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This Presentation is part of the PhD Viva Voce Examination. It is my research scholar presentation slides.

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- 1. 1 Viva Voce Presentation @ JJ & KT
- 2. Effectiveness of Inverted Classroom Model on Learning Performance of Language across the Curriculum Course among the Bachelor of Education Students Investigator JISHA JAMES Register No: EME071608 Ph.D. Research Scholar, Department of Education, School of Education, Central University of Kerala, Kasaragod, Kerala Supervisor Dr. K. Thiyagu Assistant Professor Department of Education, School of Education, Central University of Kerala, Kasaragod, Kerala Chairman Prof.(Dr) K B Praveena Department of Studies in Education, University of Mysore, Manasagangotri, Mysure 2 Viva Voce Presentation @ JJ & KT
- 3. Introduction 3 Viva Voce Presentation @ JJ & KT
- 4. Introduction 4 Viva Voce Presentation @ JJ & KT
- 5. 5 Viva Voce Presentation @ JJ & KT
- 6. 6 Viva Voce Presentation @ JJ & KT
- 7. Mode of Inverted Classroom Learning Pillars of Inverted Classroom 7 Viva Voce Presentation @ JJ & KT
- 8. A revised version of Bloom’s Taxonomy for cognitive learning Theories related to the Inverted Classroom. 8 Viva Voce Presentation @ JJ & KT
- 9. 9 Viva Voce Presentation @ JJ & KT
- 10. Need & Significance of the Study10 Viva Voce Presentation @ JJ & KT
- 11. Rationale for the Study 11 Viva Voce Presentation @ JJ & KT
- 12. Review of Related Literature 12 Viva Voce Presentation @ JJ & KT
- 13. Review of Related Literature 13 Viva Voce Presentation @ JJ & KT
- 14. Operational Definition of the terms 14 Viva Voce Presentation @ JJ & KT
- 15. Effectiveness: This study measures the effectiveness in terms of the achievement scores of the Students for those who learn from the Inverted classroom Model. Inverted Classroom Model: Inverted Classroom is an instructional Model, and it is the combination of online learning that reverse the conventional educational settings by delivering instructional content often online, outside of the classroom. Investigator pursued three models of Inverted classroom for the experimental procedure such as Faux Inverted Classroom, Standard Inverted Classroom and Group Based Inverted Classroom. Learning performance of LACC: The investigator defines "Learning Performance of Language across the Curriculum Course is an academic performance of students in the Language across the Curriculum Course contents.“ Bachelor of Education Students: The Students those who are studying Bachelor of Education (B.Ed..) in the College of Education are called as Secondary teacher education students or Bachelor of Education Students. Operational Definition of Key terms 15 Viva Voce Presentation @ JJ & KT
- 16. Objectives 16 Viva Voce Presentation @ JJ & KT
- 17. Objectives……. Design Development ICM 17 Viva Voce Presentation @ JJ & KT
- 18. Mean Scores - Learning Objectives - Pretest Knowledge Understanding Application Mean scores - Whole Pretest To find out the Significant difference Control Experimental Objectives……. 18 Viva Voce Presentation @ JJ & KT
- 19. Mean Scores - Learning Objectives – Post test Knowledge Understanding Application Mean scores - Whole Post Test To find out the Significant difference Control Experimental Objectives……. 19 Viva Voce Presentation @ JJ & KT
- 20. Gain Mean Scores - Learning Objectives Knowledge Understanding Application Gain Mean scores - Whole Test To find out the Significant difference Control Experimental Objectives……. 20 Viva Voce Presentation @ JJ & KT
