Effectiveness of Learning Activity

Package in Mathematics of 8thStandard

Students in Narmada District

A Synopsis
SUBMITTED TO SARDAR PATEL UNIVERSITY, V. V.
NAGAR, ANAND IN PARTIAL FULFILLMENT OF
REQUIREMENT FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY
IN EDUCATION

RESEARCHER Guide
Mrs. Alpa Vaghela Dr. Usha Sharda
(M.Sc. M.Ed.)
Lecturer, Associate Professor,
District Institute of Education and Training, N. H Patel College of Education
Narmada Anand

Department of
Education
Sardar Patel University, Valabh Vidhyanagar, Anand
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 2023

TABLE OF CONTENT

SR CONTENT PAGE
.NO

1 INTRODUCTION 2

2 IMPORTANCE OF THE STUDY 5

3 STATEMENT OF THE PROBLEM 7

4 DEFINITION OF THE TERMS 7

5 RESEARCH QUESTION 8

6 OBJECTIVES OF THE STUDY 8

7 VARIABLE OF THE STUDY 9

8 HYPOTHESES OF THE STUDY 10

9 LIMITATIONS OF THE STUDY 12

10 POPULATION OF THE STUDY 13

11 SAMPLE OF THE STUDY 14

12 RESEARCH METHODOLOGY 15

13 TOOLS UTILIZED IN THE PRESENT STUDY 19

14 DATA COLLECTION IN PRESENT STUDY 20

15 ANALYSIS AND INTERPRETATION OF THE DATA 21

16 FINDINGS OF THE STUDY 21

17 IMPLICATIONS OF THE STUDY 24

18 CONCLUSION 24

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 19 RECOMMENDATIONS FOR THE FURTHER STUDIES 25

REFERENCE 27

1. INTRODUCTION

Education in the present day is perhaps one of the most important

means for individuals to improve their personal endowment, build up their
capacity level, overcome constraints and in the process, enlarge their available
set of opportunities and choices for a sustained improvement of quality of life.
Education has the power to transform lives. It broadens people’s freedom of
choice and action, empowers them to participate in the social and political
lives of their societies and equips them with the skills they need to develop
their livelihoods. In this process education enhances human capital,
productivity and empowers people’s capacities in the process of acquisition,
assimilation and communication of information and knowledge. The role of
education to meet basic learning needs of every person (child, youth and
adults) and in shaping human development have been emphasized through
several cross-cultural studies. Education is a process through which human
personality develops.
The main aim of education is to produce the desired changes in the
behaviour of children and when those changes have taken place, we say that
the child has learnt. Every moment we gain new experiences. These
experiences and traits bring change in our behaviour. Education is the process
of gaining these experiences. The concept of life-long process was given by
UNESCO in its meeting in 1965. The basic principal was defined as “the
animating principle of the whole process of education regarded as continuing
throughout an individuals‟ life from his earliest childhood to the end of his
days and therefore, calling for integrated organization. The necessary
integration should be achieved both vertically throughout the duration of life
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and horizontally to cover all the various aspects of the life of individual and
societies.”
“Education is the development of all those capacities in the individual which
will enable him to control his environment and to fulfill his possibilities.” -
Jhondewey
CONCEPTUAL FRAMEWORK

Education is mainly concerned with the ways and means of teaching

and learning. Even of these two, the latter appears to be more vital as it is not
only concerned with what the teacher does but also with what knowledge s/he
transmits to the students and what the students do to assimilate the
knowledge. For a very long time, it was understood that more information
transfer was teaching. Traditional education was operated on the assumption
that the time consuming steps of learning could be bypassed, that the final
knowledge could be transmitted to the learner through a sort of intellectual
feeling process. Thus, schools were considered knowledge shops and the
process of education was only unidirectional. Subjects were taught according
to the will of teacher and little attention was paid to the eagerness, curiosity
and capability of the pupils.

The goal of our government to provide equal opportunity will remain

as day dream unless problems associated with regular classroom are not
overcome. It is a very difficult task for the teacher to take care of each and
every student in a heterogeneous classroom comprised of many individual
differences among the students. It is impossible for the teacher to teach every
individual according to his/her pace of learning and level of understanding in
a limited time period. In a traditional classroom it is not possible for a teacher
–

 To provide teaching material according to the need of each

student

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  To teach every student according to his/her own pace of
learning.

