Search or add a thesis

Advanced Search (Beta)
Home > Experimental Study to Determine the Effectiveness of Kumon Method in Comparison With Traditional Lecture Method for Teaching of Mathematics to Grade-5

Experimental Study to Determine the Effectiveness of Kumon Method in Comparison With Traditional Lecture Method for Teaching of Mathematics to Grade-5

Thesis Info

Access Option

External Link

Author

Begum, Jamila

Program

PhD

Institute

Foundation University

City

Islamabad

Province

Islamabad

Country

Pakistan

Thesis Completing Year

2018

Thesis Completion Status

Completed

Subject

Education

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/10110/1/Jamila%20Begum_Edu_2018_Foundation_PRR.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676724701795

Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

Join our Whatsapp Channel to get regular updates.

Similar


The study was designed to investigate the effectiveness of Kumon method in comparison with traditional method in the teaching of Mathematics to grade-5. Kumon is a math and reading enrichment program, which provides practice and instruction to each individual. This helps the students to think and work independently. The hypothesis of this experimental study was that in Mathematics, Grade-5 students have no significant difference in their academic achievement treated by Kumon method and by traditional lecture method. The objectives of the study were to determine the effectiveness of Kumon teaching method for academic achievement of children in Mathematics, to find out the effectiveness of traditional teaching method for academic achievement of children in Mathematics, to make the comparison between the effectiveness of Kumon teaching method and traditional lecture method for academic achievement of the students and to compare the effectiveness of Kuman method on academic achievement of boys and girls in Mathematics. To achieve these objectives and to test the hypothesis, Kumon method was applied by Pre-test and Post-test equivalent group design. Two tests(pre-test and post-test) containing MCQs were developed. All grade-5 students of Fazaia inter colleges of Rawalpindi and Islamabad was the population. Cluster sampling technique was used. One of the three Fazaia colleges (junior section) was selected randomly. All grade-5 students of the selected cluster formed the sample of the study. The study was conducted in two phases at two different time periods applying the same procedure, the same teachers but the groups were different. Data was collected and analyzed by applying t-test and recommendations were given on the basis of findings of the study. This experimental research shows that Kumon method is more effective for teaching mathematics to Grade 5 students in comparison with traditional lecture method. It also shows that Kumon method is equally helpful in teaching mathematics effectively to boys and girls.
Loading...
Loading...

Similar Books

Loading...

Similar Chapters

Loading...

Similar News

Loading...

Similar Articles

Loading...

Similar Article Headings

Loading...

مولانا عبدالماجد دریا بادی

مولاناعبدالماجد دریابادی
افسوس ہے بہت دنوں سے جس کا کھٹکا لگاہوا تھا آخر وہ دن بھی آگیا یعنی مولانا عبدالماجد صاحب دریابادی نے کم وبیش ۸۵برس کی عمر میں ایک طویل علالت کے بعد۶/جنوری ۱۹۷۷ء کواپنے وطن دریا باد میں وفات پائی۔ اناﷲ واناالیہ راجعون۔
مولانا اپنی خصوصیات اورکمالات واوصاف کے باعث ایک خاص اور نمایاں شخصیت کے مالک تھے۔ برصغیر ہندوپاک کے علمی اورادبی اوراسلامی حلقے اُن کو اپنا بزرگ مانتے اوراس لیے ان کا بڑا ادب واحترام کرتے تھے۔مولانا کی اصل تعلیم انگریزی کی تھی، فلسفہ اورنفسیات اُن کے خاص مضمون تھے۔لکھنؤ سے بی۔اے کیا تھا اس کے بعد کچھ دنوں علی گڑھ میں بھی رہے، لیکن ایم۔اے نہ کرسکے۔ یہ وہ زمانہ تھا جب کہ بی۔اے کی قدر آج کل کے پی ایچ۔ ڈی سے بھی زیادہ ہوتی تھی اوروہ درحقیقت ان سے زیادہ قابل اور لائق بھی ہوتا۔مولانا نے باقاعدہ کبھی اورکہیں ملازمت نہیں کی۔ تعلیم سے فراغت کے بعد کچھ دنوں دار الترجمہ حیدرآباد دکن سے منسلک رہے اورمنطق و فلسفہ کی بعض کتابوں کو انگریزی سے اردو میں منتقل کیا، مگر وہاں جی نہ لگااوروطن چلے آئے، یہاں آکر ایسے جمے کہ بڑے بڑے انقلابات آئے، زمین اورآسمان زیروزبر ہوگئے مگر مولانا اپنے قصباتی کنج عافیت سے نہ نکلے اورساری عمر وہیں گزار دی۔
مولانا کی تصنیفی زندگی کاآغازایک فلسفی اوراردو شعر وادب کے ایک نقاد کی حیثیت سے ہوا۔ مطالعہ کے دھنی اوررسیا،نظر میں وسعت اورذہانت وفطانت خداداد، اس زمانہ کے باکمال ارباب قلم کی معیت وصحبت، پھر سب سے بڑی بات یہ کہ انشاوتحریر کاایک منفرد اسلوب، ان سب چیزوں نے مل جل کر عنفوان شباب میں ہی اردو زبان کاایک ممتاز ادیب اورمصنف بنادیا۔مولانا نے تذکرۂ و سوانح،شعر وادب،تاریخ وفلسفہ اوراجتماعی مسائل، ان سب پربہت کچھ لکھا اور اچھے سے اچھا لکھا، لیکن آپ کاسب سے بڑا کارنامہ...