- 21. Control Group (Existing Model) Experimental Group (ICM) Mean Scores Knowledge Understanding Application Whole To find out the Significant difference Pre-Test Post-Test Objectives……. 21 Viva Voce Presentation @ JJ & KT
- 22. Post Test Scores (Experimental Group) Locale Type of Stay Educational Qualification Objectives……. 22 Viva Voce Presentation @ JJ & KT
- 23. Control Group Experimental Group Attitude towards English (ATE) To find out the Significant relationship Before the treatment After the treatment Objectives……. 23 Viva Voce Presentation @ JJ & KT
- 24. Experimental Group Perception towards Inverted Classroom (PTIC) To find out the Significant relationship Before the treatment After the treatment Objectives……. 24 Viva Voce Presentation @ JJ & KT
- 25. Achievement Scores LAC ATE PTIC Relationship Experimental Group – Post Test Stage Objectives……. 25 Viva Voce Presentation @ JJ & KT
- 26. Method of Teaching Demographical Variables Learning Performance of LAC To Study the effect Objectives……. 26 Viva Voce Presentation @ JJ & KT
- 27. Covariate Considering Pretest Intelligence To Compare the adjusted Post test mean scores of Control Experimental Objectives……. 27 Viva Voce Presentation @ JJ & KT
- 28. Achievement of LAC ATE PTIC To find out the extent to which the variables Predicting Objectives……. 28 Viva Voce Presentation @ JJ & KT
- 29. To find out the extent to which the variables Objectives……. Post Test Scores in LACC Demographic Variables Pretest Treatment Predicting 29 Viva Voce Presentation @ JJ & KT
- 30. Hypotheses 30 Viva Voce Presentation @ JJ & KT
- 31. Mean Scores - Learning Objectives - Pretest Knowledge Understanding Application Mean scores - Whole Pretest There is no significant difference Control Experimental Ho. (1&2) 31 Viva Voce Presentation @ JJ & KT
- 32. Mean Scores - Learning Objectives – Post test Knowledge Understanding Application Mean scores - Whole Post Test There is no significant difference Control Experimental Ho. (3&4) 32 Viva Voce Presentation @ JJ & KT
- 33. Gain Mean Scores - Learning Objectives Knowledge Understanding Application Gain Mean scores - Whole Test There is no significant difference Control Experimental Ho. (5&6) 33 Viva Voce Presentation @ JJ & KT
- 34. Control Group (Existing Model) Experimental Group (ICM) Mean Scores Knowledge Understanding Application Whole There is no significant difference Pre-Test Post-Test Ho. (7,8,9 &10) 34 Viva Voce Presentation @ JJ & KT
- 35. Post Test Scores (Experimental Group) Locale Type of Stay Educational Qualification Ho. (11) 35 Viva Voce Presentation @ JJ & KT
- 36. Control Group Experimental Group Attitude towards English (ATE) There is no significant relationship Before the treatment After the treatment Ho. (12) 36 Viva Voce Presentation @ JJ & KT
- 37. Experimental Group Perception towards Inverted Classroom (PTIC) There is no significant relationship Before the treatment After the treatment Ho. (13) 37 Viva Voce Presentation @ JJ & KT
- 38. Achievement Scores LAC ATE PTIC Relationship Experimental Group – Post Test Stage Ho. (14,15&16) 38 Viva Voce Presentation @ JJ & KT
- 39. Treatment (ICM & Existing) Demographical Variables Learning Performance of LAC There is no significant effect Ho. (17) 39 Viva Voce Presentation @ JJ & KT
- 40. Covariate Considering Pretest Intelligence There is no significant difference between the adjusted Post test mean scores of Control Experimental Ho. (18&19) 40 Viva Voce Presentation @ JJ & KT
- 41. Post Test scores - LAC ATE PTIC There is no significant contribution of Predicting H.. Ho. (20) 41 Viva Voce Presentation @ JJ & KT
- 42. There is no significant contribution of Post Test Scores - LAC Demographic Variables Pretest Treatment Predicting Ho. (21) 42 Viva Voce Presentation @ JJ & KT