 To provide teaching material for more time according to the

need of student.

 To access the learning of all individuals and keeping records

of them.

 To guide the students keeping in view their individual

differences

Thus, education may be defined as a purposive, conscious or

unconscious psychological, sociological, scientific and philosophical process
which brings about the development of the individual to the fullest extent and
also brings about the maximum development of society in such a way that
both enjoy maximum happiness and prosperity. Therefore, our society has
provided educational institutions like schools to impart desired service to all
the individuals and significantly improve their developmental patterns from
the childhood. Students learn and benefit from school which is indicated by
their achievement and performance in academic and co- curricular activities.
Schools are one of the starting points for education. School education is
therefore regarded as the base on which one’s life structure depends.

The Education Commission (1964-66) began its report with these

words. “The destiny of India is now being shaped in her classrooms. This we
believe that it is not mere rhetoric. In a world based on science and
technology, it is education that determines the level of prosperity, welfare and
security of the people. On the quality and number of persons coming out of
our schools and colleges will depend our success in the great enterprise of
national reconstruction, the principle objective of which is to raise the
standard of living of our people.” School education provides the consciously
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created environment for the all-round development of the student. As far as
quality of school education is concerned, it should have much potential so that
it can provide the essential challenges to the students. It would help them to
develop the maximum abilities according to their needs. In the modern age,
the role of school is very important. A school is thus considered as a sub-
system of the total social system. The school is one of the most popular
formal agencies of education. It plays an important role in imparting
knowledge and ideas, developing skills and interests, modeling attitudes and
inculcating values to children. It is a social organization for catering to the
need of society and for serving the ends of the people. The school trains the
citizens for tomorrow and prepares them for the future life. It should provide
all facilities and suitable environment for the development of their all-round
personalities. Dr. Zakir Husain (1959) has aptly remarked, “All our
educational institutions will be communities of work. In all these educational
institutions, the pupils will have facilities to experiment, to discover, to work,
to live where work will fashion character and living will shape lives and like
healthy work and like all good life they will form into homes of co-operating
communities engaged in elevating co- operation, initiative and accepting
responsibility through an inner use for self- discipline, self- realization and
mutual helpfulness.”

The school should not be viewed as a place of imparting traditional

knowledge, but as a place where experiments in life are carried on and
experiences are gained for enabling children to live better, richer and
effectively. The school should be the reflection of the large society outside its
four walls and the children will learn by living. The school is the “epitome” of
the life outside the homes and children need to be given all kinds of
experiences. In India our school education system is divided into three stages:
Elementary, Secondary and Higher Secondary Education. Primary education
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system is also divided into two levels: Primary and Upper Primary level. At
Upper Primary level many subjects are taught as compulsory subjects such as:
languages, mathematics, social sciences, general science and computer etc.

2. IMPORTANCE OF THE STUDY

The effort of a child to explore and understand the environment from infancy
through the process of growth is learning. This effort to learn forms the
foundations of the language, physical skills, social understanding and
emotional development need in the future (DeVeries, Zan, Hildebrant,
Edmiaston, & Sales, 2002). In the present scenario the whole education
system is only exam oriented for students and teachers. Students are not
receivers that teacher throws and they catch. Students should not get only
information; they should have their own thinking, their own views about
everything. For that constructivism approach sounds positive. They are free to
think, to do and to apply their own understanding. In traditional approach
invisible and imposing limitations are there for the students as well as for the
teachers.

This study is useful to students and teachers because of following reasons:-

1. Through Learning Activity Package students are active rather than

passive.
2. Learning Activity Package provides students with oppournities to
develop their self esteem and an increase in the level of achievement in
the content area
3. These techniques allow students to work through the material in a
systematic, efficient and timely manner.
4. One of the newest teaching aids and devices currently being developed
and used in innovative programmes is the self-instructional, student
paced, Learning Activity Package.

