The objectives of the study were: (1) To prepare Concept Instructional Design (CID) for teaching of Mathematical Concepts. (2) To prepare Concept Attainment Model (CAM) for teaching of Mathematical Concepts. (3) To find out effectiveness of selected technologies to teach Mathematical Concepts with reference to the Conventional Teaching Model (CM). (4) To construct and validate Criterion Reference test to assess the Achievement of the selected Concepts of Mathematics (Arithmetic, Trigonometry and Geometry). (5) To find out the effectiveness of technologies for the teaching of selected Concepts with reference to the Sex and Intelligence of students.
In the present study 210, 166 and 159 sample students were selected for construction and standardization of Criterion Reference test, application of teaching technology and for the duplication of the application of the technology respectively.
The researcher had constructed and standardized three Criterion Reference tests on the basis of Rational Set Generation Technology (RSGT) to measure Achievement and as posttests. The investigator also used Desai Verbal Non-verbal Intelligence test for equalization of groups. The experimental method (three parallel group only post test design) was used.
The experimental method (three parallel group only post test design) was used.
The experiment was duplicated in accordance with Sex of students. CREDIT2, MYSTAT and SIGMASTAT computer softwares were used.
The findings of the study were as follows: (1) CID and CAM for teaching of Mathematical Concepts had been more effective as compared to CM. CID for teaching of Mathematical Concepts had been more effective as compared to CAM. (2) Selected technology CID for teaching of Mathematical Concepts had been more effective for boys and girls with high Intelligence level and CAM and CM was equally effective. (3) Selected technology CID, CAM and CM for teaching of Mathematical Concepts had been equally effective for boys with low Intelligence level. In relation to girls with low Intelligence level CID was more effective than CAM.
Keyword(s): Technology, Teaching , Evaluation, Mathematical ,