and studied the effectiveness of the modules

as an instructional method with respect to the conventional method. The


findings of the investigation revealed that Modular way of learning was more

effective than the conventional method in the case of some mcdules while in

the case of other modules it was found as effective as the conventional

method. An overwhelming majority of students possessed a favourable

attitude towards modular instruction. The teacher's reactions to modular

approach of instruction were favourable.

~ u k h o ~ a d h ~ a ~ ~ ~ (1981) studied on microteaching Vs modular

approach.

The objectives were:

1. To study the development of selected teaching competencies through

microteaching and modular approaches,

2. To compare the effectiveness of microteaching and modular

approaches in developing selected teaching competencies.

It was hypothesized that there would be no significant difference in the

performance of the groups trained through microteaching and modular

approaches. The study was conducted on 24 teacher trainees. Random

sampling was done. Post-factor analysis was done to match the two groups.

The self-learning modules, one each on questioning and reinforcement, were

developed and used as training material for one group. The other group was

trained through microteaching. At the end both groups appeared for a

performance based post-test. The major findings of the investigation were:

1. In questioning ten from each group satisfied the criterion referenced

test, whereas on reinforcement nine from microteaching group and


seven from the modular approach group satisfied the criterion

reference test.

2. Both the treatments were equally effective

Gabriel and ~i l la i" (1981) conducted a study, which reports an attempt

to modularize learning at collegiate level in India. A difficult unit in Biology

was identified and modular learning material was developed, using local

resources. The feasibility of this approach over the traditional teaching

approach in terms of learning efficiency, learning time and mastery level is

reported. The students who experienced modular scheduling were found to be

superior in understanding of concept and retention of concept. Time taken by

the modular group as a whole to gain 80 per cent mastery, as compared to

the control group was found to be in the ratio 2:5. It was also found that the

students preferred individualized learning, and more number of and different

types of multimedia approaches rather than the usual classroom lecture.

H O P P ~ ? ~ (1982) designed and developed modules for teaching certain

units in biology in standard XI. The effectiveness of three modular approaches

of teaching viz.. self learning, peer group learning and peer group learning

with teacher intervention was evaluated through an experiment adopting the

rotation group design. The major findings of the study were:

(i) All the three structured modular approaches of teaching were effective

in terms of mean gain. However, the self-learning approach was more

effective than the other two modular approaches.

8 1 Review of Related Literature

(ii) The modular approach in teaching biology led to significant increase in

the academic motivation of the student.

(iii) There was no relationship between intelligence and mean gain in

achievement through modular instruction.

sharmaz3 (1991) compared the effect of various modes of classroom

teaching involving video-based instruction, teacher discussion, demonstration,

self-experimentation, etc.. on the achievement in science of the secondaly

level learners. The conclusions drawn favoured most the video-based

instruction while self-experimentation under the guidance of the teacher was

found to be least effective of all the models.

3.2.3 Study conducted in Kerala..

~ o l l ~ k u t t ~ ~ ~ (1991) studied the Effectiveness of Modular Approach in

Teacher Education and Requisites for Implementation. The study revealed

that modular approach has not been introduced formally and structurally in

any of the Teacher Education Institutions. And the UGC Curriculum

Development Committee which was entrusted with the task of the preparation

of model curriculum for the Postgraduate and Under graduate course in

Teacher Education have advised the use of Modular approach and also

presented the model curriculum as modules.


3.3 Mastery Learninq Strategy

3.3.1. Studies conducted abroad.

~ashburne~"l922) conducted a study on educational measurements

as key to individualizing instruction and promotions. This study indicated that

only when achievement replaces time as the constant factor in the schools

can instruction be ir~dividualized to meet the needs and capacities of the child.

To examine the Carrol Model, sjogrenZ6 (1967) carried out a study on

achievement as a function of study time. The sample of 208 adults learned

each three different learning programmes. The results supported the Carroll

model in that there was a significant positive relationship between the ratio of

time spent to the time needed and learning measures.

wright2' (1967) conducted a study to investigate the relationship

between subject mastery and time. This study demonstrated that while the

majority of children do reach a selected criterion level of achievement they

differ in the rate at which they attain this level.