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 In this research particularly for mathematics subject is focused using
Learning Activity Package. The constructivist believes that each learner must
construct meaning for himself or herself - that the only learning can take
place which is connected to the individual’s already-existing knowledge,
experiences or conceptualizations. What children learn is not a copy of what
they observe in their surroundings, but the results of their own thinking and
processing. The new paradigm, ‘Learning by doing’, is a psychological
philosophical perspective contending that individuals form or construct much
of what they learn and understand (Shunk, 1996). The other theoretical
perspective on how students learn from interacting with others is based on the
social constructivist view of (Vygotsky, 1978). Vygotsky believed that
student can learn from his elders as well as from his peer group. So,
ultimately in our classrooms learning process must be taken place instead of
only one-sided teaching process.

3. STATEMENT OF THE PROBLEM :

From all the thinking, discussions and observations statement of the research
problem is formulated as;
Effectiveness of Learning Activity Package in Mathematics of
8thStandard Students in Narmada District

4. DEFINITION OF THE TERMS

Effectiveness

According to Cambridge English Dictionary, “Effectiveness is the ability to

be successful and produce the intended results”. “The quality of being
successful in achieving what is expected”

In this study Effectiveness means in terms to measure the outcomes of

teaching Mathematics through Learning Activity Package.

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Learning Activity Package:

According to Proctor K. “A Learning Activity Package (LAP) is a body

of knowledge which focuses on one skill, attitude, idea or concept. LAPs are:
- (1) self- instructional (2) student paced (3) student directed and (4) they
provide for accountability of learning”.

In this study Learning Activity Package Learning Activity Packages are the
packages of resources materials including slides and printed materials and
models.

Mathematics:

Mathematics is a self-contained mental discipline with its own language and

structures. It also acts as a mental tool for the training and exercise of
intellectual functions. Mathematics supports decision making in all aspects of
life.

Narmada District: Narmada is the district of Gujarat.

8. OBJECTIVES OF THE STUDY

Following was the objectives of the present study.

1. To prepared Achievement test in mathematics of Std.

8thstudents.

2. To develop learning activity package for std-8th student.

3. To find out the effect of learning activity package on

achievement of students classified on the base of gender and
area.

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 4. To find out the Effect of Learning activity package on
achievement of experimental group.

5. To get the opinions of students about learning activity package.

TASK OBJECTIVES

For conducting this experimental research, these task objectives were

followed.

1. To select units of mathematics in Std. 8 th Mathematics Tex-Book

of Gujarat Secondary Education board Gujarati medium

2. To develop Learning Activity Package (LAP) for Learning

Mathematics through Learning by doing.

3. To develop Learning Activity Package based Achievement Test

to measure effectiveness of Learning Activity Package (LAP).

4. To validate Learning Activity Package in Mathematics (LAP) for

Std. 8th through the experts.

5. To prepare rating scale and Open-ended questionnaire for

students to collect qualitative data.

7. VARIABLES OF THE STUDY

Kaur, S.P. (2013). “Variable” is a term frequently used in research projects. It

is pertinent to define and identify the variables while designing quantitative
research projects. Variable, to put in layman statement is something that can
change and or can have more Than one value. Polit, D. F., & Beck C.T.
(2004) mentioned, “A variable, as the name implies, is something that
varies”. All research projects are based around variables. A variable is the
characteristic or attribute of an individual, group, educational system, or the
environment that is interest in a research study.

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 Table - 1 Variables involved in the Present Study

Variable Nature of Variable Why?

Independent LAP As it effects to the
Variable dependent variable
Dependent Achievement scores Gets effected by the
Variable (Pre-test, Post-test) Independent variable
Moderate Variable Levels Moderate the effects
Variable Gender (a) Boys (b) Girls of independent
Area (a) Urban (b) Rural variable on the
dependent variable
th
Controlled Level: Standard 8 of As the investigation
Variable Primary School will be limited to
Subject: Mathematics upper primary 8th
Medium : Gujarati standard students of
Gujarati Medium
only.
Intervening Enthusiasm, They are imagery
Variable Level of understanding, only, not measurable,
Grasping power of student even then they effect
to dependent variable.

8. HYPOTHESES FOR THE STUDY

After, the research method and design decided, on the basis of purpose,
objectives and proposed research design and also after all the variables
identified researcher had formed hypotheses for the study.

Hypothesis formulated on the bases of objectives are as under.

Ho-1 There will be no significant difference between Post Test

scores of the Experimental Group and Control Group.

Ho-2 There will be no significant difference between Post Test

scores of the Experimental Group and Control Group rural
area.

