Volume 9, Issue 5, May – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24MAY1535

Effectiveness of Vedic Algorithm for Enhancing

Competency in Multiplication
Dr. Subha P.V
Assistant Professor,
Govt College of Teacher Education. Kozhikode

Abstract:- The present study was conducted to find out provides very easy mental methods along with magic speed
the effectiveness of Vedic Algorithm for enhancing and is easy to understand and brings joy in the heart and smile
competency in multiplication at secondary level. on the face of the students. Hence the investigator proposed
Experimental method was used for this study. One -group to examine the application of Vedic algorithms for enhancing
pre -test post -test design was applied for this study. The competency in multiplication with a view to suggest suitable
study was conducted on a sample of 30 students of Kerala measures to be considered for developing multiplication
state syllabus. A multiplication ability test administered as ability among children.
pre test for checking the ability in multiplication. Time
taken and score obtained by the students were checked. Swaroop Rani (2006) compared the impact of Vedic and
After that student were taught with Vedic method. The conventional methods on the acquisition of numerical
effectiveness of Vedic method in enhancing the abilities in mathematics. The main findings are as follows: (i)
competency in multiplication was found by administering The pre-test completion time of the two groups of students
the same test as post-test. The data collected were was the same. (ii) There is a huge difference in the average
tabulated and analyzed statistically. The study reveals time to complete the post-test of the two groups of students.
that there is a significant difference in the time taken by (iii) there is a significant difference in the average speed,
the students to complete the test before and after accuracy and performance of students after receiving
treatment for total sample and sub sample. The time taken instruction using the Vedic method. (iv) There is no
by the students after treatment is less than before significant difference between the pre- and post-learning
treatment. The study also reveals that a significant outcomes of students taught using conventional methods. (v)
difference exists in the mean score between pre-test and There is a significant difference between the two groups of
post-test for total sample and sub sample based on gender. students in calculation ability after treatment. (vi) Students
Mean score obtained by the students after treatment is taught using the Vedic method demonstrate better
greater than before treatment. computational ability than students taught using the
conventional method. Asha Peter (2006) tried to compare
Keywords:- Vedic Algorithm, Competency in Multiplication. effect of Vedic instructional strategy with that of the
conventional method on achievement in Mathematics of
I. INTRODUCTION eighth standard students. The main findings are (i) Teaching
Mathematics through Vedic instructional strategy and
Education is a process that enlightens, civilizes, refines conventional method have the same effect on achievement in
and empowers people towards a better life. Education helps Mathematics under the category of objective knowledge. (ii)
people develop comprehensively. It allows students to Teaching Mathematics through Vedic instructional strategy
develop thinking skills and positive attitudes towards was more effective than the conventional method on the
learning. “The curriculum aims to enable learners to acquire achievement in mathematics under the category of objective
knowledge, promote understanding and integrate positive understanding and Application. (iii) The conventional method
skills, values, attitudes and habits that are conducive to is less effective when compared to the Vedic instructional
overall development of their personality” (National School strategy on achievement in Mathematics under the category
and Education Curriculum Framework, 2005). Including of objective Problem-Solving Skill. Sunitha, E (2003)
math in the school curriculum helps to develop reasoning experienced the speed and accuracy of 4th grade children in
abilities, logical thinking and critical analysis. multiplication and division using Vedic math. The sutras used
for this calculation are Nikhil am Navata, Scram am Dasatha,
Learning math is considered by many students to be a Parvatya Yojayet, Urdhva tiryagbhyam. These sutras are said
difficult problem due to its formulas and processes. Learning to be considerably more effective than the conventional
to work with numbers, especially mastering mental method in developing not only speed and accuracy but also
calculations, improve mental concentrations, develop considerable ability and interest in children when carrying out
memory and enhance the ability to retain several ideas at multiplication and divide. Day Grace (2001) in his study on
once. If we use an easier method to solve a problem, we can “The Impact of Vedic Mathematics on the Computational
solve it with less chance of making mistake. Here comes the Ability of Experimental and Control Groups. Vedic
importance of Vedic Mathematics. Vedic method of teaching mathematics is believed to be more effective than
is one of the easy methods for learning calculations. Also, it conventional methods in developing students' computational

