Effectiveness of a Learning Package based on livelihood practices for enhancing achievement in Biology and environmental ethics of high school students

1. by
SARATH CHANDRAN R.
M.Phil. Scholar
Department of Education, University of Kerala
EFFECTIVENESS OF A LEARNING PACKAGE BASED
ON LIVELIHOOD PRACTICES FOR ENHANCING
ACHIEVEMENT IN BIOLOGY AND ENVIRONMENTAL
ETHICS OF HIGH SCHOOL STUDENTS

2. INTRODUCTION
 Innovation has played—and continues to play—an important role in the
development of the education system in India.
 The success of the Government’s elementary education program, namely the
Sarva Shiksha Abhiyan (SSA), has perpetrated a need to move towards
universalizing secondary education.
 Because secondary education is a crucial stage in the educational hierarchy as it
prepares the students for higher education and also for the world of work.
 It is also necessary that general education up to secondary level, opportunities
for improvement of vocational knowledge and skill should be provided at the
higher secondary level to enable some students to be employable.
 Since the introduction of DPEP, formal schooling system followed the
constructivist approach and learner centered education.

3.  But now a days such activity methods are contracted only as cognitive
activities, not included the adequate affective and psychomotor
development of a pupil.
 This is not enough for children to get the livelihood opportunities in future.
Moreover, the developments of affective domain among children are very
important especially in this technology era.
 If we include livelihood practices related Biology such as agriculture, apiculture,
mushroom culture, sericulture etc. will help to increase their environmental
literacy and thereby an ethics towards environment also developed.
 Development of Environmental ethics is very important in children for the
sustainability and conservation of the environment.
 As a preliminary study, investigator decided to prepare a learning package based
on livelihood practices for enhancing achievement in Biology and environmental
ethics of high school students.

4. NEED AND SIGNIFICANCE OF THE STUDY
 According to Dr. A.P.J. Abdul Kalam (2008)‘Unemployability’ is a bigger crisis
than unemployment which is the result of skill deficit. Skill deficit among our
youth is the most important issue to be addressed on priority than the country’s
infrastructure deficit.
 The contemporary world phases value disintegration in all aspects especially
environmental values. After industrialization humans exploited the nature in a
very dangerous manner.
 The result is that many of the native varieties of plants and animals became
extinct or endangered. Undoubtedly can say it will adversely affect to the
existence of human species in earth.
 There is only one way to prevent this over exploitation of nature is the
development of an ethics towards environment through the imparting of
environmental literacy to the children along with the practicing of livelihood
opportunities in secondary education.

5.  Hence the investigator decided to prepare a learning package based on livelihood
practices for enhancing achievement in Biology and environmental ethics of high
school students.
STATEMENT OF THE PROBLEM
 The present study is undertaken to prepare a learning package based on
livelihood practices for enhancing achievement in Biology and environmental
ethics of high school students.
 Hence this study is entitled “Effectiveness of a Learning Package based on
livelihood practices for enhancing achievement in Biology and environmental
ethics of high school students”.

6. OPERATIONAL DEFINITIONS OF THE KEY TERMS
Effectiveness
 The term effectiveness is the capacity of producing desired result. When something is
deemed effective it means it has an intended or expected outcome or produces a deep
vivid impression.
 In this study, effectiveness means the impact of learning package in Biology among
high school students to practice livelihood opportunities.
High school students
 The students studying in school comprising classes 8th, 9th and 10th .
 In this study, investigator defines the term high school students as those who are
studying in classes eighth, ninth and tenth standards of schools in Kerala state.

7. Livelihood practices
 According to Collins English dictionary, livelihood is job or other source of income
that gives you the money to buy the things you need.
 In this study investigator defines the term livelihood practices as acquiring the
knowhow by practicing of one or more jobs during the secondary school education
for the eradication of unemployability among youth. By this, citizen will be self-
sufficient in all aspects.
Environmental ethics
 Environmental ethics is the application of philosophical considerations to the base
humans interact with the earth, natural resources and animals (Stanford.edu.).
 In this study, investigator defines the term environmental ethics as the moral attitude
of adolescent learner while he is interacting with the environment.

8. MAJOR HYPOTHESES OF THE STUDY
 There is no significant difference between the experimental group and control group
in their pre-test scores of Achievement in Biology.
 There is significant difference between the experimental group and control group in
their post-test scores of Achievement in Biology.
 There is no significant difference between the experimental group and control group
in their pre-test scores of environmental ethics.
 There is significant difference between the experimental group and control group in
their post-test scores of environmental ethics.