Ho-3 There will be no significant difference between Post Test

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 scores of the Experimental Group and Control Group urban
area.

Ho-4 There will be no significant difference between the mean

scores of post-tests of the Boys students of control group and
experimental group.

Ho-5 There will be no significant difference between the mean

scores of post-tests of the Girls students of control group and
experimental group.

Ho-6 There will be no significant difference between the mean

scores of post-tests of the Boys students of control group and
experimental group or rural area.

Ho-7 There will be no significant difference between the mean

scores of post-tests of the Girls students of control group and
experimental group rural area.

Ho-8 There will be no significant difference between the mean

scores of post-tests of the Boys students of control group and
experimental group or urban area.

Ho-9 There will be no significant difference between the mean

scores of post-tests of the Girls students of control group and
experimental group urban area.

9. LIMITATIONS OF THE STUDY

Limitations of the study are those characteristics of design or methodology

that impacted or influenced interpretation of the findings of any research.
Needless to say, that having limitations are very normal to every research
study because there are inevitable situations occur during any research.
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Therefore, it is needful to reveal some of these limitations to show as to what
challenges the researcher experienced while conducting this study.

 In present study, the researcher has investigated ‘Effectiveness of

Learning Activity Package in Mathematics of 8 thStandard Students
in Narmada District’ Due to non-availability of the standardized
achievement test designed for the students to asses selected curriculum
topics; taught by activity; researcher has used self-made achievement
test used to measure the shift in achievement scores in pre-test, post-
test for both experimental and controlled group students.
 In this study true experimental pre-test post-test control group research
design was used, but the design does not guarantee external validity of
the experiment as the pretest may increase the subjects’ sensitivity to
the manipulation of experimental treatment.
 For implementing the learning activity packege in appropriate manner
and its fullest capacity, for any subject learning and gauge its
comprehensive effectiveness in enrooting and nurturing any personal,
professional or technical skills amongst students, it needs to practice
those methods at least for one year. Whereas in this study researcher
was permitted only for 8 weeks which was insufficient to provide rich
experience.
 As limited time was allotted to the researcher, to practice the
intervention and as the end semester exam would be taken by school
authority is dominantly based on lecture-based teaching learning,
researcher was little cautious and could not apply many activities
which promote full fledge learning activity packege as they are time-
taking and researcher running short of the time.
10. POPULATION OF THE STUDY
Universe of The Study
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The universe consists of all elements that qualify for inclusion in
the research study. The precise definition of the universe for a
particular study is set by the research question, which specifies who or what
is of interest. The universe may be individuals, groups of people,
organizations, or even objects.

The universe of this study is all the 8 th standard Students Studying in primary
school In Gujarat State.

In the academic year 2022-23 when this experiment executed, there were 680
upper primary school in Narmda District , in Narmda District total 6956
students were enrolled in std 8.

Population of the Study:

A population refers to any collection of specified groups of human beings or

of non-human entities such as objects, educational institutions, time units,
geographical areas. A population is any group of individuals who have one or
more characteristics in common that are of interest to the researcher. The
population may be all the individuals of a particular type or a more restricted
part of the group.

The primary purpose of research is to discover the principles that have

universal application but to study the whole universe or population in order to
arrive at generalization would be impractical or very much time consuming
and confounding. Some population is so large that their characteristics could
not be measured as it may alter till the experiment completed.

The population for this study is all 8th standard Students Enrolled in primary
school of Narmad Distcit of Gujarat State.

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In the academic year 2022-23 when this experiment executed, there were 680
upper primary school in Narmda District , in Narmda District total 6956
students were enrolled in std 8.

11. SAMPLE OF THE STUDY

Meaning: The adequate part of population for study which is called sample,
which is the representative and equivalent to the population. Every factor of
the sample is from the population only. Sample is the basis for drawing
conclusions regarding indications of the population. In this study the
sampling technique for the present study was Systematic Random Sampling
Technique. The total sample of the present study were 160 students (80
students in Experimental Group and 80 students in Control Group were taken
randomly by lottery method for sample selection from the schools.