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Volume 9, Issue 5, May – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24MAY1535

abilities. Williams, Lynda Pattersan (2000) conducted a study D. Hypotheses

on the effect of drill and practice software on multiplication
skills, “multiplication puzzles versus the mad minutes”. The  There is Significant Difference in the Time Taken by the
purpose of the study was to compare two methods of learning Students to Complete the Test Before and After Treatment
multiplication facts in order to develop speed and accuracy. with Respect to
The result of the study indicated that there was a significant
increase in the numbers of problem correctly completed by  total
the treatment group that used ‘multiplication puzzles’ on  boys
computer. Whereas mean scores for the pencil and paper  girls
group did not indicate a significant improvement in the
development of their multiplication skills. Dipika's (2015)  Significant Difference Exists in the Mean Scores between
experiment on Vedic mathematics proved the effectiveness of Pre Test and Post Test with Respect to
Vedic mathematics and it was found that Vedic mathematics
is more effective than the traditional approach. Amulya  Total
(2021) shows that the Vedic multiplication method is  Boys
effective compared to the conventional method in terms of  Girls
student achievement.
 There is significant difference in the time taken between
II. METHODOLOGY boys and girls to complete the pretest.
 Significant difference exists in the mean pre test scores
The present study is an experimental one on a single between boys and girls.
group. The same test was conducted before and after the  There is significant difference in the time taken between
treatment and the effect of the treatment is judged by the boys and girls to complete the post test.
difference between the pre test and post test scores and the  Significant difference exists in the mean post test scores
time taken, which is an appropriate method to achieve the between boys and girls.
objectives of the study. One group pretest-post test design was
used in this study. E. Need of the Study
In the present scenario of education system, stress has
A. Sample been given to theoretical aspects rather than practical
The present study was conducted on a sample of 30 application particularly in the field of mathematics. Most of
students in standard VIII of Pathanamthitta district, Kerala the students lag behind in calculating mathematics with speed
state. and accuracy. It is the duty of the teacher to provide ample
opportunities for developing such qualities among children.
B. Tools Multiplication is a widely used operation next to addition and
In the present study the following tools were used. is a step to higher operations like division and power. In
conventional method, pupil take more time for multiplication
 Lesson transcript based on Vedic method of multiplication and also there are chances of making mistakes. To increase
(prepared by the investigator) speed and accuracy in calculations the conventional method
 Pre test and Post test multiplication ability test is to be replaced by a simple and quicker method which is
(constructed by the investigator) easy to understand and convenient to apply. Through review
of studies the investigator considered Vedic method of
C. Objectives teaching mathematics is feasible and suitable with a view to
develop speed and accuracy among students. Since
 To prepare lesson transcripts for developing multiplication is a complex process, the investigator
multiplication ability based on Vedic method. concentrates only on multiplication of numbers up to three
 To observe and compare the time taken by the pupils to digits.
complete the test before and after experimentation.
 To compare the multiplication ability of the pupil before F. Limitation of the Study
and after experimentation.
 To compare the boys and girls with respect to their  Due to lack of time, the study was confined to one division
multiplication ability and the time taken to complete the of eighth standard with 30 students.
test.  Out of sixteen sutras in Vedic mathematics, the
 To suggest a suitable procedure for improving the ability investigator had selected three sutras and three sub sutras
of multiplication based on the findings. only.
 Treatment is given only in multiplication by Vedic sutras.

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Volume 9, Issue 5, May – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24MAY1535

G. Statistical Analysis  Total sample

 Boys
 Hypothesis 1  Girls
There is significant difference in the time taken by the
student to complete the test before and after treatment with To test the hypothesis, mean and standard deviation of
respect to the time taken by the student to complete the test are found
and given in table 1.

