OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

Authors

  • Prashant Thote Gyanodaya Vidya Mandir, India
  • Gowri. S Gyanodaya Vidya Mandir, India

DOI:

https://doi.org/10.29121/granthaalayah.v9.i5.2021.3909

Keywords:

Redox Reaction, Interest, Experiment, Experiential Learning, Hands-On Activity

Abstract

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

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References

Thote, P. (2019). Experiential Learning: Inclusive Art Education for Joyful Learning, 8, 9–9. DOI: https://doi.org/10.29121/granthaalayah.v8.i5.2020.88

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Thote, P., & S, G. (2020a). AN ANALYSIS OF IMPACT OF EVIDENCE BASED LEARNING ON ACADEMIC ACHIEVEMENT OF STUDENTS. International Journal of Research-GRANTHAALAYAH, 8(8), 207–216. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v8.i8.2020.869 10.29121/granthaalayah.v8.i8.2020.869 DOI: https://doi.org/10.29121/granthaalayah.v8.i8.2020.869

Thote, P., & S, G. (2020b). EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT ON RETENTION OF KNOWLEDGE. International Journal of Research -GRANTHAALAYAH, 8(10), 224–235. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v8.i10.2020.1883 10.29121/granthaalayah.v8.i10.2020.1883 DOI: https://doi.org/10.29121/granthaalayah.v8.i10.2020.1883

Thote, P., & S, G. (2020c). EXPERIENTIAL LEARNING: AN ANALYSIS OF IMPACT ON ACADEMIC ACHIEVEMENT AMONG STUDENTS OF GRADE 12. International Journal of Research -GRANTHAALAYAH, 8(9), 188–199. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v8.i9.2020.1337 10.29121/granthaalayah.v8.i9.2020.1337 DOI: https://doi.org/10.29121/granthaalayah.v8.i9.2020.1337

Thote, P., & S, G. (2020d). OUTCOME BASED LEARNING: AN ANALYSIS OF IMPACT ON ACADEMIC ACHIEVEMENT AMONG SCHOOL STUDENTS. International Journal of Research -GRANTHAALAYAH, 8(11), 89–94. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v8.i11.2020.2222 10.29121/granthaalayah.v8.i11.2020.2222 DOI: https://doi.org/10.29121/granthaalayah.v8.i11.2020.2222

Thote, P., & S, G. (2021a). EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF EXPERIENTIAL LEARNING ON ATTAINMENT OF INTENDED SPECIFIC LEARNING OUTCOME. International Journal of Research -GRANTHAALAYAH, 9(1), 66–74. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v9.i1.2021.2971 10.29121/granthaalayah.v9.i1.2021.2971 DOI: https://doi.org/10.29121/granthaalayah.v9.i1.2021.2971

Thote, P., & S, G. (2021b). EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF REMEDIAL TEACHING ON CONCEPTUAL UNDERSTANDING. International Journal of Research -GRANTHAALAYAH, 8(12), 211–224. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v8.i12.2020.2606 10.29121/granthaalayah.v8.i12.2020.2606 DOI: https://doi.org/10.29121/granthaalayah.v8.i12.2020.2606

Thote, P., & S, G. (2021c). EVIDENCE BASED LEARNING: AN ANALYSIS OF IMPACT OF TEACHER’S DESIGN MODEL ON CONCEPTUAL UNDERSTANDING. International Journal of Research -GRANTHAALAYAH, 9(3), 71–77. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v9.i3.2021.3702 10.29121/granthaalayah.v9.i3.2021.3702 DOI: https://doi.org/10.29121/granthaalayah.v9.i3.2021.3702

Thote, P., & S, G. (2021d). EVIDENCE BASED LEARNING: A STUDY OF IMPACT ON EXPERIENTIAL LEARNING ACTIVITIES ON ATTAINMENT OF SPECIFIC LEARNING

OUTCOMES. International Journal of Research -GRANTHAALAYAH, 9(2), 22–31. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3225 10.29121/granthaalayah.v9.i2.2021.3225 DOI: https://doi.org/10.29121/granthaalayah.v9.i2.2021.3225

Thote, P., & S, G. (2021e). OUTCOME BASED LEARNING: THE EFFECT OF EXPERIENTIAL LEARNING ACTIVITIES ON THE ATTAINMENT OF SPECIFIC LEARNING OUTCOME AMONG SENIOR SECONDARY SCHOOL STUDENTS. International Journal of Research -GRANTHAALAYAH, 9(4), 28–42. Retrieved from https://dx.doi.org/10.29121/granthaalayah.v9.i4.2021.3824 10.29121/granthaalayah.v9.i4.2021.3824 DOI: https://doi.org/10.29121/granthaalayah.v9.i4.2021.3824

Published

2021-05-14

How to Cite

Thote, P., & S, G. (2021). OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION. International Journal of Research -GRANTHAALAYAH, 9(5), 8–23. https://doi.org/10.29121/granthaalayah.v9.i5.2021.3909

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