Effect of Taba's Inductive Thinking Model on Achievement In Science and Creative Thinking in Relation to Intelligence of Students at Secondary School Stage
DOI:
https://doi.org/10.52634/mier/2020/v10/i2/1347Keywords:
Inductive Thinking Model, Academic Achievement, Creative Thinking, Intelligence.Abstract
The present study intends to assess the effect of inductive thinking model of teaching on academic achievement in science and creative thinking in relation to intelligence of students at secondary school stage. For conducting the study, four public schools of Jalandhar City in Punjab (India) were selected randomly. Two sections of approximately 35 students were taken from each school. The experimental group was taught following the principles of the inductive thinking model of teaching while the control group was taught through the conventional method (lecture) of teaching. The findings of the study revealed that inductive thinking model was found to be effective in terms of achievement of students in Science. There was also a significant increase in originality, fluency, and flexibility of students when taught by Taba's Inductive Thinking Model.
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Published
2020-11-01
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Deepa Sikand Kauts, & Amit Kauts. (2020). Effect of Taba’s Inductive Thinking Model on Achievement In Science and Creative Thinking in Relation to Intelligence of Students at Secondary School Stage. MIER Journal of Educational Studies Trends and Practices, 10(2), 151–166. https://doi.org/10.52634/mier/2020/v10/i2/1347
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Copyright (c) 2021 Deepa Sikand Kauts, Amit Kauts
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References
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Al-Mehasen, I. A. (2000). Teaching science for developing creative thinking. Education College Journal, Qatar University, 16, 349-383.
Anwar, M.N., Anees, M., Khizar, A., Naseer, M., & Muhammad, G. (2012). Relationship of creative thinking with the academic achievements of secondary school students. International Interdisciplinary Journal of Education, 1(3), 44-47. Retrieved from http://iijoe.org/ IIJE _01_03_12.pdf.
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Bhardwaj, U. (2009). Effect of inductive thinking model on achievement in economics in relation to intelligence at secondary school stage. Unpublished M.Ed. Dissertation, Amritsar: Guru Nanak Dev University.
Bhattacharya, G.C. (1984). To study the effect of concept attainment model and inductive thinking model for teaching Geography in terms of institutional resources (Unpublished Doctoral Thesis), BHU, Banaras.
Billing, H. (2013). Effect of inductive thinking model on achievement motivation of students in relation to their learning approach. International Journal of Education and Psychological Research, 2(4), 49-59.
Burt, C. L. (1970). Critical Notice. In P. E. Vernon (Ed.), Creativity. Baltimore: Penguin Books.
Chan, D. W. & Chan, L. (2007). Creativity and drawing abilities of Chinese students in Hong Kong: Is there a connection? New Horizons in Education, 55 (3), 77-95.
Craft, A. (2006). Fostering creativity with wisdom. Cambridge Journal of Education, 36(3), 337-350.
Edwards, M. P., & Tyler, L. E. (1965). Intelligence, creativity, and achievement in a nonselective public junior high school. Journal of Educational Psychology, 56, 96-99.
George, S., & Rajaguru, S. (2016). Intelligence and achievement of tribal and non-tribal students in the Nilgiris district of Tamil Nadu, India. Indian Journal of Applied Research, 6(3), 136-138.
Getzels, J. W. & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. New York: Wiley.
Guilford, J. P. (1970). Traits of Creativity. In P. E. Vernon (Ed.), Creativity. Baltimore: Penguin Books.
Hota, P. (2000). A comparative study of inductive thinking model with traditional method of teaching science in terms of achievement, scientific creativity, higher mental ability and scientific aptitude of school students. (Unpublished Doctoral Thesis), Berhampur University, Berhampur.
Ismail, M. (2000). Impact of constructivist learning model on achievement in mathematics, retention and creative thinking among seventh standard students. Research Journal in Education & Psychology, 3(3), 294-320.
Kochar, R. S. (1993). Effectiveness of Hilda Taba's inductive thinking model and Bruner's concept attaining model of teaching, in learning of science concept. (M.Ed. Dissertation), K.U. Layne, A., Jules, V., Kutnick, P., & Layne, C. (2008). Academic achievement, pupil participation and integration of group work skills in secondary school classrooms in Trinidad and Barbados. International Journal of Educational Development, 28(2), 176-194.
Marjoribanks, K. (1976). Academic achievement, intelligence, and creativity: A regression surface analysis. Multivariate Behavior Research, 11, 105118.
Mayhon, W. G. (1966). The relationship of creativity to achievement and other student variables. Dissertation Abstracts, 27(6A), 1713.
Meenakshi. (2015). Effect of inductive thinking model on achievement in scientific creativity of class IX students. International Journal of Education and Psychological Research, 4(2), 32-37. Retrieved from http://ijepr.org/doc/V4_Is2_June15/ij9.pdf.
