Browsing by Subject "Mathematics"
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Item Achievement in Mathematics between Institutional and Community School(DEPARTMENT OF MATHEMATICS EDUCATION CENTRRAL DEPART OF EDUCATION UNIVERSITY CAMPUS TRIBHUVAN UNIVERSITY KIRTIPUR, KATHMANDU NEPAL, 2016) Nepali, SantoshThis study aimed to find out the achievement in mathematics, comparing the students' achievement in mathematics' among the secondary level students of community and institutional schools and seeking out the crucial factors that play roles in achievement gap of the students between these schools. The study is of survey design and 8 institutional and 8 community schools of Sindhuli district were selected by stratified random sampling and all together 320 students such that 20 students from each of these schools are selected as a sample. Students' studying at IX grade were considered as sample population of this research. The parents' education status, parents' occupational status, student regularity, class size, quality of teachers, tuition fees, family guidance, role of administration, extra-curricular activities were also considered as the supplementary primary data. The achievement test and a set of closed questionnaire were developed as the tools for data collection. The mathematics achievement were examined and were compared and set of closed questionnaire were filled up among 320 students. The statistical technique used in this study, were mean scores, standard deviation and two tailed z-test. Based on the interpretation and analysis of the data, it is found that the mathematics achievement score of institutional school students is higher than the community school students and concluded that there is significant difference between community and institutional school students in their achievement in mathematics. Also it is found that factors parents' education status, parents' occupation status, students' regularity, class size quality of teachers, tution fees, family guidance, role of administration and extra-curricular activities play an important role for the gap in mathematics achievement of institutional and community schools.Item Attitudes of Mathematics Teachers Toward the Use of Teaching Materials(Central Department of Education Mathematics, 2019) Shrestha, Dhana NarayanThe study entitled "Attitudes of mathematics teachers toward the use of teaching materials." It was also aimed to compare the attitudes of urban and rural mathematics teachers toward the use of teaching materials. In the same way it aimed to compare the attitudes of male and female mathematics teachers towards the use of teaching materials. According to the objectives of the study, corresponding hypothesis were formulated. The questionnaire and interview schedule were the tools for collecting data. A set of questionnaire consisting of 25 statements based on the categories- receiving, responding, valuing, organization and characterization were constructed and validated. The questionnaire was administered to 90 teachers included in the sample. More than the questionnaire, an interview schedule was developed and administered to 4 teachers selected out of the 90 teachers in the sample. The Mean weightage and χ 2 –test was used to find out the attitude and significance of teachers respectively z-test was used to compare the attitude of rural and urban teachers. χ 2 and z-test was applied at 0.05 level of significance. The information from the interview schedule was obtained in qualitative and descriptive form. The data from interview was given descriptive, qualitative interpretations. The analysis of data on questionnaire indicated that the primary teachers of mathematics of Kavreplanchok district held positive attitude towards teaching material. No significant difference in attitudes was found between rural and urban as well as male and female teachers. Hence it concludes that the teacher should use the teaching materials for to be perfect teaching learning at classroom.Item Basic Mathematical Concepts Practiced by Danuwar Community(Department of Mathematics Education Central Department of Education, 2017) Karki, Lok BahadurThe study is entitled „Basic Mathematical Concepts Practiced by Danuwar Community‟. It is a fresh attempt made at searching Danuwar's mathematical knowledge, ideas and concepts with respect to their practical work basis. This study is carried on cultural, historical, pedagogical and mathematical perspective. It also links those processes with mathematics curriculum. The researcher adopted the qualitative research methods to unveil local ideas of mathematics to interpret Danuwar mathematical concepts. Eight informants were selected purposively in which three are women and five are men. For data collection, the researcher used in-depth interviews; non- participants' observation and photos of Danuwar goods used and made which are linked up with their society. All the possible information was recorded with the help of field notes and photos. They used different nine Khaad Ekai, Dunai, Garang, Bitgara, Sabai, Dedha, Adhai, Dhur, Kattha and different measurement system and some geometrical concepts. The findings of the research can be used to promote ethno mathematics through which teaching and learning mathematics in formal education system also be supported.Item Causes and Remedial Ways of Mathematics Anxiety in Secondary Level Students(Central Department of Education Mathematics, 2018) Tumrok, NirmalMathematics Anxiety is a fear, anxious feelings and occurs thousands of school level students. But, anxiety itself isn't a great deal the great deal is the question that; what causes it? The main focus of this study was to find out the major causes of mathematics anxiety in secondary school level students and to suggest the question how anxiety