- 43. Methodology 43 Viva Voce Presentation @ JJ & KT
- 44. Flowchart of True-Experimental Design True Pre-Test Posttest Design True-experimental: Pretest and posttest Control Design 44 Viva Voce Presentation @ JJ & KT
- 45. Research Phases 45 Viva Voce Presentation @ JJ & KT
- 46. Variables 46 Viva Voce Presentation @ JJ & KT
- 47. Variables 47 Viva Voce Presentation @ JJ & KT
- 48. Particulars Descriptions Sample B.Ed. Student Sampling Technique Random Sampling Total Sample Size 72 Control group 36 Experimental 36 Sample 48 Viva Voce Presentation @ JJ & KT
- 49. Tools 49 Viva Voce Presentation @ JJ & KT
- 50. Tool A - Inverted Classroom Models and Modules: Inverted classroom model-based Modules were developed by the investigator and validated by the Expert for teaching Language Across the Curriculum at the secondary teacher education level. Tool B – Pre & Post Achievement Test: Parallel and Equivalent form of Pre and Post - Achievement test in Language across the Curriculum Course developed by the investigator and established reliability and validity with Guide. Both the Pre and Post-test consists of 85 items. Tool C – Perception towards Inverted Classroom (PTIC): Investigator developed PTIC Scale to measure the level of Perception towards inverted classroom on a five-point scale. The investigator established the reliability and validity of the research tool. Tool D – Attitude towards English language learning (ATE): The standardized attitude scale “Students’ Attitudes towards Learning English Language” by Abidin et al., 2012 was re- standardized for use in this study. The scale consists of 37 items about language attitudes regarding behavioral, cognitive, and emotional aspects of attitude. Tool E – Cattell’s Culture Fair Intelligence Test: R.B. Cattell and A.K.S.Cattell's (1961) culture fair-test had used in this study. They are series, classification, matrices, and conditions. It has 46 items. This tool was adopted for dividing the sample into two equal groups. Re-validity and reliability were established as the part of standardisation procedure. 50 Viva Voce Presentation @ JJ & KT
- 51. Tool A - Inverted Classroom Models Inverted Classroom Models Inverted Classroom Lesson Plans Moodle Screenshots 51 Viva Voce Presentation @ JJ & KT
- 52. Watching Video / Hearing the Audio lectures Students practice what they've learned through conventional schoolwork, (one-on-one time) Standard Inverted Classroom Model Viva Voce Presentation @ JJ & KT 52
- 53. Instructors assign lecture videos, as well as any other video or reading related to the day's subject Class time is then devoted to discussion, debating, and exploration of the subject. Discussion-Oriented Inverted Classroom Model Viva Voce Presentation @ JJ & KT 53
- 54. Demonstration-Focused Inverted Classroom Model Viva Voce Presentation @ JJ & KT 54
- 55. Faux- Inverted Classroom Model Viva Voce Presentation @ JJ & KT 55
- 56. Lecture Videos & Resources shared Before Class Teaming Up to Work Together Group-Based Inverted Classroom Model Viva Voce Presentation @ JJ & KT 56
- 57. Online Mode (Virtual) Online Mode (Virtual) Virtual Inverted Classroom Model Viva Voce Presentation @ JJ & KT 57
- 58. Viva Voce Presentation @ JJ & KT 58
- 59. Standard Inverted Classroom (Module 11 to 20) Group based Inverted Classroom (Module 21 to 30) Viva Voce Presentation @ JJ & KT 59
- 60. Inverted Classroom At Home At Class Materials Activities Materials Activities e-Video e-text & PPT Discussion Chat & Quiz e-Handouts Debate Seminar Symposium Discussion Viva Voce Presentation @ JJ & KT 60
- 61. Tool B – Pre & Post Achievement Test Pre-test Post-Test Final Items 85 85 Cronbach’s Reliability 0.86 0.93 Test-Retest Reliability 0.88 0.91 Validity Content Validity Content Validity 61 Viva Voce Presentation @ JJ & KT