~ i m ~ ' (1968) conducted a study on learning rates, aptitudes and

achievements to find out the relations between aptitudes and both learning

rates and both learning rates and achievement levels. The results indicated

that learning rates and achievement levels were interchangeable, ability to

understand instruction affects learning rate, and particular aptitudes were

related to learning rate for each task. Kim also studied about the Bloom

strategies for mastery learning, in 1969. The findings indicate that 74 per cent

of the experimental students compared to only 40 percent of the control


students attained mastery criterion. Also the data revealed that mastery

learning was most effective for students with below average I.Q. In 1970 Kim

et al carried out another mastery learning project in the middle schools. The

results indicated that the percentage of experimental students attaining

master varied widely across the sample schools. 72 percent and 61 percent of

the students reached the mastery criterion by learning English and

Mathematics respectively.

en tile^' (1970) had undertaken a mastery approach to the teaching

course in introductory educational psychology. The approach produced

striking cognitive and especially affective results.

BeihleP0 (1970) carried oul a study on mastery learning strategy for

teaching introductory undergraduate educational psychology to reduce

examination pressure and competition among students. The strategy seemed

to be especially effective, cognitively and affectively.

Burns3' (1979) has estimated the average effective size of mastery

learning programmes compared to non-mastery programmes. The findings

indicated that the average in mastery learning classes would achieve better

than 80 to 85 percent of the students in non-mastery classes.

0bando3' (1991) studied the relationship between instructional

treatment manifested on mastery learning and non-mastery learning

strategies. Analysis of variance and correlated groups t-tests suggested

significant achievement scores and time invested favouring the master

approach but non-significant differences regarding perseverance.


~ h r i g ~ ~ (1992) conducted a study to examine the feasibility, problems,

benefits and implications of the used of mastery learning strategy in

secondary marketing programmes implementing mark Ed model programme.

The study found that in spite of the few problems associated in implementing

the strategy, the mastery learning strategy and the concepts of the mark Ed

model programme provide opportunity for most students to achieve at

mastery levels.

Since Bloom's seminal publication in 2968, the prepondence of the

mastery learning literature has been focussed on the North American

experience and its socio-cultural interpretations with only occasional

documentation of mastery learning efforts in other parts of the world. Results

of this study suggest that mastery learning can combine the strengths of direct

instruction with the strengths of discovery learning.

~ a n c y ~ ~ (1996) studied the effect of cooperative and Mastery Learning

Methods on Primary Grade Students' learning and retention of facts. A 2 x 2

(cooperative x mastery) factorial design compared the achievement of 120

students randomly assigned by grade level stratification to one of four

treatment conditions; cooperative learning; mastery learning; cooperative-

mastery learning; and a control treatment (no cooperative or mastery

learning). All subjects were administered a written pretest, and delayed

posttest of their understanding of concepts. The results of the study is that the

cooperative mastery learning method is in line with the current early childhood

practices and has the capacity for simultaneously boosting conceptual


development and language development of young children. This capacity is

said to stem from the method's provision of (a) specific, positive feedback; (b)

a social context for sustained effort and involvement in a topic; (c) child-child

communication exchanges; and (d) adult-child communication exchanges.

3.3.2 Studies conducted in India.

yadav3= (1984) investigated the effect of mastery learning strategy on

pupil's achievement in Mathematics, their self-concept and attitude towards

mathematics. The objectives of the study are (1) to compare the mean

achievement scores of two groups of pupils taught in mathematics with and

without the use of mastery learning strategy. (2) to compare the perfomlance

of scores of two groups of pupils taught mathematics with and without the use

of mastery learning strategy. (3) to compare the attitude towards mathematics

of two groups of pupils taught mathematics with and without the use of

mastery learning strategy. The results showed significant difference in respect

of their achievement in mathematics. The group taught through mastery

learning exhibited a significantly higher achievement in mathematics than the

other group.