Fig, 1 Sampling Strategies

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In this present study researcher has adopted stratified Random – Probability
based sampling strategy. The detail distribution of the sample given the below
table 2
Table 3 Distribution of Sample

EXPERIMENTAL CONTROL GROUP

GROUP
NAME OF
NUMBER OF SCHOOL NUMBER OF SCHOOL
TALUKA
STUDENT STUDENT
URBAN RURAL URBAN RURAL
BOYS GIRLS BOYS GIRLS BOYS GIRL BOYS GIRLS
S
NANDOD 20 20 20 20 20 20 20 20
TOTAL 80 80
GRAND 160
TOTAL

12. RESEARCH METHODOLOGY

In the present study researcher had implemented Experimental Research
Method, which is in most cases Quantitative Type Research Method. But here
in present study, researcher has adopted Mixed Approach for data collection.
In Mixed approach also researcher has used Sequential Explanatory
Approach. As in present study first quantitative data has been collected and
for the interpretation and explanation purpose of the analysis of the data
qualitative data in the form of opinions(feedback) has been collected.
True Experimental Designs:
The experimental designs are considered true experiments when they
employed randomization in the selection of their samples and control for
extraneous influences of variation on the dependent variable.
 The three designs we will consider in this section are the best choices
for an experimental dissertation. These are the pretest-posttest control

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 group design, the post-Test only control group design, and the Solomon
Four Group Design.
 Advantages of the true-experimental design include: Greater internal
validity, casual claims can be investigated
 Limitations of the true-experimental design include: Less external
validity (not like real world conditions), Not very practical
From three subcategories of true experimental research designs, researcher
have employed pre-test/post-test control group design with two randomize
group (experimental and controlled), as objectives of this study required. For
that randomised sample has been devided in two equivalent groups one is
Control Group and other is Experimental Group.
 Experimental Group: The experimental group of research participants
who receives the experimental treatment.
 Control Group: True Experiment must have a control group, which is
a group of research participants that resemble the experimental group
but not receive the experimental treatment.

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The symbolic representation of this research design is as shown in the fig. 3.6

Fig, 2 Symbolic representation of the Pre-Test Post-Test Controlled

Group Experimental Design
The procedure of this experimental design with more clearly can be
understood by following figure 2.

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 Effectiveness of Learning Activity Package in Mathematics of
8thStandard Students in Narmada District.

Control Group Experimental Group

Conventional way of
Teaching through LAP
Teaching

Post - test Post-test

Opinionnaire/Reaction
Scale

Fig. 3 Outline of The Research Procedure for The Design Selected

Thus, conclusion of the whole procedure of appropriate Research
Methodology Selection by the researcher for the present study has been
represented in the following table 4

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 Table 4 Research Methodology Ascertaining for the present study

Detail In Present Study

Educational Research Type Applied Research

Educational Research Method Experimental Research

Experimental Research Design  True Experimental Research

(sample is randomized)
 Between the Group Design
(comparison of research data
between two groups)

True Experimental Research

Design Only Post-Test Design
(Sample is divided in two identical
groups)

13. TOOLS UTILIZED IN THE PRESENT STUDY

As the present research study aims to find the effectiveness of learning

activity package in mathematics. The present study two types of tools were
used. These were:

(1) Data Collection Tools / Measuring tools:

 Achievement Test ( Teacher Made) (Post-Test)

 Opinionnaire - to get the feedback about the programme.

Student feedback form: Opinonnaire consisted closed type of questions,

to take feedback and know the views of the students who went under
experimental treatment i.e., learning with LAP. The researcher has
managed to fill the Opinionnaire by 160 students from experimental group

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 Experimental Tools / Instructional Tools:

Teaching Module based on Learning Activity Package (LAP) in

mathematics

Table 5 Tools Utilized in the Present Study

Tool Type Tool

I. Teaching- Modules: Based on Learning Activity for

Learning Tool Mathematics

II. Measuring Quantitative Data 1. Post Test

Tools
Qualitative Data 2. Opinionnaire

14. DATA COLLECTION IN PRESENT STUDY

Data collection can be stated as, “A research technique in which information

is gathered from a sample, by use of different tools. Present study is
Experimental in nature. But still to investigate more thoroughly researcher
needed both primary and secondary data, also researcher required both
qualitative and quantitative data. So, mix methods had been adopted for data
collection.

 To obtain the primary and quantitative data like; pretest, posttest

achievement scores, researcher had used direct, experiment method.
 To obtain already exist secondary data like achievement scores of the
students in previous semester exam, researcher had used school record
where all the results of exams has been record by the school authority.
So, these data were authentic.

