Comparative Study of Effectiveness of Inquiry Training Model with Traditional Teaching in Terms of Problem Solving Ability of Middle School Students

Abstract

The present study is from the area of educational technology namely models of teaching .The present study was pretest-post test control group design and experimental in nature. In the present study purposive sampling were employed. The investigator selected two English medium schools for the study. Both the schools were affiliated with M.P. board of secondary education, Bhopal. The sample was constituted of 30 students of class VII for the purpose of control group and 30 students of class VII  for the purpose of experimental group students(social science subject). Though the medium of instruction was English. Admission criteria of all the students were same. To assess the problem solving ability of the students, Problem solving ability test was selected. This test is prepared by L.N.Dubey (1971) . The split-half reliability coefficient for the test is 0.789 and rational equivalence co-efficient was 0.768. The content validity is also established for the tool. Two groups named experimental group and control group were randomly assigned the treatment. Twenty lessons of geography were presented through ITM to the students belonging to experimental group while the students belonging to control group were taught same content and same duration through traditional method. Inquiry training model was found effective than traditional method, when the mean Problem solving ability scores of experimental group students was compared to control group students and Inquiry training model was found effective than traditional method, when the mean Problem solving ability scores of experimental group students was compared. 

Key Words: Inquiry Training Model, Traditional Teaching, Problem Solving Ability