Mizuno, K., Tanaka, M., Ishii, A., Tanabe, H. C., Onoe, H., & Sadato, N. (2008). The neural basis of academic achievement motivation. Neuro Image, 42(1), 369- 378.
Mondal, B.C. (2013). A comparative study for teaching chemistry through inductive thinking model and advanced organizer model. International Journal on New Trends in Education and Their Implications, 4(3),10-20.Retrieved from http://www.ijonte.org/FileUpload /ks63207/File/ 02.mondal.pdf.
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Patel, M. (2015). Developing a teaching package in general science for class X using inductive thinking model. International Journal of Research in Humanities & Social Sciences, 3(1), 13-18.
Prusty, A. (2015). Effectiveness of inductive thinking model of teaching on history learning. Pedagogy of Learning, 1 (1), 9-16.
Rao, S.N. (1980). Educational psychology. New Delhi: Wiley Eastern Limited.
Rengarajan, V. (1999). Impact of inquiry training model on the tolerance of ambiguity of students. The Educational Review, 105.
Sanjiwani, W. (2005). Effectiveness of concept attainment model and inductive thinking model of teaching on students' achievement in science, scientific creativity and attitude towards science. (Doctoral Dissertation), Sant Gadge Baba Amravati University.
Singh, S.N. (1994). Comparison of inductive thinking model with traditional method of teaching economics to class XI students in terms of selected cognitive variables (Unpublished Doctoral Thesis), Indore: DAV.
Smith, I. L. (1971). I.Q., creativity and achievement: Interaction and threshold. Multivariate Behavioral Research, 6, 51-62.
Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children (Cooperative Research Project). San Francisco: San Francisco State College.
Torrance, E. (1965). Rewarding creative behavior (1st Ed.). Englewood Cliffs, New Jersey: Prentice – Hall.
Verma, O. P. & Upadhyay, S. N. (1981). Some Psychological Correlates of School Achievement. Indian Psychological Review, 20(4), 30-34.
Vanderbos, G. R. (2006). APA Dictionary of Psychology. Washington, DC: American Psychological Association.
Walia, P., & Walia, P. (2014). Effect of integrated syntax of advance organizer model and inductive thinking model on attitude towards mathematics and reaction towards integration of models. International Journal of Education and Psychological Research, 3(2), 15-20.
Wanjari, S.S. (2005). Effectiveness of concept attainment model and inductive thinking model of teaching on student's achievement in science, scientific creativity and attitude towards science (Unpublished Doctoral Thesis), Sant Gadge Baba Amravati University.
Yadav, R. (2015). A study of creative thinking in relation to intelligence and self-concept of 10+2 students. International Journal of Educational Planning & Administration, 5(1), 7-10.
Yamamoto, K. (1964). A further analysis of the role of creative thinking in high school achievement. Journal of Psychology, 58, 277-283.
Al-Mehasen, I. A. (2000). Teaching science for developing creative thinking. Education College Journal, Qatar University, 16, 349-383.
Anwar, M.N., Anees, M., Khizar, A., Naseer, M., & Muhammad, G. (2012). Relationship of creative thinking with the academic achievements of secondary school students. International Interdisciplinary Journal of Education, 1(3), 44-47. Retrieved from http://iijoe.org/ IIJE _01_03_12.pdf.
Barron, F. (1988). Putting Creativity to work. In R. J. Sternberg (Ed.), The nature of creativity, 76-98. New York: Cambridge University Press.
Bentley, J. C. (1966). Creativity and academic achievement. Journal of Educational Research, 59, 269-272.
Bhardwaj, U. (2009). Effect of inductive thinking model on achievement in economics in relation to intelligence at secondary school stage. Unpublished M.Ed. Dissertation, Amritsar: Guru Nanak Dev University.
Bhattacharya, G.C. (1984). To study the effect of concept attainment model and inductive thinking model for teaching Geography in terms of institutional resources (Unpublished Doctoral Thesis), BHU, Banaras.
Billing, H. (2013). Effect of inductive thinking model on achievement motivation of students in relation to their learning approach. International Journal of Education and Psychological Research, 2(4), 49-59.
Burt, C. L. (1970). Critical Notice. In P. E. Vernon (Ed.), Creativity. Baltimore: Penguin Books.
Chan, D. W. & Chan, L. (2007). Creativity and drawing abilities of Chinese students in Hong Kong: Is there a connection? New Horizons in Education, 55 (3), 77-95.
Craft, A. (2006). Fostering creativity with wisdom. Cambridge Journal of Education, 36(3), 337-350.
Edwards, M. P., & Tyler, L. E. (1965). Intelligence, creativity, and achievement in a nonselective public junior high school. Journal of Educational Psychology, 56, 96-99.
