Evaluation of Effectiveness of Innovative Teaching over Conventional Method of Teaching
Dr. Nayanmoni Gogoi 1 , Dr. Nirmali Gogoi 2
Abstract
Action research is practiced by educationists worldwide to improve the rationality and justice of their own educational practices. This study focuses on implementation of a small action research experiment on a group of 29 post-graduating students from the Department of Environmental Science, Tezpur University. The study emphasizes on two teaching methods namely – conventional method and innovative method, involving two different topics. Method of evaluation is based on field study report, model preparation and written examinations performed through two tests namely pre-test and post-test. It is observed that course topics influence performance of the students when they are exposed to two different methods of teaching. For Topic 1 (eutrophication), students showed better performance in innovative method of teaching i.e. field study and laboratory analysis in post-test. For Topic 2 (Gaia hypothesis), students presented their knowledge in the form of models through innovative method of teaching in pre-test. However, students explained the underlying philosophy and meaning of elements of the models and performed better for Topic 2 through conventional method of teaching in post-test. Paired t-test confirmed that there is significant difference between means of pre-test and post-test in Topic 1 whereas no significant difference between means of pre-test and post-test in Topic 2. Thus, it may be concluded that in this action research experiment, topic of study influences performance of the students taught by two different teaching methods. This study shows a form of collective self-reflective inquiry undertaken by course instructors in an educational institution, to understand and improve teaching–learning methods and identifies a causal link between teaching methods and course topics.
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