Table 1: Significance of Difference in the Time Taken by the Students to Complete the
Test Before and after Treatment for Total Sample
Treatment N Mean Time SD Mean Time t-value Level of
(Minutes) Difference Significance
Before treatment 30 31.77 8.82 10.80 5.77 0.01
After treatment 30 20.97 5.44

As revealed by the table, the calculated value of ‘t’ To test the hypothesis, difference between the time taken
(5.77) is greater than that of the tabled value of ‘t’ (2.58) at by boys to complete the test are found and given in Table 2.
0.01 level of significance. So, there is a significant difference
in the time taken by the student to complete the test for total
sample.

Table 2: Significance of difference in the time taken by boys to complete the test before and after treatment
N ∑𝑫 ∑ 𝑫𝟐 t-value Level of significance

16 221 3425 11.09 0.01

It is obvious from the table that ‘t’ value (11.09) is To test the hypothesis difference between the time taken
significant at 0.01 level. So, there is significant difference in by girls to complete the test are found, the details of which
the time taken by the student to complete the test before and are presented in Table 3.
after treatment for boys.

Table 3: Significance of Difference in the Time Taken by the Girls to Complete the Test Before and After Treatment
N ∑𝑫 ∑ 𝑫𝟐 t-value Level of Significance

14 103 1197 4.74 0.01

From the table it is seen that ‘t’ value (4.74) is significant  Total sample
at 0.01 level. So there is significant difference in the time  Boys
taken by the girls to complete the test before and after  Girls
treatment.
To test the hypothesis, mean and standard deviation of
 Hypothesis 2 pre test and post test scores of the students are found and
Significant difference exists in the mean scores between given in Table 4.
pre test and post test with respect to

Table 4: Significance of Difference in the Mean Scores Between Pretest and Post-Test for Total
Test N Mean score SD Mean score difference t-value Level of significance
Pre test 30 43.53 9.53 5.94 2.83 0.01
Post test 30 49.47 6.64

It is clear from the table that t-value (2.83) is significant To test the hypothesis difference between the pre test
at 0.01 level. So a significant difference exists in the mean and post test scores of boys are found and given in Table 5.
scores between pretest and post-test for total.

Table 5: Significance of Difference in the Mean Scores between Pretest and Post-Test for Boys
N ∑𝑫 ∑ 𝑫𝟐 t-value Level of significance

16 111 1689 3.55 0.01

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Volume 9, Issue 5, May – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24MAY1535

From the table we can conclude that t-value (3.55) is To test the hypothesis, difference between the pre test
significant at 0.01 level. So, a significant difference exists in and post test scores of girls are found and the details are given
the mean scores between pre test and post test for boys. in Table 6.

Table 6: Significance of Difference in the Mean Scores between Pretest and post-test for girls
N ∑𝑫 ∑ 𝑫𝟐 t-value Level of Significance

14 67 569 4.10 0.01

Table shows that t-value is significant at 0.01 level. So,  Hypothesis 3

a significant difference exists in the mean scores between pre There is a significant difference in the time taken
test and post test for girls. between boys and girls to complete the pre test To test the
hypothesis, mean and standard deviation of the time to
complete the test between boys and girls are found, details of
which are presented in Table 7.

Table 7: Significance of Difference in the Time Taken between Boys and Girls to Complete the Pre Test
Gender N Mean time SD Mean score difference t-value Level of significance
Boys 16 34.37 9.20 5.59 1.74 Not significant
Girls 14 28.78 7.59

As revealed by the table the t-value (1.74) is not  Hypothesis 4

significant at 0.05 level of significance. So there is no Significant difference exists in the mean pre-test scores
significant difference in time taken between boys and girls to between boys and girls. To test the hypothesis, mean and
complete pre test. Standard deviation of scores of boys and girls to complete the
pre test are found and given in Table 8.