can be reduced? To answer these questions, researcher has considered qualitative research approach with case study design. The cases of the study were five studentswho have high mathematics anxiety score. Natural setting classroom observation, semi-structured interview schedule and focus group discussion were used as tools of information collection from related stakeholders such as; teachers, students, parents and administration. Thematic network analysis and triangulation approach of data analysis method were applied to analysis and interpretation the collected data. As a result there were several serious causes of mathematics anxiety was found. Destruction of infrastructure of school of by earthquake, bad reading and learning environment at home, poor participatory class activities, badly engagement of students in latest social medias, lost of habit of doing homework and practices, lost of self-motivation, lack offormative evaluation system etc. contributed to yield the anxiety in mathematics. Same way, there were suggested various ideas, methods and teaching strategies to minimize such anxieties. Teaching conceptual and understanding mathematics, using technologies, audio-visual materials, promote students participation, build up habit of doing homework and practices, good cooperation and help of parents etc. were seen as major remedial ways of mathematics anxiety.Item Causes of Low Achievement in Mathematics(Central Department of Education Mathematics, 2017) Mandal, Paban KumarThis study focuses on the causes of low achievement in mathematics of students in Saptaridistrict. The objectives of the study is to find out the causes of low achievement at grade twelve students in mathematics and to analyze the causes of low achievement in mathematicstaken by the school and the teacher to improve their achievement. It is the case study qualitative descriptive nature. The study was conducted with the sample of eleven students of the grade twelve. The sample was chosen purposively according to the performance in mathematics and different family background of the case school. Direct interview with eleven low achiever students in Mathematics, respective teacher, head teacher, parent, peers group discussion of the case school were taken. The major tools of this study were observation form, interview schedule and document analysis. Classroom observation was done regularly for seven days during the teaching learning activities being participate with mathematics teacher and students. Such collected information were analyzeddescriptively according to the constructivism theory. This study showed that different causes of low achievement in Mathematics students they were home environment, school environment, interaction with teacher, peer’s group discussion, teaching learning process, negative attitude towards mathematics, similarly poor learning cultures, pessimistic parents and peer influences, lack of positive learning attitude and poor facilities, poor management in mathematics, irregularity of students, lack of teaching materials and poor interaction system are the main causes of low achievement In Mathematics which is the conclusion of the study.Item Causes of Low Achievement of Girls in Mathematics at Secondary Level(Department of Mathematics Education Central Department of Education, 2015) Bhattarai, PradipMathematics takes important place in human life. We use it directly or indirectly on the every moment of the life. And it is used in different ways of human life. The main concern of this study was to compare the achievement level of Girls and Boys students and to find out the major factors affecting the achievement of Girls students in mathematics in SankhuwaSabha district. Seventy Girls students of five rural and five urban schools are chosen for the study. Research design was survey design. Achievement test and questionnaire were the main tools for the data collection. The study found that mean achievement of Rural Girl students was 19.77 and mean achievement of Urban Girl students was 21.17. The mean difference of two groups was 1.4. It was found that the achievement of Urban Girl students were higher than Rural Girls students.School environment, Teachers behavior, Effective classroom, Peer`s behavior, Interest of the learners, family background, and Time variable were the major factors affecting the mathematics achievement of Girl students. The study concluded that the achievement of Urban Girl students were higher than Rural Girls students. Similarly, there were many causal factors for their low achievement which included school related and out of school related.Item Causes of Low Enrollment of Girls Student in Optional Mathematics at Secondary Level in Parsa District(DEPARTMENT OF MATHEMATICS EDUCATION CENTRAL DEPARTMENT OF EDUCATION UNIVERSITY CAMPUS TRIBHUVAN UNIVERSITY KIRTIPUR , KATHMANDU, 2017) Yadav, Brijkishor PrasadThe study entitled "Causes of Low Enrollment of Girls Students in Optional Mathematics" is a case of study that attempts to indentify the causes of low enrollment of girls students in optional mathematics at secondary level. The main objective of this study was to analyze the causes of low enrollment of girls students in optional mathematics and to explore the remedial ways of low enrollment of girls students in optional mathematics. The study was qualitative design in case study approach. Shree Babulal Hansbahini Secondary School was the study site of my study. 