iosr-JRME   Volume-5 ~ Issue-2 ~ March-April 2015

Abstract: Learning anything by seeing others and repeating the behavior by one's self is called Modeling. Activity for daily life, which includes bathing, brushing, grooming etc, is learned mostly by seeing others either at home or anywhere else, by the normal children. But when a matter comes of the mentally challenged child, in special education, who is mild in retardation and cerebral palsy in physical condition, then learning and understanding becomes a challenge for the trainer as well as for the trainee. The present study is an experimental intervention in which, one of the activity in ADL behavior is taught. The selected activity is divided into many sub-tasks through task –analysis. Completion of each sub-task was the targeted behavior, for which variable –ratio schedule was maintained along with 'Primary reinforcement' and External Prompting'. Date of progress was recorded through routine chart. Each sub-task got completed in sequence, which led towards the completion of selected major task. Finally the targeted activity of ADL was learned by the case, which drawn the conclusion that behavior modeling can't only help a mentally challenged person to perform the ADL activity but also it can make a person self-dependent.

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Abstract: One of the chief objectives of education is the development of desirable attitudes in the students. It is, there fore, observable that the teachers must understand the various dimensions of an attitude. It is also to be kept in view that we are required to develop several attitudes in the students like attitude towards studies, attitude towards self, attitude towards colleagues, attitude towards certain ideals, etc. Attitude is purely a psychological concept. From psychological point of view it is difficult to discriminate attitude from other psychological concepts like interest, aptitude or appreciation. Still, it is defined as the readiness of mind to respond to an object, person or a situation. It is something that is learned by an individual as he learns many other things in life. Attitude is an orientation or disposition or a sort of readiness to react in a certain way. Which an individual carries with him in a sort of latent form and it may become manifest in an individual's behavior only when an occasion arises. When an individual has to express his attitude he may react to them in a predetermined manner either favorably or unfavorably or in different manner. Hence this study attempts to know the relationship of achievement in science and scientific attitude among students and the found result from this study was that there is no significant relationship in achievement in science and scientific attitude.

Keywords: Science Attitude, Science Achievement, Secondary School Students, Government Schools, and Private Schools.

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Abstract: Objectives: To compare lecture based learning (LBL) with problem based learning (PBL). Methods: A cross sectional prospective study was carried out among 145 3rd year MBBS students in Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was collected by means of structured questionnaire. Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both. Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while 106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%) respondents preferred present scenario (LBL parallel with PBL)in JNMC. Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts. There is need to improve the information resources for PBL and enhancement of practical knowledge of students.

Keywords: concepts, facilitator, lecture, problem based learning, syllabus.

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Abstract: This paper will discuss about the performances in Electrochemistry Final Examination (EFE) for some Form 4 students from three schools at LMS, Perak. The students first were sitting for pre-tests- Motivational Level (ML), Puzzle Cards (PC), Logical Thinking (LT), Scientific Reasoning Skills (SRS), and Electrochemistry Final Exam (EFE). Three manuals were used- Illustrations (I), Explanation using Sentences (EuSM), and Ministry of Education Chemistry Textbooks (T). After the treatments using these manuals, students were sitting for post-tests- ML, -PC, - LT, -SRS, and -EFE. The data were then analyzed with One-Way ANOVA Test (Repeated) using IBM SPSS Statistics Software 21.0 to determine whether there will be improvements in the post-tests after using these manuals.

Keywords: Electrochemistry Form 4; Logical Thinking (LT); Motivational Level (ML); Scientific Reasoning Skills (SRS); Electrochemistry Manuals (IM, EuSM & T)

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