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 Also, researcher was seeking feedback from the students of the
experimental group who went through intervention i.e., learning via
activity based teaching, Questionnaire had been prepared and thus
quantitate as qualitative data had been collected.
To know the effectiveness of learning through activity based teaching in
mathematics in this implemented experiment on academic achievements of
the student’s researcher had compared the following test results by ‘t’ test.
Achievement scores in previous semester exam of experimental and
controlled group students.
Pre-Test & Post-Test results

15. ANALYSIS AND INTERPRETATION OF THE DATA

The researcher has prepared and execute Learning Activity Package

(LAP) on experimental group. And to measure the effect of this package
Learning Acitity packege (LAP) was prepared by the researcher. After
implementation of the learning package LAP was given to the students of
both experimental and controlled group. Here, t-test as a statistical technique
was used for the analysis of data. Further, experimental group was given
adopted teacher, between dependent and independent variable. Next will be
the hypotheses analysis, analysis of open ended questionnaire of the students
of experimental group, analysis of students’ opinions about LAP in
experimental group and researcher’s reflective diary in four aspects
elaborated and explained with various statistical techniques.

16. FINDINGS OF THE STUDY

1. Learning Activity Packege (LAP) i n Mathematics was found more

effective on achievement as compared to normal teaching method.

The experimental group students achieved higher score in Learning

Activity Packege (LAP) in comparison to controlled group students. This
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shows that LAP was effective in teaching Mathematics.

2. Teaching through Learning Activity Package helps the students in

achieving more scores compared to the achievement in Traditional method

of teaching in Standard 8th students.

3. The experimental group student have addition in learning than

controlled group students of rural area in achievement scores in post-test.

4. The experimental group student have addition in learning of urban area

in achievement scores in post test than the control group of student.

5. The experimental group student of urban area have addition in learning

than control group in achievement scores in post-test.

6. The experimental group student have addition in learning then the

control group in achievement scores in post test.

7. The experimental group girls student have addition in learning of in

achievement scores in post test then the control group.

8. The experimental group girls student have no addition in learning or no

change in learning in achievement scores in post test and delayed post-test.

9. The control experimental group student have addition in learning of

rural area in achievement scores in post test then the control group.

Findings related to the Qualitative analysis of the data on Rating

Scale given to the students

1. Learning through LAP was joyful experience for the students in the

experimental group.

2. Construction of knowledge for the students became easier, when

they used their previous knowledge.

3. Students found that the activities carried out by teacher were new

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and different as compared to regular class.

4. Students involved in the classroom activities through their active

participation.

5. Students appreciated the thinking process through constructivist

approach instead of direct information delivered by the teacher.

6. Students experienced that with logical understanding, learning of

Mathematics became easier.

7. Students understood the subjective matters through the LAP in an easy

way.

8. Students realized that their own thinking process provides better

way of understanding, where there is no space of memorizing the

content.

9. Through the new learning approach (LAP), self-constructed

knowledge is unforgettable.

10. Students experienced the classroom freedom with equal

participation in teaching- learning process.

11. Students accepted the friendly behavior of researcher during the

experiment.

12. Students found involved in the process of learning.

13. The method of self-evaluation for the learnt content was appreciated

by the students.

14. Students developed awareness about scientific language in

expressing their learnt concepts.

15. The students had developed insight for thinking new illustrations

related to the concepts to discuss in the classroom.

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 16. The audio-visual activities were found more effective and
meaningful for the knowledge construction.

17. The evaluation process after the activities helped to understand the

content easily.

17. IMPLICATIONS OF THE STUDY

1. Learning Activity Packege (LAP) is more effective than normal

teaching method for improving the students’ achievement.

2. Constructivist leaning task package followed by the 5E’s model

become significant and more interesting for students to understand the

subject.

3. Learning Activity Packege (LAP) enhance interest and curiosity in

students learning attitude.

4. Through the Learning Activity Packege (LAP) teacher can be a good

facilitator instead of a fix framed teacher.

5. Learning Activity Packege (LAP) provides a better way of learning

as well as teaching for school students.

6. Learning Activity Packege (LAP) can be applied to enhance the

learning of high and low Scientific Aptitude, Critical Thinking, Scientific
Creativity.

