Effect of Concept Attainment and Inquiry Training Model in Teaching Biological Science at Secondary Level


  • Gara Latchanna Dept. of Education, Andhra University, Visakhapatnam
  • K. Swarnalatha Dept. of Education, Andhra University, Visakhapatnam




Effect, Concept Attainment Model, Inquiry Training Model.


The purpose of the study was to find out the effect of Concept Attainment and Inquiry Training Model in teaching Biological Science at secondary level. Descriptive surveyexperimental research design (quasi-experimental) was employed. For the realization of the objectives of the study, a random sample of 175 teachers teaching Biological Science was selected from 24 mandals of Srikakulam district for the purpose of a survey. A sample of 360 students was selected at random. 180 students each (90 each from class VIII and IX) from two schools were selected randomly for experimentation and as controlled group. The experimental group was given the Concept Attainment and Inquiry Training models of teaching. The control group was taught through the conventional method of teaching. The major data collecting tools were questionnaire and achievement test (experimental study). The collected data were analysed by using both descriptive and inferential statistics. In addition, qualitative analysis (by variation) was used. The main aim of this study is to bring out the relative effect of CAM, ITM and conventional method of teaching on the achievement of students for acquisition of Biology concepts in class VIII and IX. The study reveals that there is a significant difference not only between CAM and conventional method, but also between ITM and conventional method on the achievement of students in understanding of Biological Science concepts.


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How to Cite

Gara Latchanna, & K. Swarnalatha. (2016). Effect of Concept Attainment and Inquiry Training Model in Teaching Biological Science at Secondary Level. MIER Journal of Educational Studies Trends and Practices, 6(1), 110–124. https://doi.org/10.52634/mier/2016/v6/i1/1460





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