Effectiveness of Deductive and Inductive methods in Teaching Causative Verbs

Abstract

The present research entitled ‘Effectiveness of Deductive and Inductive Methods in Teaching Causative Verbs’ aims to find out the effectiveness of deductive and inductive methods in teaching causative verbs. The analysis was done in the government aided school of Dailekh district. The sample population of the study consisted of forty students of grade ten studying at Bhanu Secondary School, Kalbhairab–7, Dailekh. The researcher himself wasinvolved in the practical teaching for the purpose of carrying out the research.The tests (Pre and Post) were the major tools for data elicitation. The pre-test was administered before actual classroom teaching and the post-test was also administered after teaching the students for one month. The different sets of test items were used in the pre-test and the post-test. The test items were used for written test. There were also two types of questions for both tests i.e.multiple choice item and fill in the blank.The items were of forty and sixty marks respectively and contained forty questions each. On the basis of the result of the pre-test the students were ranked according to their individual scores then they were divided into two groups i.e. Group‘A’ and Group ‘B’ on the basis of odd and even number in their pre-test rank. Group 'A' was taught inductively whereas Group ‘B’ was taught deductively. Both groups were taught the same grammatical items, i.e. causative verbs using the same teaching materials which were prepared before actual classroom teaching. Each group was taught for one month, 6 days a week,one period a day and each period was of 45 minutes. After teaching causative verbs for one month, the post-test was administered. The results of the pre-test and the post-test were tabulated and analyzed group wise from different angles,i.e. comparison in general, item wise comparison, sex wise comparison, group wise comparison of boys and girls in different test items,content wise comparison in general and content wise comparison of boys and girls separately to achieve the objectives of the study. This study reveals that inductive method is more effective and more meaningful than deductive one in teaching causative verbs in English.Therefore, it is recommended that inductive method should be applied by the teachers to teach causative verbs in English in general. This thesis is divided in to four chapters. The first chapter introduces the study in terms of general background, importance of the English language,a brief account of ELT in Nepal, importance of grammar, teaching grammar, causative verbs, review of the related literature, objectives of the study,significance of the study and definition of the specific terms. The second chapter deals with the methodology adopted to carryout this research. It contains primary and secondary sources of data,sample population of the study, sampling procedure,tools for data collection, process of data collection and limitations of the study.The third chapter deals with the analysis and interpretation of the data .This chapter includes the analysis of the data .This chapter includes the analysis of the data in comparison of the performance of the students on the basis of different variables i.e. item wise, sex wise and content wise to find out the relative effectiveness of inductive or deductive method. The final chapter presents the findings and recommendations.