15 students were taken as key respondent and purposive sampling methods was using for collecting the data. To achieve the objective interview, focus group discussion and classroom observation were used as research tools. Firstly, I visited the sample school, consult with Head teacher, subject teacher of the school , clarify them about the objective of the study and took permission for classroom observation , interview and focus group discussion. After that studied previous research deeply and linked the collected data with theories by triangulation way. From the analysis of data it was found that teaching without contextualization, rote learning, fearful environment of classroom, lack of confidence and practices without understanding were the main causes of low enrollment of students in optional mathematics. And further it was found that the ways to minimize low enrollment were: Making teaching learning activities interesting and lively, understand the mathematical concept rather than memorizing, making our mathematics education culturally relevant and contextualized.Item Causes of Magar Students’ Low Achievement in Mathematics(Central Department of Education Mathematics, 2018) Pun Magar, Tek BahadurThis study focused on Causes of Magar Students’ Low Achievement in Mathematics. The objectives of this study were to explore the causes Magar students’ low achievement in mathematics and to identify the strategies taken by school in improving mathematics achievement of the students. . This study was a case study research, related to cause of Magar students’ low achievement in mathematics. This case study was qualitative as well as descriptive in nature. I selected one community school from all community school by purposive sampling method. I selected 4 students from community schools by purposive sampling method for this study. I took in-depth interview for head teacher, Magar students and mathematics teacher. The data was collected from In-depth interview, written document and observation. Data were analyzed by triangulation. The study shows that parents occupations, social, cultural and tradition, parent’s education, assessment technique, teacher students relation, socio-economic condition, lack of practice, home environment, language and lack of motivation were the factors of low achievement of respondents. Free extra classes, feedback, mathematics quiz competition, motivational speech were the factors of strategies taken by school in improving mathematics achievement of the students.Item Challenges Faced by Physically Disabled Students in Learning Mathematics(Central Department of Education Mathematics, 2018) Budha, Log BahadurThis study entitled "Challenges faced by physically disabled students in learning mathematics''. The objectives of this study were to find out the areas of challenges of physically disabled students in learning mathematics and to find out the causes of challenges to physically disabled students while learning mathematics. This study was based on the case study which is qualitative in nature. This study was conducted with the sample of four physically disabled students of grade X selected from Shree Khagendra New Life Special Education Foundation –Jorpati Kathmandu and those samples were selected purposively. Classroom observation form and in-depth interview with students, mathematics teacher head teacher were used as the data collection tools to collect data. Similarly, face to face in-depth interview of students, mathematics teachers, and head teachers were also taken as the source of data to analyze challenges faced by physically disabled students in learning mathematics. Based on reviewed literature and different concepts of theories and data had been analyzed and interpreted to explore the causes of challenges faced by physically disabled students. Similarly, it was also found that critical learning environment of school, mismatched spoken language, less classroom participation, irregularity, lack of parental involvements in the school, lack of time in class activities and teaching method have emerged as major causes behind the challenges in learning mathematics for physically disabled students. The finding of this study shows that, there is negative attitude, beliefs and less interest of physically disabled students on mathematics learning. The school infrastructure (school environment) is not supportive for learning mathematics. And, physically disabled students have no sufficient time for learning mathematics in classroom. This study also shows that the guardian and parents of the physically disabled students have not regularly contacted on their children's study at school.Item Cultural Metaphor For Mathematical Understanding In Nepalese Context(Department Of Mathematics Education, 2019) Pradhan, Jaya BishnuAvailable with full textItem Detrimental Factors for Poor Performance in Mathematics(DEPARTMENT OF MATHEMATICS EDUCATION CENTRAL DEPARTMENT OF EDUCATION TRIBHUVAN UNIVERSITY KIRTIPUR, KATHMANDU, 2017) POUDEL, KESHAB PRASADThis is the survey research related to find the detrimental factors for poor performance in mathematics learning. The main objective of this study was to identify detrimental factors responsible for poor performance in mathematics at secondary level and to find the strategies by school mathematics teacher to improve achievement in mathematics. This survey studies the secondary level mathematics achievement in six schools of Chitwan district. This study also focused on inside school factors and out of the schools factors which are responsible for poor performance. Stratified random selection of secondary schools with sample size 200 students and 6 secondary level mathematics teachers and 6 Head teachers were selected to participate in this study. Two research instruments, structured questionnaire for the students and interview schedule for the teachers and parents were the major tools for this study. To indentify the factors 33 items in questionnaire were used. The achievement score were obtained by schools sources then the score were judged and statistically analyzed in order to find out the detrimental factors for poor performance in