Comparing Effect of Receptive and Constructive Approach based Power Point Augmented Teaching Strategy on Achievement at Fundamental and Higher Levels of Learning

In these times, when ever-evolving technology intervenes in each area of human functioning, it has also impacted the nature and components of education. As an applied aspect of technology, the Information and communication technology (ICT) tools are known to aid and improve the effectiveness of the process of education (lafferiere, 1999). Recent constructive approach towards learning in education may play a vital role when technology augments teaching as it does in teaching without technology. Research studies so far majorly have been studying only the quantitative improvements like improved access, increased retention of learning, aiding abstract concept comprehension etc, brought by use of ICT (Papert, 1987; Voogt and Pelgrum, 2005; Watson, 2001; Welle-Strand, 1991). Looking to the paucity of studies, this study attempted to compare the adjusted mean scores of the two groups taught by Receptive and Constructive approach-based power point augmented teaching strategy in terms of Achievement at Fundamental and Higher levels of Learning by considering their pre-scores in Achievement at respective levels as covariate. The sample comprised of 72 students of integrated B.Ed. from Dr. Harisingh Gour Vishwavidyalaya, Sagar selected as available group enrolled. Non-equivalent Pre-test Post-test control group experimental design was used in the study. The Achievement tests were two non-standardized teacher made criterion reference tests made to assess the Achievement at Fundamental and Higher levels of Learning of students. One-way ANCOVA was used to analyse the data. Results show a significant difference in the adjusted mean scores of Achievement at Fundamental and Higher levels of learning of the two groups when pre-Achievement scores at respective levels of learning were taken as covariate. further the adjusted mean Achievement of the group taught with Constructive approach-based ICT tool augmented teaching strategy is significantly higher than the adjusted mean achievement of group taught with receptive approach-based ICT tool augmented teaching strategy. Implications of the results have been discussed.