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PEER-REVIEWED
Comparative Study
| Published: December 25, 2016
Effectiveness of Remedial Teaching on Thinking Strategies of Slow Learners
Special Educator, Vallabh Vidyanagar, Anand, Gujarat, India
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Department of Psychology, J. N. Vyas University, Jodhpur, Raj., India
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DIP: 18.01.014/20160484
DOI: 10.25215/0484.014
ABSTRACT
Remedial teaching methods are innovative teaching strategy designed to improve the storage and retrieval of information from long-term memory. The present study was conducted to explore the effectiveness of Remedial teaching on thinking strategies of Slow Learners. For the present research work investigators have selected sample of 22 children who have identified and screened as slow learner. Purposive sampling technique was used. The total sample was divided into experimental (12) and control (10) group purposively. Dimensions of thinking strategies were measured by Swarup-Mehta Diagnostic Test of Learning Disability (2008). Findings of present research revealed that experimental group has revealed remarkable changes in their cognitive and thinking abilities after the getting three-month Remedial teaching. Remedial teachings substantially enhance higher levels of retention in the immediate and delayed recall of language vocabulary and concepts in comparison with general teaching methods.
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.
© 2016 Jangid n, Singh U
Received: October 09, 2016; Revision Received: November 25, 2016; Accepted: December 25, 2016
Neelu Jangid @ dileep_shrma@yahoo.co.in
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.014/20160484
10.25215/0484.014
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Published in Volume 04, Issue 8, October-December, 2016