9. OBJECTIVES OF THE STUDY
 To identify the content areas from high school level Biology text books that can be
used for preparing the learning package which is essential for the livelihood
opportunities.
 To prepare a learning package for high school students to practice livelihood
opportunities.
 To test the effectiveness of learning package for high school students based on
livelihood practices in enhancing achievement in Biology.
 To test the effectiveness of learning package for high school students based on
livelihood practices in enhancing environmental ethics of high school students.

10. METHODOLOGY IN BRIEF
 The experimental method was adopted for the present study. A non- equivalent pre
test-post test design was employed.
Variables used for the study
 Variables are independent and dependent. Effectiveness of learning package is
independent variable and achievement in Biology and environmental ethics are the
dependent variable.
Population
 High school students of Kerala following state syllabus.
Sample
 Government secondary school, Navaikulam, Trivandrum district was selected for the
experiment. Total sample for the experimental investigation consists of 60. They
were divided into two group – experimental and control group and each consists of
30.
Sampling technique
 Cluster sampling

11. Materials and Tools used for the study
 Learning package
 Achievement test in Biology
 Environmental Ethics Scale for Adolescent Learners
(Sarath Chandran R. and Dr. Geetha Janet Vitus; 2017)
Statistical techniques used for the study
 Descriptive statistics
 Test of significance for difference between two large independent sample means.
 ANCOVA

12. Variable Group Number of
students
Mean Standard
deviation
C.R. Level of
significance
pre-test
scores of
Achievement
in Biology
control group 30 4.167 2.409 0.104 Not
Significant
experimental
group
30 4.233 2.565
ANALYSIS AND INTERPRETATION
Test of significance for difference between means of pre-test scores of Achievement in
Biology of control group and experimental group

13.  The calculated value of C.R. is 0.104 and is not significant at 0.05 level. (C.R. =
0.104; p>0.05). Since the mean of the control group do not differ significantly
from that of the experimental group, control group and experimental group are
more or less equal in pre-test scores of Achievement in Biology.

14. COMPARISON OF MEANS OF PRE-TEST SCORES OF ACHIEVEMENT IN
BIOLOGY OF THE TREATMENT GROUPS
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
pre-test
scores
of
Achievement
in
Biology
groups
Control group
Experimental group

15. COMPARISON OF POST-TEST SCORES OF ACHIEVEMENT IN BIOLOGY OF THE
TREATMENT GROUPS USING ANALYSIS OF CO-VARIANCE (ANCOVA)
Source of
variation
df SSx SSy SSxy SSy.x MSy.x SDy.x
Among
means
1 0.067 1269.6 9.2 1264.337 1264.337
Within
groups
57 371.533 461.4 101.8 433.507 7.605 2.758
Total 58 371.6 1731 111 1697.843

16. DATA FOR ADJUSTED MEANS OF POST-TEST SCORES IN
THE TREATMENT GROUPS
Groups Number of
students
Mean of pre-
test
Mean of post-
test
Adjusted post-
test mean
Control 30 4.167 5.9 5.909
Experimental 30 4.233 15.1 15.091

17.  The significant difference between the adjusted post-test means
indicate that the pupils of experimental and control groups differ
significantly in their achievement in the post-test after they have
been adjusted for difference in the pre-test achievement scores.
 Since the adjusted mean of experimental group is significantly
greater than that of the control group, the experimental group is
superior to the control group in post-test achievement.
 It may therefore be concluded that pupils taught through
package based on Livelihood practice had better academic
achievement than those who taught through conventional
method.

18.  From the analysis of the total scores of pupils in the
experimental and control groups using the
statistical technique, Analysis of Co-variance, it is
clear that the package based on Livelihood practice
is more effective than conventional method with
regard to achievement in biology.

19. PRE-TEST, POST-TEST AND ADJUSTED POST-TEST MEAN
SCORES OF ACHIEVEMENT IN BIOLOGY OF EXPERIMENTAL
GROUP AND CONTROL GROUP
0
2
4
6
8
10
12
14
16
Control group Experimental group
Achievement
scores
Pre-test
Post-test
Adjusted Post-test

20. TEST OF SIGNIFICANCE FOR DIFFERENCE BETWEEN MEANS OF PRE-TEST SCORES OF
ENVIRONMENTAL ETHICS OF CONTROL GROUP AND EXPERIMENTAL GROUP
Variable Group Number of
students
Mean Standard
deviation
C.R. Level of
significanc
e
pre-test
scores of
environme
ntal ethics
control
group
30 49.767 5.194 0.429 Not
Significant
experimental
group
30 50.367 5.63

21.  The calculated value of C.R. is 0.429 and is not significant (C.R. = 0.429; p>0.05).
Since the mean of the control group do not differ significantly from that of the
experimental group, control group and experimental group are more or less equal in
pre-test scores of environmental ethics.

