EFFECTIVENESS OF INDUCTIVE THINKING MODEL FOR DEVELOPMENT OF CONCEPTUAL COMPETENCE IN DEGREES OF COMPARISON IN ENGLISH GRAMMAR AMONG VII STANDARD STUDENTS

Abstract

A Model of teaching provides guidelines for designing educational activities and environment. Models of teaching are divided from personals, group dynamics academic and psychological information processing stances, behavior modification etc. Models of teaching have given functional and structural guidelines to design instructions or instructional material. They are dynamically interactive with social and cognitive purpose with the learning theory underling procedures, with available support technology and with personal and intellectual characteristics of the learners. This study was undertaken to see whether the Inductive Teaching of English Grammar concept of Degrees of Comparison by using group work technique (Inductive Thinking Model) has a positive effect on the academic achievement of secondary school students. Hence researcher used Inductive Thinking Model for teaching Degrees of Comparison in English grammar to the ix standard students. Researcher found that Inductive Thinking Model is effective for conceptual competence in Degrees of comparison. There is the significant difference between the mean performance of the students from control group and experimental group in the test on Degrees of comparison