mathematics. After collecting the data from survey the data were analyzed using mean. Finding showed the students had influenced of various kinds of determinants in learning mathematics. In this research it was found that teaching learning process and time variable was more responsible than other variable. The research finding brought some meaning implications to the teaching and learning of mathematics at secondary level.Item Development of Number System(Central Department of Education University Campus, Tribhuvan University Kirtipur, Kathmandu, 2017) Shahi, YubrajNumber is fundamental basis of the mathematics. Number and symbols are the preliminary study of mathematics learning. This study focuses to investigate the good information about number system. Thus, the main objective of the study is to explore the number perception on human mind and analysis the historical development of Hind-Arabic and Devanagari number system. The research is conducted on the basis of content analysis approach from primary and secondary data. So, design of this research is qualitative research and Historical descriptive. The source of data for this study are taken from historical documents, archives, websites, research article, related journals, authorized books, consulting with research persons, libraries, department of archaeology etc. The researcher applied open-ended interview with recourse persons to make study strong and valid. What is the origin of number? How to perceive the number in primitive people? And how was the developing phase of the Hindu-Arabic, and Devanagari number system? Be the main problem of this study. The data analysis and interpretation procedure was guided from triangulation process. For this, data from different sources explain analytically, logically, and cross matching comparatively. At last study concluded, the numbers are the result of social phenomena. The concept of number and symbols are comes from ancient human culture and human civilization. So, the numbers are invention from different human civilization but are not from mathematicians. It comes from logical thought on the objects. Each animal have the different number sense. Ancient people used concrete objects for notation the numbers before the recorded history. Primitive people makes number concept from the define collection of objects. For example; “sun” and “moon” for 1, “eyes” and “breast” for 2 and so on. The modern place-value decimal counting was developed from ancient people‟s one-to-one corresponding counting techniques. The foundation of Devanagari script is ancient Hindu (Nagari) script which was a branch of Brahmi script. Consequently, Hindu-Arabic number is revised form of ancient Hindu (Nagari) number.Item Difficulties in Learning Mathematics of Raute Children(Central Department of Education Mathematics, 2018) Air, Chakra BahadurThis study focused on the Difficulties of Raute Children in Learning Mathematics studying at grade V in Dadeldhura district. The objectives of this study were to explore the difficulties of Raute children in learning mathematics at primary level and to find the causes of difficulties in learning mathematics at primary level. This is a qualitative study which followed case study design. Study was conducted with the sample size of four Rautechildren from grade V from the Shree Samaijee Lower SecondarySchool in Dadeldhura. The children were selected on the basis of purposive sampling method. Tools of data collection were In-depth interview schedule and class observation form to identify the learning difficulties, influencing factors and impact of home environment on mathematics learning. The researcher used the theory of John, U. Ogbu "cultural difference and discontinuity" to interpret the result and to get the conclusion. From this study the researcher found that the cultural discontinuity at home and school, their interpersonal factors and their parents' economic condition affect their learning. Moreover, the student use of language, lack of local teachers, separate room and less practice create main difficulties in learning mathematics for Raute students. Due to aforementioned reasons, the student's enrollment at school decreases. So, it is recommended that problems concerned to the cultural practice, lingual and economical background should be addressed to create a fruitful learning environment by joining cooperative hand of the government, teachers, communities and other academic bodies.Item Difficulties in Learning Trigonometric Problem(Central Department of Education Mathematics, 2019) Paudel, KamalThe major purpose of this study was to explore the difficulties in learning trigonometric problem and analyze its causes at grade IX students. The study was carried out on four private schools of Kaski district that were selected through purposive sampling. In this research I selected hundred students for achievement test. Among them seven students, whose performance is not satisfactory were selected for interview. The case study research design was used in this qualitative research. Data were collected from diagnostics test, observation and in-depth interview schedules. The collected data was analyzed by general inductive approach. After collection the data from the achievement test, class observation and interview, difficulties in learning trigonometric were categorized in two topics as conceptual and procedural difficulties. Similarly the causes of difficulties in learning trigonometry were categorized as motivation, pre-knowledge, home/school environment, student's attitudes and misconception. In conceptual difficulties: students had difficulties in mathematical definition, symbolizing of mathematics terms, mathematical representation and notation. Similarly in procedural difficulties; students had difficulties in using