- 62. Tool C – Perception towards Inverted Classroom (PTIC) PTE Scale Five Point Scale Final Items 30 Cronbach’s Reliability 0.91 Validity Content Validity 62 Viva Voce Presentation @ JJ & KT
- 63. Tool D – Attitude towards English (ATE) ATE Scale Five Point Scale Final Items 30 Cronbach’s Reliability 0.91 Test Retest Reliability 0.89 Validity Content Validity The standardized attitude scale “Students Attitudes towards Learning English Language” by (Abidin et al., 2012) was used in this study According to Abidin, et al., 2012, the scale possesses good reliability i.e., Cronbach alpha is 0.878 for overall scale, whereas the value of Cornbach’s alpha about the behavioural aspect is 0.731, the cognitive aspect is 0.772 and for the emotional aspect is 0.677. 63 Viva Voce Presentation @ JJ & KT
- 64. Site Address: https://invertedclassroom.moodlecloud.com/ Username: cukeducation Password: education@1 Viva Voce Presentation @ JJ & KT 64
- 65. INTERVENTIONS PHOTOGRAPHS Viva Voce Presentation @ JJ & KT 65
- 66. INTERVENTIONS PHOTOGRAPHS Viva Voce Presentation @ JJ & KT 66
- 67. Experimental Validity Internal Validity The present study controlled or minimized the threats to internal validity caused by the following variables in the manner described. • History • Maturation • Testing • Statistical Regression • Selection bias • Experimental Mortality • Interaction of selection and maturation, selection and history External Validity In the present experimental design external validity was assured and the corresponding threats were minimized by taking the following precautions. • The lecture method (traditional method) was treated for the control group. • The real classroom situations and instruction by regular teachers eliminated the artificiality of a contrived situation. • Even though the two groups were from same place, there were no other special instruction or experimentation has taken place. Therefore, Interaction effects were totally absent. • The Hawthorne effect was removed as the classroom teachers themselves were teaching, conducting tests under normal circumstances. Intact classes were taken ‘as was where was’ conditions and to meet the initial differences on the criterion measure, ANCOVA used. • Since the subjects were not exposed to any experiment earlier there was no scope for threat from this factor. 67 Viva Voce Presentation @ JJ & KT
- 68. DATA ANALYSIS STATISTICAL TECHNIQUES USED ANALYSIS CALCULATIONS Descriptive Analysis Mean & SD Differential Analysis ‘t’ test Main and Interaction Effects ANOVA , ANCOVA Relationship Pearson Product Moment Coefficient Correlation Significant Predictors Multiple linear Regression 68 Viva Voce Presentation @ JJ & KT
- 69. FINDINGS 69 Viva Voce Presentation @ JJ & KT
- 70. Group Descriptive Statistics Pre-test Post-test Experimental Group N 36 36 Mean 20.78 66.89 Median 21.00 66.00 Mode 20 65 Std. Deviation 4.134 7.486 Variance 17.092 56.044 Skewness -.208 .083 Kurtosis -.275 -.888 Minimum 12 54 Maximum 29 81 Percentiles 25 18.25 61.25 75 24.00 73.00 Descriptive Statistics Results of Pre-test and Post-test Scores of Experimental Group 70 Viva Voce Presentation @ JJ & KT
- 71. Group Descriptive Statistics Pre-test Post-test Control Group N 36 36 Mean 20.58 31.72 Median 23.00 31.50 Mode 23 30 Std. Deviation 9.113 4.158 Variance 83.050 17.292 Skewness -.267 .769 Kurtosis -.705 0.381 Minimum 5 24 Maximum 37 44 Percentiles 25 13.25 29.25 75 26.75 34.00 Descriptive Statistics Results of Pre-test and Post-test Scores of Control Group 71 Viva Voce Presentation @ JJ & KT
