Effectiveness of advance organizer model based mobile application on subject achievement of B.Ed. student-teachers

1. Effectiveness of advance organizer model based
mobile application on subject achievement of B.Ed.
student-teachers
Somashekhara M
Research Scholar, P.G. Department of Education, Kuvempu
University, Shankaraghatta- 577451, Shivamogga, Karnataka. E-
mail: somashekhara91@gmail.com
Jagannath K Dange
Associate Professor, P.G. Department of Education, Kuvempu
University, Shankaraghatta- 577451, Shivamogga, Karnataka. E-
mail: drjkdange@gmail.com

2. Introduction
An advance organizer is a cognitive
instructional strategy used to support
learning and retention of information. It is
the information presented prior to
learning and can be used by the learner to
organize and interpret new incoming
information.

3. Introduction (Contd..)
The most important aim of education is to nurture
and develop capabilities of the learners to the
most desirable level of perfection. The prime
objective of teacher education is to meet the
emerging challenges of the process of
globalization. This led the development of
advance organizer model based mobile
application as an e-pedagogic approach. Advance
organizer model based mobile application was a
computer program designed to run on mobile
devices such as Smartphone and tablet computers
etc. It follows the steps of advance organizer
model of teaching.

4. Introduction (Contd..)
Subject achievement has long been recognized as one
of the important goals of Education. The subject
achievement is a product of factors operating within
and outside the individual. Learning outcomes have
become a major phenomenon of interest to all and for
this reason scholars have been working hard to
untangle hurdles against good learning performance.
Hence an attempt has been made to develop a mobile
application based on the advance organizer model and
to study its effectiveness in terms of subject
achievement of student-teachers. One of the
perspective course entitled ‘psychology of the learner’
was selected as a subject matter.

5. Statement of the problem
“Effectiveness of advance organizer model based
mobile application for Kuvempu University student-
teachers of B.Ed. programme in terms of subject
achievement”

6. Objective of the study
To investigate the effectiveness of advance
organizer model based mobile application on
subject achievement of B.Ed. student-teachers.

7. Hypothesis of the study
1. There is no significant difference between pre-test mean scores
of the experimental group and the control group with
reference to subject achievement.
2. There is no significant difference between post-test mean
scores of experimental group and control group with
reference to subject achievement.
3. There is no significant difference between pre-test and post-
test mean scores of the control group with reference to subject
achievement.
4. There is no significant difference between pre-test and post-
test mean scores of the experimental group with reference to
subject achievement.
5. There is no significant difference between post-test and
delayed post-test mean scores of the experimental group with
reference to subject achievement.

8. Methodology used for the study
The study was ‘True experiment’ in nature
and it was a randomized pre-test, post-test
two group experimental design.

9. Sampling procedure
During the process of selecting sample from the
population ‘simple random sampling technique’ was
followed. There were 18 B.Ed. Colleges affiliated to
Kuvempu University, Shankaraghatta, Shivamogga,
Karnataka, India. Hence, 18 B.Ed. colleges of
Kuvempu University were considered as the total
population. Two B.Ed. colleges, namely ‘Kuvempu
Shathamanotsava Shikshana Mahavidyalaya,
Shivamogga and ‘Al-Mohammed College of
Education, Shivamogga were chosen randomly by
lottery method. Both the colleges were affiliated to
Kuvempu University having the same type of
curriculum, method of teaching, overall academic
environment and evaluation pattern.

10. Hypothesis-wise analysis of data
Hypothesis 1: There is no significant difference between pre-test mean scores
of the experimental group and the control group with reference to subject
achievement.
Hypothesis 2: There is no significant difference between post-test mean scores
of experimental group and control group with reference to subject
achievement.
Table 1 shows pre-test and post-test mean score, standard deviation and t-
value of the experimental group and the control group with reference to
subject achievement
Test
Group N Mean S.D. ‘t’
value
Significance (at
0.05)
Pre-test
Experimental 32 14.96 2.58
0.22 Not Significant
Control 32 14.84 1.86
Post-test
Experimental 32 19.28 1.11
9.52 Significant
Control 32 15.93 1.62

11. Hypothesis 3: There is no significant difference between pre-test and post-test
mean scores of the control group with reference to subject achievement.
Hypothesis 4: There is no significant difference between pre-test and post-test
mean scores of the experimental group with reference to subject
achievement.
Table 2 shows pre-test and post-test mean scores, standard deviation scores
and t-value of the control group and experimental group with reference to
subject achievement
Group Test N Mean S.D. ‘t’ value Significance (at
0.05)
Control
group
Pre-test 32 14.84 1.86 2.48 Significant
Post-test 32 15.93 1.64
Experimenta
l group
Pre-test 32 14.96 2.58 8.67 Significant
Post-test 32 19.28 1.11

12. Hypothesis 5: There is no significant difference between post-test and delayed
post-test mean scores of the experimental group with reference to subject
achievement.
Table 3 shows Mean, Standard Deviation and t-value of post-test and
delayed post-test scores of the experimental group with reference to
subject achievement
Group Test N Mean S.D. ‘t’
value
Level of
Significance
Experimental
group
Post-test 32 19.28 1.11 0.36 Not
significant at
0.05 level
Delayed
post-test
32 19.37 0.94

13. Conclusion
• Advance organizer model based mobile application an e-
pedagogic approach facilitated meaningful assimilation of
information and ideas among student-teachers of B.Ed.
programme, as reflected in the subject achievement scores of
the experimental group. Findings of this study are in
agreement with the findings of many researches including
David P. Ausubel himself. E-pedagogy like advance organizer
model based mobile application played a significant role in
connecting the new learning material with the relevant
learning material in the cognitive structure of student-
teachers. Ausubel believed in the fact that learning material
learnt in a meaningful way is permanent, whereas learning
material learnt by rote manner is temporary. The results of
this investigation with regard to the objective support the
belief of Ausubel.

14. Conclusion (Contd..)
• Student-teachers of experimental group who received e-
pedagogic approach performed better than those of the
control group on the achievement test. The above discussion
provides interesting implications for the improvement of
classroom teaching-learning in Indian context. Apart from
teaching at the knowledge level, teacher educators should
teach at the understanding, application and higher levels of
cognitive domain. For achieving this objective, steps should
be taken to orient in-service teacher educators as well as the
trainee teachers on the line of advance organizer model based
mobile application approach of teaching. The teacher
education curriculum must incorporate the development of
advance organizer model based mobile applications as a topic
under the models of teaching. Steps may be taken to design
mobile applications on the line of the advance organizer
model.

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