International Journal of Education and Psychological Research

(Print and Online Peer Reviewed Journal)

Print - ISSN: 2349 - 0853
e - ISSN: 2279 - 0179


(June 2014)

Effect of Integrated Syntax of Advance Organizer Model and Inductive Thinking Model on Attitude towards Mathematics and Reaction towards Integration of Models

Authors: [1] Dr. Puneet Walia [2] Pooja Walia

Pages: 1-6


Mathematics being application oriented subject expects students to apply their knowledge after thinking, reasoning, analyzing and generalizing principles. Traditional approach does not fulfil the condition to promote conceptual understanding of mathematics that create positive attitude towards the subject. There is need of such approaches which takes mathematics education from rote learning to procedural knowledge. The present study aims to investigate the effect of Integrated Syntax of Advance Organizer Model and Inductive Thinking Model on attitude towards mathematics and reaction towards Integration of Models. For this purpose a sample of 60 students is drawn from IX class students from Green Field Public School affiliated to CBSE of Kurukshetra (Haryana). Two groups of students each comprising 30 students were formed and were labelled as Experimental Group (A1), and Control Group (A2). Both the groups were equated on intelligence using Ravens Progressive Matrices Test. Lesson plans on Integrated Syntax (AOM and ITM) were prepared and implemented. After completion of the instructional treatment attitude scale and reaction scale were administered on students of Experimental group and Control group both. Two-Way ANOVA was used to arrive at the following conclusions: (i) Experimental Group was found to attain significantly higher attitude scores towards mathematics as compared to Control Group;(ii) Experimental Group students were found positive reaction towards integrated syntax of Advance Organizer Model and Inductive Thinking Model rather than Control Group. It can be concluded that Integrated Syntax (AOM and ITM) enhanced student’s attitude towards mathematics. It should be used in classroom to teach mathematics.