formula, making connection between definition and problem, findings significant value, separating and multiplying the power of trigonometric terms and visualizing the objects. For the above difficulties reason involve that lack of conceptual knowledge, less practice at home, lack of confidence, teaching method, student's attitude towards trigonometry. Student didn't give clear solution of trigonometric problem. It is necessary to find suitable strategy to cover most of these difficulties for improving student's conceptual and procedural difficulties in trigonometry. The results of this analysis can help to select and design effectiveness learning strategy to rectify the mentioned difficulties.Item Difficulties of Musahar Students in Learning Mathematics(Central Department of Education Mathematics, 2019) Sah, Pramod KumarThe main purpose of this study was to find the mathematics learning difficulties of musahar students, to explore their difficulties of musahar students to learn mathematics and to cope of the challenges in learning mathematics by musahar students. This study used qualitative research design. The research was conducted in five schools of Saptary district and five musahar students, five parents, two mathematics teachers and two head teachers from each school were from sample of the study. The tools used in data collection procedure are interview, review of document and classroom observation. So the methodologies of the research were classroom observation and face to face interview. Based on reviewed literature and different concept of theories, data have been analyzed and interpreted to find out the causes of learning difficulties of musahar students in mathematics. It was found that learning environment at home and school, language, interpersonal relation, teacher-students interaction, gender discrimination, irregularity, lack of parent involvement in the school, lack of support and belief and teaching method have emerged as the major causes behind the learning difficulties of musahar students in mathematics. It was also found that, creating good learning environment, good educational and economical statuses of parents, use of local language for teaching learning mathematics and parental involvement in school were mail addresses problem of musahar students in mathematics.Item Effeciveness Of Problem Solving Method On Mathematics Att Grade IX(Department of Mathematics Education, 2021) Rayamajhee, Prabin KumarThis study is focused to explore the Effectiveness of Problem Solving Method on mathematics at Grade ix. A pre-test and post-test of quasi-experimental research design was used to compare the achievement of two groups experimental and control. The experimental group and control group were selected by coin toss method. The experimental groups were taught by using problem solving method whereas the control group were taught by traditional method. To measure the effectiveness of problem solving method in teaching mathematics, the researcher developed and administered mathematical achievement test for both pre-test and post-test. The test scores were collected and descriptively analyzed by using different mathematical tools as mean, percentage and t-test. The findings of this study were presented after analyzing and interpreting the data. Finally, the researcher suggested recommendations and pedagogical implications. The researcher closed IX grade 39 students of Shree Panchakanya Secondary School, Roshi-10, Kavre as an experimental group and 43 students of Shree Mangal Jana Bijay Secondary School, Roshi-9, Kavre as a control group. After completion of the targeted chapters, researcher collected the data from mathematics achievement test and a set of interview related to the problem solving method. The mathematics achievement test was used for objective; comparing the achievement of the students taught by using Problem Solving method and traditional method and interview was used for objective to explore the students view towards the problem solving method. The results indicated that there was a significant difference between the average achievement score of experimental and control groups on post-test. This finding illustrated that the students in the experimental group performed better when using problem solving method than the control group with the traditional teaching method.Item Effect of Formative Evaluation on Mathematics Achievement(Central Department of Education Mathematics, 2018) Sharma, KapilThis study focused on Effect of Formative Evaluation on Mathematics Achievement of grade VIII students of Bardiya district. The objectives of this study were to compare the mathematics achievements of students with and without using formative evaluation, to analyze the improvement in non cognitive aspects (motivation, participation, regularity and attitudes) of students in mathematics teacher during experimental periods. This study is based on mixed design i.e. quantitative and qualitative research. Researcher selected 2 community school from 10 community school by their same school economic condition, same students achievement through the convenience sampling method. Researcher selected 65 students from two community schools by convenience sampling method for this study. Also for non-cognitive aspects the researcher selected 10 students from both schools by random sampling method. The data was collected from achievement test, interview and class observation note of the schools. Mean, standard deviation and z-test were used for the analysis of quantitative data and the qualitative data were analyzed by triangulation. The study found that there was significance difference between mathematics achievement of students taught by using formative evaluation and not using formative evaluation. Also the researcher found that in the