Patadia36 (1987) conducted a study on "A strategy for mastery learning

in the fifth grade geometry". The objectives of the study are (1) to develop

strategies for mastery learning in geometry for the pupils of the fifth grade (2)

to validate the effectiveness of the developed strategies the findings of the

study are (1) the strategy developed worked well as 88.24% pupils of

experimental group scored a minimum of 70 % marks. (2) The achievement of


the experimental group was found to be significant higher than that of the

control group. (3) the strategy was liked by the pupils and was feasible in the

real classroom situation.

~athu?' (1 988) conducted a study on the effectiveness of the mastery-

learning programme to investigate its effect on achievement, self-concept and

attitude of pupils towards statistics. Mathur found that mastery learning

strategy as an effective strategy in terms of achievement, self-concept and

attitude towards statistics for both undergraduate and postgraduate students.

His study also established the effectiveness of mastery learning strategy in

reducing the gap between repeaters and non-repeaters.

chaudhari3' (1989) conducted a study on the effect of mastery learning

strategy on pupils achievement in English grammar and their attitude and

found that there was no significant difference between the mean achievement

scores of learning and receiving instruction through mastery learning strategy

and conventional method of teaching.

vaidya3' (1990) studied on the effectiveness of the mastery-learning

programme on achievement, self-concept and attitude of pupils towards Hindi.

Vaidya compared Mastery Learning Strategy (MLS) with Concept Attainment

Model (CAM) and the Traditional Method (TM) with Concept Attainment Model

(CAM) and the Traditional Method (TM). The findings of this study indicated

that MLS was more effective than CAM or TM in

(i) Facilitating learning and enhancing the achievement level and

(i) Improvement in self-concept and attitude towards the subject.

8'7 Review of Related Literature

verma4' (1991) conducted a study on the "Effects of personalized

system of Instruction (PSI) and Mastery Learning (ML) on achievement of

average students and student promoted on lenient criteria. He found that both

techniques were better than conventional teaching. He also found that

"Prompted" students (low achievers) when taught thorough PSI or ML

approach performed significantly better on the summative test as compared to

pass students (average achievers) taught through the conventional method. It

implies that low achievers, if taught through PSI techniques can perform

better. It is a pointer to the problem of low achievement, which can be

effectively tackled.

~ h o m a s ~ ' (1995) conducted a study on "Mastery learning in the regular

classroom". This study revealed that mastery learning offers a way for

teachers to offer individualization instruction to students and to help more of

their students be successful in learning.

3.3.3. Study conducted in Kerala.

hanka am^' (1997) studied an 'effects of mastery learning on certain

affective outcomes of mathematics learning'. The major objectives of the

study were

(a) To compare the effect of mastery learning approach and the traditional

method on mathematics interest of ninth standard pupils.

(b) To compare the effect of mastery learning approach and traditional

method on the mathematics interest on ninth standard pupils in the

following sub samples.


(i) Boys (ii) Girls (iii) Rural pupils (iv) urban pupils (v) High Intelligence

group (vi) Low Intelligence! group (vii) High socio-economic status

group and (viii) Low socio-economic status group.

(c) To compare the effect of mastery learning approach and the traditional

method on the self-concept of ninth standard pupils.

The major findings of the study were the following:

(a) The mastery learning approach is more effective than the

traditional method in enhancing mathematics interest of ninth

standard pupils

(b) The mastery learning approach is more effective than the

traditional method in enhancing mathematics interest on ninth

standard (i) Boys (ii) Girls (iii) Rural pupils (iv) Urban pupils (v)

High intelligence group (vi) Low intelligence group (vii) High Socio-

economic status group and (viii) Low socio-economic status group.

(c) The mastery learning approach is more effective than the

traditional method on the self-concept of ninth standard pupils.


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