- 72. Group Descriptive Statistics Pre-test Post-test Experimental Group N 36 36 Mean 159.75 183.94 Median 164.00 183.00 Mode 164 193 Std. Deviation 15.575 10.645 Variance 242.593 113.311 Skewness -.656 .850 Kurtosis -.399 0.034 Minimum 121 163 Maximum 184 221 Percentiles 25 145.50 178.00 75 171.50 192.00 Descriptive Statistics of before and after the treatment of Experimental Group in their Attitude towards English 72 Viva Voce Presentation @ JJ & KT
- 73. Group Descriptive Statistics Before the Treatment After the Treatment Control Group N 36 36 Mean 118.22 150.78 Median 124.00 153.50 Mode 124 117 Std. Deviation 25.157 19.234 Variance 632.863 369.949 Skewness -.635 -.326 Kurtosis .374 -.706 Minimum 51 114 Maximum 166 186 Percentiles 25 101.75 135.50 75 39.00 164.00 Descriptive Statistics of before and after the treatment of Control Group in their attitude towards English 73 Viva Voce Presentation @ JJ & KT
- 74. Group Descriptive Statistics Before the Treatment After the Treatment Experimental Group N 36 36 Mean 107.31 114.92 Median 107.00 114.00 Mode 107 114 Std. Deviation 8.698 7.813 Variance 75.647 61.050 Skewness .000 .228 Kurtosis .157 -.154 Minimum 88 99 Maximum 125 133 Percentiles 25 103.00 110.00 75 111.50 120.00 Descriptive Statistics of before and after the treatment of Experimental Group in their Perception towards inverted classroom scores 74 Viva Voce Presentation @ JJ & KT
- 75. Group N Mean SD df ‘t’ p Remarks Experimental 36 20.78 4.134 70 0.117 0.908 Not Significant p > 0.05 Control 36 20.58 9.113 t-test Results of Comparison of Experimental Group and Control group in terms of whole pre- test & Learning objective wise pre-test Learning Objectives Group N Mean SD df ‘t’ p Remarks Knowledge Experimental 36 10.53 3.69 70 0.411 0.682 Not Significant p > 0.05 Control 36 10.11 4.82 Understanding Experimental 36 6.67 2.21 70 0.567 0.786 Not Significant p > 0.05 Control 36 6.97 3.76 Application Experimental 36 3.58 .90 70 0.342 0.956 Not Significant p > 0.05 Control 36 3.81 .95 PRE-TEST 75 Viva Voce Presentation @ JJ & KT
- 76. t-test Results of Comparison of Control Group and Experimental group in terms of whole post- test and in terms of learning objective wise post-test Group N Mean SD df ‘t’ p Remarks Experimental 36 66.89 7.486 70 24.639 0.00 Significant p < 0.05 Control 36 31.72 4.158 Learning Objectives Group N Mean SD df ‘t’ p Remarks Knowledge Experimental 36 28.8 3.45 70 20.87 0.00 Significant p < 0.05 Control 36 14.7 2.14 Understanding Experimental 36 29.3 4.44 70 18.90 0.00 Significant p < 0.05 Control 36 12.7 2.84 Application Experimental 36 8.6 1.71 70 13.14 0.00 Significant p < 0.05 Control 36 4.1 1.0 POST-TEST 76 Viva Voce Presentation @ JJ & KT
- 77. Group N Mean SD df ‘t’ p Remarks Experimental 36 46.11 8.417 70 18.332 0.00 Significant p < 0.05 Control 36 11.14 7.758 t-test Results of Comparison of Experimental Group and Control group in terms of Gain Scores and Learning Objective wise Gain Score Group N Mean SD df ‘t’ p Remarks Knowledge Experimental 36 18.3 4.49 70 13.90 0.00 Significant p < 0.05 Control 36 4.6 3.85 Understanding Experimental 36 22.7 5.60 70 15.99 0.00 Significant p < 0.05 Control 36 4.1 4.16 Application Experimental 36 5.0 2.02 70 6.56 0.00 Significant p < 0.05 Control 36 2.3 1.31 GAIN MEAN SCORE 77 Viva Voce Presentation @ JJ & KT
- 78. Group Test Mean SD N Df r t p Remarks Control Group Pre-Test 20.58 9.11 36 35 0.53 8.61 0.00 Significant p < 0.05 Post-Test 31.72 4.15 t-test Results of Comparison of Pre & post-test, learning objective wise pre &post test scores of control group Learning Objectives Test Mean SD N Df r t p Remarks Knowledge Pre-test 10.11 4.82 36 35 0.62 7.219 0.00 Significant p < 0.05 Post-test 14.75 2.14 Understanding Pretest 8.67 4.76 36 35 0.49 5.920 0.00 Significant p < 0.05 Posttest 12.78 2.84 Application Pretest 1.81 .95 36 35 0.15 10.897 0.00 Significant p < 0.05 Posttest 4.19 1.06 Control Group 78 Viva Voce Presentation @ JJ & KT