تعلیم وتربیت اور معلم کا مقام و مرتبہ

Nations are identified, through their characteristics, behavior, conduct, power of thinking, determination, respect for humanity and adventures. Only material things do not guarantee the progress and development, until the individual of those nations have a proper line of action with sincerity, justice, high ethics and enlightment. If these just and sincere qualities are not in any nation, that nation cannot progress well. Today, as a nation there are serious threats to our culture and social edifice. And our frozen practice and progress can only be melted and activated by teachers. And no doubt, the life of Holy Prophet (P.B.U.H) is a source of great guidance for a teacher, because Holy Prophet (P.B.U.H) is the greatest teacher of humanity throughout the history and a teacher following the foot prints of teachings of Prophet ((P.B.U.H)) can lead any nation towards the apex of prosperity, progress and development. The life of Holy Prophet (P.B.U.H) vividly reflects that a teacher should be a model towards society and nation. His vision, his practices and his teachings should accord one another. It is an established fact that teacher is a leader to any nation.

Nutritional Profiling and Bioefficacy of Edible Coated Iron-Folate Fortified Rice

Instant research was an attempt to address iron deficiency anemia using the concept of dietary fortification with the application of edible coatings. Purposely, Super Basmati rice grains were used as a carrier for fortification activity whereas pectin and methyl cellulose based coatings were developed followed by the addition of iron salts (FeSO4 @ 30 and 50 ppm & NaFeEDTA @ 20 and 40 ppm) and folic acid (1.5 ppm). From the results, selected grains had 7.56±0.06% protein whilst, iron and zinc levels in the tested sample were 0.91±0.03 & 1.42±0.02mg/100g, respectively. Afterwards, fortified coatings were applied on grains and assessed for fortificants stability, cooking/eating quality attributes, pasting behavior, color tonality and hedonic response during 3 months storage. The maximum level of iron was recorded in T2 (Pectin coating fortified with 50 ppm FeSO4) as 4.85±0.02mg/100g, however, T0 (Control) had the minimum iron contents 0.84±0.01mg/100g. Likewise, storage exhibited significant differences on folic acid level that differed from 127.35±6.96μg/100g at initiation to 102.25±5.85μg/100g at termination, respectively. Cooking and eating quality traits were momentously affected with storage; maximum values for amylose contents and alkali spreading factor were 25.01±0.70g/100g and 4.09±0.02, recorded for T2 (Pectin coated; 50 ppm FeSO4 + 1.5 ppm folic acid) and T4 (Pectin coated; 40 ppm NaFeEDTA + 1.5 ppm folic acid). Additionally, elongation, volume expansion and water absorption ratios were improved during storage. Alongside, pasting behavior differed significantly due to storage, the maximum value for peak viscosity was recorded in T1 (Pectin coated: 30 ppm FeSO4 + 1.5 ppm folic acid) 2461.00±79.77cP whilst, peak and final viscosities improved from 2351.90±41.34 and 4000.39±22.13cP to 2504.70±44.03 and 4191.77±23.19cP at 0 to 90 days, respectively. Besides, mean squares for L, a*, b* color depicted significant variations with respect to storage. On contrary, mean squares regarding hedonic response of fortified treatments depicted non-momentous variations with respect to treatments and storage. Based on the findings of abovementioned traits, selected treatments from each combination were shortlisted for efficacy trial involving female Sprague Dawley rats. The experimental rats model was further subdivided into 2 phases; Phase I involving normal female rats whereas, Phase II comprised of female rats previously made anemic by the provision of iron deficient diet. In normal female rats, serum iron and ferritin values were significantly affected by groups and study intervals. The maximum value for serum iron levels was observed in G1 (Pectin coated: 50 ppm FeSO4 + 1.5 ppm folic acid) and G3 (Methyl Cellulose coated: 50 ppm FeSO4 + 1.5 ppm folic acid) by 132.35±3.20 and 131.72±2.89μg/dL, respectively. Over the efficacy trail, serum iron and ferritin levels improved from 114.37±3.11 to 137.44±3.20μg/dL & 41.09±1.34 to 71.80±2.16ng/mL at 0 to 60 days, respectively. Additionally, G1 had the highest percent increase in serum iron (13.99%) as compared to G0 (Control). Furthermore, the maximum values for total iron binding capacity and transferrin saturation fraction were 427.21±8.79μg/dL and 33.88±1.91% as observed in G0 and G1, respectively. Hematological assay depicted that the highest value for hemoglobin and RBC was 14.04±0.26g/dL and 7.96±0.02M/μL noticed in G1 and G4, respectively. In phase II, mean squares for serum iron, ferritin, TIBC and TrSF in anemic female rats showed momentous variations with respect to both experimental groups and study intervals. The highest serum iron level was observed in G1a by 100.58±1.86μg/dL while the least in G0a (Anemic control) as 83.05±1.59μg/dL. During the efficacy trail, serum iron levels considerably improved from 90.35±1.82μg/dL at initiation to 100.87±1.54μg/dL at the end of study. Likewise, increase in serum ferritin level was witnessed 21.18±0.84 to 56.91±1.68ng/mL at 0 to 60 days, respectively. The maximum values for increase in serum iron were 21.13% and 20.30% in G1a (pectin coated: 50 ppm FeSO4 + 1.5 ppm folic acid) and G3a (Methyl cellulose coated: 50 ppm FeSO4 + 1.5 ppm folic acid), respectively against anemic control (G0a). Besides, for TIBC and TrSF, the maximum values were 513.69±10.70μg/dL and 21.77±1.92% reported in G0a (Anemic control) and G1a. Conclusively, it is inferred that iron fortification of dietary cereal using edible coatings is an effective approach to attenuate the prevalence of hidden hunger with special reference to iron deficiency. Moreover, the findings of instant research can be instrumental for researchers and other stake holders to further probe the concern of iron deficiency anemia.