experimental group the non-cognitive aspect was positive changed. They got better response towards mathematics but in the control group the researcher found that there was not so positive change.Item Effect of Home Environment on Mathematics Achievement(Central Department of Education Mathematics, 2019) Mahatara, Ram BahadurThe study entitled related to the “Effect of Home Environment on Mathematics Achievements" is based on quantitative approach. The objective of this study were to find the effectof home environment on the mathematics achievement of students at grade seven and to find the correlation between home environment factors and mathematics achievements of students at grade seven. Two hundred ten students were selected from five governmentschools in Dangisharan Gaunpalika by using random sampling method. Mathematics achievement score and questionnaire forms were uses to collected data. The questionnaire form consisting eight statement which was distributed two hundred ten students and wererequested to describe with parents fill it. The collected data were analyzed by using statistical tools as mean, standard derivation, correlation, t-test, ANOVAtest and multiple linear regression. There is high correlation between mathematics achievement and mother education (0.684). Similarly, there is high correlation between mathematics achievements and home environmental factors; FI (0.489), FE (0.425), FS (0.105), HW (0.096) and WLP (0.019) respectively. There is negative correlation between mathematics achievement and student play mobile or watch TV (-0.520). In multiple linear regression, to find out the study shows that home environment factors effect on achievement of students. Mother's education affected 0.429, father's education affected 0.155, family size affected 0.087, family income affected 0.082 and household workload affected 0.042 on mathematics achievement of student. Student play mobile or watch TV, where to live parents and homework checking are negative affected features on their achievement. Since the home environment factors affect the mathematics achievement of student.Item Effect of Praise on Student's Mathematics Learning at Grade V(Department of Mathematics Education Central Department of Education, 2017) G.C., Lok BahadurThe researcher made a thesis entitled ' Effect of Praise in Student's Mathematics Learning at Grade V'. This is an experimental research with pre-test, post-test non-equivalent group design which is intended to find the effectiveness of praise in teaching learning mathematics at grade V. The objectives of the study were to examine the effect of praise on the mathematics achievement of students and also examine the effect of praise on changing behavior of learning mathematics. The study was conducted in Kailai district where Mot Secondary school of Munuwa VDC was chosen for control group and Pashupati Primary School of Tikapur municipality was chosen for the experimental group. Twenty five students from Pashupati Primary school were selected for sample in experimental group twenty eight students from Moti Secondary were selected for sample in control group. The data collection tools of this research study were achievement test, observation and interview. Experimental period was of 21days in which 18 days for regular classes and 3 days for achievement test. The collected data were analyzed by using statistical tools such as mean, standard deviation, variance and t-test. Also related theory were used to analyze qualitative data. During the experimental phase and analysis of data, the researcher concluded that the use of praise in teaching mathematics at grade V is effective. While using praise, the students' achievement increased and the completion of homework, classwork, participation in teaching learning process, creativity of the students and regularity in the school were also improved. With this reason the researcher concluded that the effective use of praise in grade V bring positive change in teaching learning mathematics. So, it is recommended that every mathematics teachers should use praise while teaching mathematics especially in basic level.Item Effect of Reinforcement on Mathematics Achievement of Lower Secondary Level Student(2017) Yadav, Drupati KumariThe present study " Effect of reinforcement mathematics achievement of lower secondary level students" is carry out to compare the achievement of the mathematics students taught by using reinforcement and without using reinforcement and analyze the behavior of students. The study adopted experimental design. Achievement test, lesson plan and observation were used as data collection tool for the study of this research. A pre-test, post-test, non-equivalent group design was adopted to fulfill the objective of the study. For this two school were selected by convenience sampling method from Siraha district, which were similar in terms of achievement and socio-economic status. The researcher has selected 40 students in the sample both the experimental and control group were taught by researcher herself for 24 day by using and without using reinforcement respectively. Researcher taught the selected units of mathematics textbook of grade VII prescribed by government of Nepal. Student’s behavior was observed by the researcher during the experimentation. After this an achievement test was administered on the both group. The result of test was analyzed by using t-test at 0.05 level of significance difference. It is found that the mean achievement score of the students taught by using reinforcement is better than the mean achievement score of the students taught by without using reinforcement. From the observation, it is concluded that most of the students taught by using reinforcement were very competitive, active, regularly, concentrative and laborious.