Learning Experiences and Scholastic Achievement of School Students in Mathematics – Role of Intervention | The International Journal of Indian Psychȯlogy

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Comparative Study

| Published: March 25, 2016

Learning Experiences and Scholastic Achievement of School Students in Mathematics – Role of Intervention

Venkateshwar Rao D ,

ICSSR, Post-Doctoral Fellow, Dept. of Psychology, Osmania University, Hyderabad Google Scholar More about the auther

Beena C

Professor & Head (Retd) Dept of Psychology, Osmania University, Hyderabad Google Scholar More about the auther

DIP: 18.01.131/20160302

DOI: 10.25215/0302.131

ABSTRACT

The present study examined the influence of intervention incorporating multiple intelligences on learning experiences and scholastic achievement of secondary school students. Data was collected from 208 students of 6th grade by following two stage sampling technique. Data was subjected to statistical analysis using chi-square, ‘t’ test and wilcoxon signed rank test. It was observed that in class rooms in which teacher incorporates multiple intelligences in teaching practices the students showed more interest in mathematics and also showed higher scholastic achievement. It has been recommended to follow the same teaching approach to generate interest among students in mathematics.

Keywords

Learning Experiences, Mathematical Performance, Multiple Intelligences

This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.

How to cite this article:

V Rao, Beena C. (2016). Learning Experiences and Scholastic Achievement of School Students in Mathematics – Role of Intervention. International Journal of Indian Psychology 3 (2), DOI: 10.25215/0302.131, DIP: 18.01.131/20160302