- 79. Group Test Mean SD N Df r t p Remarks Experimental Group Pre-Test 20.78 4.13 36 35 0.03 32.87 0.00 Significant p < 0.05 Post-Test 66.89 7.48 t-test Results of Comparison of Pre-test and post-test scores of Experimental Group Learning Objectives Test Mean SD N Df r t p Remarks Knowledge Pre-test 10.53 3.69 36 35 .21 24.52 0.00 Significant p < 0.05 Post-test 28.89 3.45 Under- Standing Pre-test 6.67 2.21 36 35 -.34 24.32 0.00 Significant p < 0.05 Post-test 29.39 4.44 Application Pre-test 3.58 .90 36 35 -.10 14.92 0.00 Significant p < 0.05 Post-test 8.61 1.71 Experimental Group 79 Viva Voce Presentation @ JJ & KT
- 80. Demographic Variables Sub Group N Mean SD df ‘t’ p Remarks Locale Urban 17 64.2 8.77 34 2.056 0.04 Significant p < 0.05 Rural 19 69.2 5.33 Type of Stay Day Scholar 7 67.4 5.38 34 0.210 0.21 Not Significant p > 0.05 Hosteller 29 66.7 7.98 Educational Qualification UG 27 66.9 7.99 34 0.101 0.92 Not Significant p > 0.05 PG 9 66.6 6.10 t-test Results of experimental group with reference to the demographical variables in the post test achievement. Demographic Variables 80 Viva Voce Presentation @ JJ & KT
- 81. Group Treatment Mean SD N Df r t p Remarks Control Group(ATE) Before 118.2 25.1 36 35 .21 6.91 0.00 Significant p < 0.05 After 150.7 19.2 Experimental Group (ATE) Before 159.7 15.5 36 35 .14 8.26 0.00 Significant p < 0.05 After 183.9 10.6 t-test Results of Comparison before and after the treatment of Control in the ATE and Experimental Group in the ATE and PTIC Experimental Group(PTIC) Before 107.3 8.69 36 35 -.27 3.45 0.00 Significant p < 0.05 After 114.9 7.81 ATE PTIC 81 Viva Voce Presentation @ JJ & KT
- 82. Variables N df r p Remarks Post Test of LAC Vs Post Test of ATE 36 34 0.356 0.033 Significant p < 0.05 Correlation Results of Achievement Scores of LAC and ATE , Achievement Scores of LAC and PTIC and ATE and PTIC in the Post Test Stage Variables N df r p Remarks Post Test of LAC Vs Post Test of PTIC 36 34 0.793 0.00 Significant p < 0.05 Variables N df r p Remarks Post Test of ATE Vs Post Test of PTIC 36 34 0.006 0.972 Not Significant p < 0.05 Correlation 82 Viva Voce Presentation @ JJ & KT
- 83. ANOVA Summary result of methods of Teaching and the selected demographic variables and their interactions on the achievement scores of LAC Course Source Type III Sum of Squares Df Mean Square F P Partial eta Squared Corrected Model 22601.769 15 1506.785 37.915 .000 .910 Intercept 93501.399 1 93501.399 2352.755 .000 .977 Group (G) 11626.388 1 11626.388 292.552 .000 .839 Locality (L) 82.253 1 82.253 2.070 .156 .036 Residence (R) 5.275 1 5.275 .133 .717 .002 Qualification (Q) 4.960 1 4.960 .125 .725 .002 G * L 58.742 1 58.742 1.478 .229 .026 G * R .415 1 .415 .010 .919 .000 G * Q 7.815 1 7.815 .197 .659 .003 L * R 4.281 1 4.281 .108 .744 .002 L * Q .253 1 .253 .006 .937 .000 R* Q 3.093 1 3.093 .078 .781 .001 G* L * R 31.747 1 31.747 .799 .375 .014 G* L * Q 10.359 1 10.359 .261 .612 .005 G * R * Q 1.053 1 1.053 .026 .871 .000 L * R* Q 3.194 1 3.194 .080 .778 .001 G * L * R* Q 7.563 1 7.563 .190 .664 .003 Error 2225.509 56 39.741 Total 199862.000 72 Corrected Total 24827.278 71 4 -Way ANOVA 83 Viva Voce Presentation @ JJ & KT