7. Learning Activity Packege (LAP) provides so many classroom

modalities for better teaching.

18. CONCLUSION

The study on the Effectiveness of Learning Activity Package in Mathematics

for 8th Standard Students in Narmada District has provided valuable
insights. The conclusive findings suggest that implementing Learning

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Activity Packages (LAP) in mathematics positively influences students'
learning outcomes. Through the integration of interactive and practical
activities, the LAP (Learning Activity Packages ) approach has shown
promising results in enhancing students' understanding, engagement, and
retention of mathematical concepts.

Furthermore, the study indicates that the LAP(Learning Activity Packages )

method fosters a more dynamic and inclusive learning environment, catering
to diverse learning styles and abilities among 8th-grade students. The hands-
on approach encourages active participation, critical thinking, and problem-
solving skills, contributing significantly to the overall academic performance
of students in mathematics.

However, while the study showcases the benefits of LAP(Learning Activity

Packages ), it also highlights the importance of continuous evaluation and
adaptation of teaching methodologies to meet the evolving needs of students.
Further research could explore the long-term impact of LAP(Learning
Activity Packages ) implementation, considering factors such as sustained
academic improvement, student motivation, and teacher training
requirements.

Overall, the study underscores the potential of Learning Activity Packages

as an effective pedagogical tool in enhancing mathematics education for 8th-
grade students in the Narmada District, laying a foundation for more
engaging and comprehensive learning experiences in the subject.

19. RECOMMENDATIONS FOR THE FURTHER STUDIES

Longitudinal Study: Conduct a longitudinal study to assess the sustained

impact of Learning Activity Packages on students' mathematical abilities.
This study could track the progress of students over an extended period to
understand if the benefits observed in the short term persist over time.
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Comparative Analysis: Compare the effectiveness of Learning Activity
Packages with other teaching methodologies or interventions in mathematics
education. This could involve a comparative study between LAP and
traditional teaching methods or different alternative pedagogical approaches.

Impact on Specific Skills: Dive deeper into the specific mathematical skills
or concepts that benefit the most from LAP(Learning Activity Packages )
implementation. Focusing on particular areas like problem-solving, algebraic
concepts, geometry, or critical thinking could provide insights into where
LAP (Learning Activity Packages ) has the most significant impact.

Teacher Training and Implementation: Investigate the role of teacher

training programs in effectively implementing LAP(Learning Activity
Packages ). Understanding the training needs and strategies for teachers to
optimize LAP delivery could enhance its efficacy in the classroom.

Student Engagement and Motivation: Explore the relationship between

LAP(Learning Activity Packages ) and student engagement and motivation
in learning mathematics. A study that delves into the psychological aspects,
student feedback, and attitudes towards LAP (Learning Activity Packages )
could provide valuable insights.

Inclusion and Accessibility: Assess how LAP(Learning Activity Packages )

caters to diverse learners, including those with different learning abilities,
cultural backgrounds, or socio-economic statuses. Understanding
LAP's(Learning Activity Packages ) inclusivity and accessibility can help
tailor the approach to meet the needs of all students.

Parental Involvement: Investigate the role of parental involvement or

support in reinforcing LAP (Learning Activity Packages ) outcomes.
Understanding how parents or guardians can supplement LAP (Learning

26 | P a g e
Activity Packages ) outside the classroom could contribute to a holistic
understanding of its effectiveness.

Technology Integration: Explore the integration of technology within LAP

(Learning Activity Packages ) to enhance its effectiveness. Studying the
impact of incorporating digital tools, interactive applications, or online
resources could be a valuable avenue for further research.

Researcher also suggest the following suggestion for the further research.

1. Learning Activity Packege (LAP) can be prepared for primary and

higher secondary level for better result of overall teaching- learning
process.

2. Learning Activity Packege (LAP) can be prepared for other school

subjects like biology, physics, mathematics and language also.

3. Learning Activity Packege (LAP) for the effectiveness of Learning

Activity Packege can be executed for teacher-educators and student-
teachers in classroom practices.

4. Similar study can be conducted in English medium.

5. The other variables which are not used in this study can be used for

future study.

6. A study can be carried out using different methods like blended

learning, inquiry approach and concept mapping in relation to Activity

Based Learning.

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