Effect of Synectic Model on Achievement Motivation in Relation to Its Cognitive Style Among Secondary School Students


  • Gagnita Chahal Research Scholar, Department of Education, Panjab University, Chandigarh, India
  • Kanwalpreet Kaur Assistant Professor, Institute of Educational Technology and Vocational Education, Panjab University, Chandigarh, India




Synectic Model, Achievement Motivation, Field Independent, Field Dependent


The Synectic method assists in achieving goals in the English language by incorporating reflective and imaginative tools rendering the teaching-learning process more interactive and breaking the monotonous routine of a classroom. Achievement motivation typically refers to the level of one’s motivation to engage in achievement behaviour. Achievement is task-oriented behaviour that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion that involves the individual in competing with others, or that otherwise involves some standard of excellence. The study examines the effect of the Synectic model on achievement motivation with its cognitive styles among secondary school students. The sample for the investigation comprised 100 students of class IX English medium private schools of Patiala affiliated to CBSE within the age ranges of 13-15 years. The results show that the mean gain achievement motivation of the group taught by the Synectic model was significantly higher than the group taught through the conventional method. The mean gain achievement motivation of the field-independent cognitive style group was also significantly higher than the field-dependent cognitive style group. The interaction effect of the different instructional strategies with different cognitive styles in respect of gain achievement scores on achievement motivation was also significant.


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How to Cite

Chahal, G., & Kaur, K. . (2021). Effect of Synectic Model on Achievement Motivation in Relation to Its Cognitive Style Among Secondary School Students. MIER Journal of Educational Studies Trends and Practices, 11(2), 293–305. https://doi.org/10.52634/mier/2021/v11/i2/1840


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