Tendency of Development in Teaching Methods Adopted in Some Private and Government Secondary Schools of Tandojam District Hyderabad (Sindh)

Abstract

In order to assess the development tendency in teaching methods adopted in private and government secondary schools, the study was carried out during 2014 in Tandojam district Hyderabad (Sindh) as the area of study. Forty students were divided into two groups such as: experimental group (attended teacher with modernized/innovative teaching methods) and control group (attended teacher having traditional teaching methods). Using a checklist, the impacts and students‟ perceptions were assessed. 10th class students of private and government secondary schools were evaluated to study impact of teaching methods on learning concepts of the students. Modernized English teaching techniques and conventional teaching were compared on English subject. The respondent students‟ ability to learning concepts in relation to English subject was tested on the basis of their conceptual as well as traditional way of test. In conceptual test for English subject, experimental students secured 71.15% (SD ±5.6154, S.E.±1.3004) and control group secured 58.55% marks (SD= ±4.8165, S.E. ±1.0772) indicates that students attended innovative teaching methods in class acquired 12.60% higher marks in the conceptual test than those attended conventional teaching methods. In test based on traditional questions, experimental group secured 69.95 %marks (SD=±4.9468, S.E.±1.1061) and students of control group secured 68.75% marks (SD=±4.0115, S.E.±0.8570) showing 1.20% difference in favour of students attended modernized English teaching methods. The performance of students attended teachers using innovative teaching methods performed very well in concept paper as well as in the traditional test. The performance of control group students was poor in test based on concept paper, but performed well in the tradition test. High majority experimental group rated all innovative teaching methods adopted at their schools as „good‟ and „satisfactory‟ but fewer gave „unsatisfactory‟ opinion. The majority of the control group students rated modern teaching methods as „unsatisfactory‟ at their schools.