George, S., & Rajaguru, S. (2016). Intelligence and achievement of tribal and non-tribal students in the Nilgiris district of Tamil Nadu, India. Indian Journal of Applied Research, 6(3), 136-138.
Getzels, J. W. & Jackson, P. W. (1962). Creativity and intelligence: Explorations with gifted students. New York: Wiley.
Guilford, J. P. (1970). Traits of Creativity. In P. E. Vernon (Ed.), Creativity. Baltimore: Penguin Books.
Hota, P. (2000). A comparative study of inductive thinking model with traditional method of teaching science in terms of achievement, scientific creativity, higher mental ability and scientific aptitude of school students. (Unpublished Doctoral Thesis), Berhampur University, Berhampur.
Ismail, M. (2000). Impact of constructivist learning model on achievement in mathematics, retention and creative thinking among seventh standard students. Research Journal in Education & Psychology, 3(3), 294-320.
Kochar, R. S. (1993). Effectiveness of Hilda Taba's inductive thinking model and Bruner's concept attaining model of teaching, in learning of science concept. (M.Ed. Dissertation), K.U. Layne, A., Jules, V., Kutnick, P., & Layne, C. (2008). Academic achievement, pupil participation and integration of group work skills in secondary school classrooms in Trinidad and Barbados. International Journal of Educational Development, 28(2), 176-194.
Marjoribanks, K. (1976). Academic achievement, intelligence, and creativity: A regression surface analysis. Multivariate Behavior Research, 11, 105118.
Mayhon, W. G. (1966). The relationship of creativity to achievement and other student variables. Dissertation Abstracts, 27(6A), 1713.
Meenakshi. (2015). Effect of inductive thinking model on achievement in scientific creativity of class IX students. International Journal of Education and Psychological Research, 4(2), 32-37. Retrieved from http://ijepr.org/doc/V4_Is2_June15/ij9.pdf.
Mizuno, K., Tanaka, M., Ishii, A., Tanabe, H. C., Onoe, H., & Sadato, N. (2008). The neural basis of academic achievement motivation. Neuro Image, 42(1), 369- 378.
Mondal, B.C. (2013). A comparative study for teaching chemistry through inductive thinking model and advanced organizer model. International Journal on New Trends in Education and Their Implications, 4(3),10-20.Retrieved from http://www.ijonte.org/FileUpload /ks63207/File/ 02.mondal.pdf.
Passi, B.K. (1982). Creativity in education. Indore University.
Patel, M. (2015). Developing a teaching package in general science for class X using inductive thinking model. International Journal of Research in Humanities & Social Sciences, 3(1), 13-18.
Prusty, A. (2015). Effectiveness of inductive thinking model of teaching on history learning. Pedagogy of Learning, 1 (1), 9-16.
Rao, S.N. (1980). Educational psychology. New Delhi: Wiley Eastern Limited.
Rengarajan, V. (1999). Impact of inquiry training model on the tolerance of ambiguity of students. The Educational Review, 105.
Sanjiwani, W. (2005). Effectiveness of concept attainment model and inductive thinking model of teaching on students' achievement in science, scientific creativity and attitude towards science. (Doctoral Dissertation), Sant Gadge Baba Amravati University.
Singh, S.N. (1994). Comparison of inductive thinking model with traditional method of teaching economics to class XI students in terms of selected cognitive variables (Unpublished Doctoral Thesis), Indore: DAV.
Smith, I. L. (1971). I.Q., creativity and achievement: Interaction and threshold. Multivariate Behavioral Research, 6, 51-62.
Taba, H. (1966). Teaching strategies and cognitive functioning in elementary school children (Cooperative Research Project). San Francisco: San Francisco State College.
Torrance, E. (1965). Rewarding creative behavior (1st Ed.). Englewood Cliffs, New Jersey: Prentice – Hall.
Verma, O. P. & Upadhyay, S. N. (1981). Some Psychological Correlates of School Achievement. Indian Psychological Review, 20(4), 30-34.
Vanderbos, G. R. (2006). APA Dictionary of Psychology. Washington, DC: American Psychological Association.
Walia, P., & Walia, P. (2014). Effect of integrated syntax of advance organizer model and inductive thinking model on attitude towards mathematics and reaction towards integration of models. International Journal of Education and Psychological Research, 3(2), 15-20.
Wanjari, S.S. (2005). Effectiveness of concept attainment model and inductive thinking model of teaching on student's achievement in science, scientific creativity and attitude towards science (Unpublished Doctoral Thesis), Sant Gadge Baba Amravati University.
Yadav, R. (2015). A study of creative thinking in relation to intelligence and self-concept of 10+2 students. International Journal of Educational Planning & Administration, 5(1), 7-10.
Yamamoto, K. (1964). A further analysis of the role of creative thinking in high school achievement. Journal of Psychology, 58, 277-283.
