1Senior Assistant Professor, Department of Education, USOL, Panjab University, Chandigarh, India, rammehar2008@gmail.com
2Ph. D. Research Scholar, Department of Education, Panjab University, Chandigarh, India, snehas.xclusiveoutluk@gmail.com
The present study investigates the effect of cooperative learning strategy on science anxiety in relation to emotional intelligence. The study was conducted on a sample of 120 students of class IX science students from two private schools (affiliated to CBSE, New Delhi) of Panchkula city. Tools used to collect data were science anxiety scale developed and standardized by investigators, and Mangal Emotional Intellligence Inventory by Mangal and Mangal (2004). For the purpose of investigation, experimental method with pre-test and post-test factorial design was employed. In order to analyze the data, 2×3 Analysis of Variance was used for two independent variables-instructional strategies (cooperative learning strategy v/s conventional teaching strategy) and emotional intelligence (studied at three levels-high, average and low emotional intelligence). Further, descriptive statistics (like mean and standard deviation) and inferential statistics (like F-test and t-ratio) were used to find significance of difference between means of reduced anxiety scores related to different groups and variables. Following conclusions were drawn: (i) Cooperative learning strategy was found more effective than conventional teaching strategy for reduction of science anxiety, (ii) Group having high emotional intelligence was found to show highly reduced science anxiety than groups having average or low emotional intelligence, (iii) Instructional strategies and emotional intelligence were not found to significantly interact with each other to exercise effect on science anxiety.
Cooperative learning strategy, Science anxiety, Emotional intelligence
