The Research Dialogue

Author(s): Shivangi Aggarwal¹ & Dr. Shalini Singh²

DOI: https://doi.org/10.64880/theresearchdialogue.v5i2.66

Abstract

The present research paper explicitly investigates the effect of Remedial Teaching Instructional Programme on Academic Achievement and Study Habits of Academically low Achievers fir class VII students in Mathematics subject adopting a quasi-experimental approach, the study utilized with a pre-test and post-test design on a single group.

Secondary students (40 females) from grade 7 was drawn from a U.P. Board government school, Bulandshahr distt. Of U.P. using purposive sampling technique. Researcher made diagnostic test and PSSHI by M.N.Palsane and Anuradha Sharma were administered for data collection. The organized quantitative data was statistically treated using Mean, Standard Deviation, independent t-test.

The empirical findings revealed: As the calculated t-value is found to be greater than the tabulated critical t-ratio at both 0.10 and 0.02 level of significance therefore it is demonstrated that there is a significant difference between pretest score and post test score after providing remedial instruction programme. As the calculated t-value is found to be greater than the tabulated critical t-ratio at both 0.10 and 0.02 level of significance therefore it is demonstrated that there is a significant difference between pre instructional test score and post instructional test score after providing remedial instruction programme.In conclusion, remedial teaching instructional programme (game based) has a positive effect on both academic achievement and study habits if apply on students by controlling extraneous variables effectively.

Keywords: Academic Achievement, Study Habits, Remedial Teaching, Remedial Teaching Instructional Program

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