- 84. Source Type III Sum of Squares Df Mean Square F P Partial eta Squared Corrected Model 22417.981a 2 11208.990 321.015 .000 .903 Intercept 14847.760 1 14847.760 425.226 .000 .860 Pre-Test 157.481 1 157.481 4.510 .037 .061 Group 22204.040 1 22204.040 635.903 .000 .902 Error 2409.297 69 34.917 Total 199862.000 72 Corrected Total 24827.278 71 ANCOVA Result of comparison of Adjusted Mean Scores on LAC of Experimental Group and control group by considering Pre-total as covariate ANCOVA 84 Viva Voce Presentation @ JJ & KT
- 85. Source Type III Sum of Squares Df Mean Square F P Partial eta Squared Corrected Model 22445.943a 2 11222.972 325.190 .000 .904 Intercept 2763.707 1 2763.707 80.079 .000 .537 Intelligent Score 185.443 1 185.443 5.373 .023 .072 Group 22426.699 1 22426.699 649.822 .000 .904 Error 2381.334 69 34.512 Total 199862.000 72 Corrected Total 24827.278 71 ANCOVA ANCOVA Result of comparison of Adjusted Mean Scores on LAC of Experimental Group and control group by considering intelligence as covariate 85 Viva Voce Presentation @ JJ & KT
- 86. R R Square Adjusted R Square Std. Error of the Estimate .271a .074 .017 7.421 Source Sum of Squares df Mean Square F p Remarks Regression 144.300 2 72.150 1.310 .283 Not Significant Residual 1817.256 33 55.068 Total 1961.556 35 Regression Regression Analysis Summary for ATE and PTIC predicting Post-Test 86 Viva Voce Presentation @ JJ & KT
- 87. Regression 87 Viva Voce Presentation @ JJ & KT
- 88. Educational Implications 88 Viva Voce Presentation @ JJ & KT
- 89. Educational Implications These ICM models promotes a meaningful learning to the learners ICM Model based materials (Prepared by the investigator) helps the learners to learn by themselves with their own speed Implementation of inverted classroom model play a key role in modernizing education sector according to the current needs. Inverted classroom helps to create interest in accessing online and digital contents. Inverted classroom model makes language learning more meaningful and reduces anxiety of the learner. Inverted classroom model helps to explore students attitude towards technology and language learning. 89 Viva Voce Presentation @ JJ & KT
- 90. As a pedagogical practice inverted class room model is a evidence based teaching strategy which gives insight to both learner and teacher regarding their own capacity. Inverted classroom model induces the learner to reduce the cognitive load of usual classroom environment since it has the feature of blended and flipped learning. Attitude towards inverted classroom model can be strengthened by incorporating novel and varied multimedia content in the delivery and execution if the model. 90 Viva Voce Presentation @ JJ & KT
- 91. The claims of the study act as an input for future researchers to plan, initiate and implement inverted classroom model in various other academic environment The study is an indicator for how technology and time can be integrated effectively in classroom transaction. The study further emphasize the need of acquiring specialized skills that are essential for applying inverted classroom model. Students are Actively involved in Learning Process Improved theoretical Knowledge and Practical skills. Freedom in Learning Openness ,at the same time keeping privacy Corroborate learners interest 91 Viva Voce Presentation @ JJ & KT
- 92. SUGGESTION FOR FURTHER RESEARCH Same method can be applied for the other topics also. Larger sample with a wider area could be chosen in a further research study, it will substantiate the validity of these findings. It will be implemented in D.Ed, M.Ed, Science, Technology, Engineering, and Mathematics subjects. Prepare Videos in an enjoyable and an interactive way. how to produce low cost yet effective modules using easily accessible and affordable technology 92 Viva Voce Presentation @ JJ & KT
- 93. 93 Viva Voce Presentation @ JJ & KT
- 94. 94 Viva Voce Presentation @ JJ & KT