22. COMPARISON OF MEANS OF PRE-TEST SCORES OF
ENVIRONMENTAL ETHICS OF THE TREATMENT GROUPS
0
10
20
30
40
50
60
pre-test
scores
of
environmental
ethics
groups
Control group
Experimental group

23. COMPARISON OF POST-TEST SCORES OF ENVIRONMENTAL ETHICS OF
THE TREATMENT GROUPS USING ANALYSIS OF CO-VARIANCE
(ANCOVA)
Source of
variation
df SSx SSy SSxy SSy.x MSy.x SDy.x
Among
means
1 5.4 219373.06
7
1088.4 219641.09
7
219641.09
7
Within
groups
57 1760.333 3622.333 -760.8 3293.523 57.781 7.601
Total 58 1765.733 222995.4 327.6 222934.62

24. DATA FOR ADJUSTED MEANS OF POST-TEST SCORES IN
THE TREATMENT GROUPS
Groups Number of
students
Mean of pre-
test
Mean of post-
test
Adjusted post-
test mean
Control 30 49.767 51.633 51.504
Experimental 30 50.367 172.567 172.696

25.  The significant difference between the means of adjusted post-test indicated that the
pupils of experimental and control group differ significantly in their post-test scores
of environmental ethics after they have been adjusted for difference in the pre-test
environmental ethics scores.
 Since the adjusted mean of experimental group is significantly greater than that of
the control group, the experimental group is superior to the control group in post-test
scores of environmental ethics.
 It may therefore be concluded that pupils taught through package based on
Livelihood practice had better attainment of environmental ethics than those who
taught through conventional method.
 From the analysis of the total scores of pupils in the experimental and control groups
using the statistical technique, Analysis of Co-variance, it is clear that the teaching
package based on Livelihood practice is more effective than conventional method
with regard to attainment of environmental ethics.

26. PRE-TEST, POST-TEST AND ADJUSTED POST-TEST MEAN
SCORES OF ENVIRONMENTAL ETHICS OF EXPERIMENTAL
GROUP AND CONTROL GROUP
0
20
40
60
80
100
120
140
160
180
200
Control group Experimental group
Environmental
ethics
scores
Pre-test
Post-test
Adjusted Post-test

27. MAJOR FINDINGS OF THE STUDY
 In the case of hypothesis 1, ie, there is no significant difference between the
experimental group and control group in their pretest scores of achievement in
Biology.
 The calculated value of C.R. is 0.104 and is not significant at 0.05 level. (C.R. =
0.104; p>0.05). Since the mean of the control group do not differ significantly
from that of the experimental group, control group and experimental group are
more or less equal in pre-test scores of Achievement in Biology.
 Test of significance for difference between means of pre-test scores of
Achievement in Biology of the treatment groups revealed that there is no
significant difference between control group and experimental group in pre-test
scores of Achievement in Biology.
 Hypothesis 2 was, there is significant difference between the experimental
and control group in their post test scores of achievement in Biology.

28.  The obtained value of F is 166.242 and is greater than the
table value at 0.01 level (i.e., 7.08) and hence is significant
(Fyx = 166.242:p<0.01). This shows that the final mean
scores of treatment groups differ significantly after they have
been adjusted for difference in the pre-test achievement
scores.
 Ie, test of significance for difference between means of post-
test scores of Achievement in Biology of the treatment groups
revealed that there is significant difference between control
group and experimental group in post-test scores of
Achievement in Biology.

29.  Hypothesis 3 was, there is no significant difference between the
experimental and control group in their pretest scores of environmental
ethics. The calculated value of C.R. is 0.429 and is not significant
(C.R. = 0.429; p>0.05).
 Since the mean of the control group do not differ significantly from
that of the experimental group, control group and experimental group
are more or less equal in pre-test scores of environmental ethics.
 Test of significance for difference between means of pre-test scores of
environmental ethics of the treatment groups revealed that there is no
significant difference between control group and experimental group in
pre-test scores of environmental ethics.

30.  Hypothesis 4 was, there is significant difference between the
experimental and control group in their posttest scores of
environmental ethics. The obtained value of F is 3801.262 and
is greater than the table value at 0.01 level (i.e., 7.08) and hence
is significant (Fyx = 3801.262:p<0.01).
 This shows that the final mean scores of treatment groups differ
significantly after they have been adjusted for difference in the
pre-test achievement scores.
 Test of significance for difference between means of post-test
scores of environmental ethics of the treatment groups revealed
that there is significant difference between control group and
experimental group in post-test scores of environmental ethics.

31. THANK YOU