Teaching Interrogative and Negative Transformations Inductively and Deductively
| dc.contributor.author | Chand, Gambir Bahadur | |
| dc.date.accessioned | 2021-12-08T08:37:29Z | |
| dc.date.available | 2021-12-08T08:37:29Z | |
| dc.date.issued | 2009 | |
| dc.description.abstract | The purpose of this study is to determine the effectivenessof inductiveand deductive method in teachingNegative and InterrogativeTransformation. The researcher involved himself in theexperimentalteaching for the purpose of carrying out the research.The researcher hasselected40students studying atNinglashaini Higher SecondarySchool,Mahendranagar with judgmental non-random sampling for hisconvenience. He has used the same test items for pre-test and post-test.A pre-test was administered and on the basis of that result the group wasdivided into two groups and a post-test was administered immediatelyafter classroom teaching. The test items were usedfor written test. Thenumber of questions werefifty and each consists of two marks. The totalfull marks were of one hundred. Onthe basis of pretest the whole classwas divided into two groups Group A was taught inductively andGroupB was taught deductively. Both groups were taught same grammaticalitem interrogation and negation, using the same teaching materials. Eachgroup was taught 20 lesson plans and each period consists of 40 minutes.Then post test was administered and the result of the pre-test and post testwere tabulated and analyzed group wise from different perspective i.e.total performance, item wise comparison, gender wise comparison. Theresult obtained from the analysis of the data showed that deductivemethod is more effective than inductive method. Therefore it isrecommended that deductive method should be applied by the teachers toteachnegative and interrogative transformationin English. The thesis is divided into four chapters: introduction, methodology,analysis and interpretation and findings and recommendations. The firstchapter introduces the study in terms ofgeneral background, aspect oflanguage,importance of grammar,tense and aspects,methods of teachinggrammar,grammatical units and review of related literature,objectivesofthe studyand significance of the study. The second chapter deals withthe methodology used to carry out this research. It contains primary andsecondary sources of data, collection, and process of data collection andlimitations of thestudy. The third chapter deals with the analysis andinterpretation of the data. This chapter included the analysis of the datacomparison of the performance of the students on the basis of differenttest items. To find out the relative effectiveness ofinductive anddeductive method. The final chapter presents the findings andrecommendations. Findings are derived from the data interpretation andrecommendations are made on the basis of the findings in chapter three. | en_US |
| dc.identifier.uri | https://hdl.handle.net/20.500.14540/6325 | |
| dc.language.iso | en_US | en_US |
| dc.publisher | Department of English Education | en_US |
| dc.subject | Teaching Interrogative | en_US |
| dc.subject | Negative Inductively | en_US |
| dc.subject | Negative Deductively | en_US |
| dc.title | Teaching Interrogative and Negative Transformations Inductively and Deductively | en_US |
| dc.type | Thesis | en_US |
| local.academic.level | Masters | en_US |
| local.institute.title | Central Department of Education | en_US |
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