Table 8: Significance of Difference Exists in the Mean Pre Test Scores Between Boys and Girls
Gender N Mean Score SD Mean Score Difference t-value Level of Significance
Boys 16 41.62 10.3 4.09 1.14 Not significant
Girls 14 45.71 8.32

Table shows that t-value (1.14) is not significant. So,  Hypothesis 5

there is no significant difference in the mean pre test score There is no significant difference in the time taken
between boys and girls. between boys and girls to complete the post test.

To test the hypothesis, mean and standard deviation of

the time taken by boys and girls to complete the post test are
found and given in Table 9.

Table 9: Significance of Difference in the Time Taken between Boys and Girls to Complete the Post Test
Gender N Mean time SD Mean Time Difference t-value Level of significance
Boys 16 20.56 6.0 0.866 0.41 Not significant
Girls 14 21.43 4.89

It is clear from the table that t-value is not significant at  Hypothesis 6

0.05 level. So there is no significant difference in the time Significant difference exists in the mean post test scores
taken between boys and girls to complete the post test. between boys and girls.

To test the hypothesis, mean and standard deviation of

scores of boys and girls to complete the post test are found
and given in Table 10

Table 10: Significance of Difference Exists in the Mean Post Test Scores Between Boys and Girls
Gender N Mean score SD Mean score difference t-value Level of significance
Boys 16 48.56 6.46 1.94 0.76 Not significant
Girls 14 50.50 6.93

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Volume 9, Issue 5, May – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24MAY1535

Table shows that t-value (0.76) is not significant. So [4]. Peter, Asha (2006), The Effect of Vedic Instructional
there exists no significant difference in the mean post test strategy on the Achievement in Mathematics of
scores between boys and girls. English Standard Students. M. Ed Dissertation, Mount
Carmel College of Teacher Education. M G
III. MAJOR FINDINGS University, Kottayam.
[5]. Kapoor, S K (2006), Vedic Mathematical Skills, New
 The study reveals that there is significant difference in the Delhi: Lotus Press
time taken by the students to complete the test before and
after treatment for total sample and sub sample. That is
time taken by the students after treatment is less than
before treatment.
 The study reveals that a significant difference exists in the
mean score between pre test and post test for total sample
and sub sample based on gender. That is mean score
obtained by the students after treatment is greater than
before treatment.
 The study reveals that there is no significant difference in
the time taken between boys and girls to complete the
pretest. Boys and girls are alike in the time taken the
pretest.
 The study reveals that there is no significant difference in
the time taken between boys and girls to complete the post
test. That is boys and girls are alike in time taken the post
test.
 The study reveals that there is no significant difference in
the mean pre test scores between boys and girls. That is
boys and girls are alike in mean score obtained in pretest.
 The study pointed out that there is no significant
difference in the mean post test scores between boys and
girls. That is boys and girls are alike in mean score
obtained in post test.

IV. CONCLUSION

The enquiry about the effectiveness of Vedic algorithm

reaches the conclusion that it is very effective in increasing
speed and accuracy in mathematical calculation. Reduced
time and improved score at post test than pre test empowered
this argument. Also it is obvious that the use of Vedic
algorithm directly promote the competency in multiplication
of the pupil irrespective of their gender.

REFERENCES

[1]. Amulya Kumar Behera (2021). “A study on the

effectiveness of the Vedic method on multiplication
for sixth graders” International journal of creative
research thoughts (IJCRT), Vol 9(3), 1204-1210.
[2]. H, Indu & Yogeshwarls (2012) “Effectiveness of
Vedic Mathematics Based Instruction on the Attitude
Towards Learning Mathematics of Grade III School
Students”. IJFANS International Journal of Food and
Nutritional Sciences. Vol 11(8) Pp 362-367
[3]. Rani, Swaroop (2006), Effectiveness of Vedic methods
and Conventional Methods on the Acquisition of
Numerical Ability in Mathematics. Journal of
educational endeavour. January Pp 46-56.

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