Multi-sensory Integration Approach

1. EFFECTIVENESS OF MULTISENSORY INTEGRATION APPROACH ON
ENHANCING MEMORY AND ACHIEVEMENT IN SCIENCE AMONG
IX STANDARD STUDENTS
Ph.D. VIVA VOCE EXAMINATION 11/08/16
S.PRASANNAKUMAR
Ph.D., Scholar, Department of Education, Bharathidasan University.Trichy.

2. UNDER THE SUPERVISION & CONVENER
Dr. B.SAMINATHAN
Assistant Professor
Department of Education
Bharathidasan University
Tiruchirappalli – 620 024

3. INTRODUCTION
Teaching of Science
Successful and effective teaching requires two basic things. The teacher should
be competent to teach the subject and at the same time teacher should follow new
techniques of teaching to make the learning fruitful and interesting. Teaching and
learning process forms an integral part of education. The effectiveness of teaching
and learning could be measured in terms of the level of achievement of students in the
subject of study and the effectiveness of teaching and learning depends upon both the
teacher and the student. To increase the level of achievement in science, the teacher
and the students need to have knowledge of cognitive process and the cognitive
strategies to be employed.

4. Multisensory Integration
Sensory integration is the subliminal process by which we merge and
organize the information received from each and every sense into one cohesive
mental picture of the natural environment. The field was established by Dr.A.Jean
Ayres study on sensory integration and the child (1979).
Multisensory Integration Approach
Multi-sensory learning, as the name implies, is the process of learning
new subject matter through the use of two or more senses. This may include
combining visual, auditory, tactile or kinaesthetic, olfactory and gustatory (Scott,
1993). By activating brain regions associated with touch, flavour, audition, and
vision, these findings indicate a direct relationship between perceptual knowledge
and sensory brain mechanisms (Barsalou, 1999).

5. MEMORY
Memory Process
Memory is our ability to encode, store, and subsequently retrieval of information and past
experiences in the human brain.
Encoding
Encoding is the first crucial step in creating a new memory. It allows the perceived item of
interest to be converted into a construct that can be stored within the brain.
Storage
Storage is a passive process of retaining information in the brain, whether in the sensory
memory, the short-term memory or the more permanent long-term memory.
Retrieval
Retrieval of memory refers to the subsequent re-accessing of events or information from the
past, which have been previously encoded and stored in the brain.
Achievement
Achievement is the educational goal that is achieved by a student over a certain period.

6. SIGNIFICANCE OF THE STUDY
Students’ achievement in science is derived from the teachers’ capacity to
reach out to deprived children and to create a rich and multisensory
environment for them. Effective teaching depends on the methodology and
technology of teaching. Teaching is a process in which the teacher and the
students create an interactive environment in such a way that the students
become effective and productive learners. So it is necessary to enhance the
students’ achievement in science.

7. STATEMENT OF THE PROBLEM
Science is a search for explanation and interaction of facts and
ideas. The major task of professional preparation for science teacher is to
develop a teaching style based on approach which helps students to develop
memory process.
Information constantly enters into our minds through stimulation,
sensation, attention, perception then forming imagery, conceptualization
finally information is stored in the long-term memory.
Teachers can take advantage of these processes to help students retain the
information and retrieval it when needed. These are possible only by a
student’s having good memory.
Such students are properly integrated sensory stimuli towards learning
Process, this made the investigator to proceed to develop a model to raise the
level of memory and achievement in science. The title of the present study is
‘EFFECTIVENESS OF MULTISENSORY INTEGRATION APPROACH ON
ENHANCING MEMORYAND ACHIEVEMENT IN SCIENCE AMONG IX
STANDARD STUDENTS’.

8. REVIEW OF THE RELATED STUDIES
 The investigator has identified the most relevant studies to the present investigation in
India and abroad.
 Majority of the studies belongs to Experimental Method. On the review of the above
research abstracts, the investigator got an idea on the previous researches conducted in the
field of his research topic.
 The Investigator could get clear idea on the Methodology to be followed, Tool
development, Data gathering technique and appropriate Statistical Techniques to be
followed for this study etc.
 This analysis had paved way to the investigator to proceed successfully without any
repetition or duplication. Therefore the present study is different from above studies in
terms of area, sample and techniques.

9. INSIGHTS GAINED FOR RESEARCH GAP
The early studies didn’t try much to connect Multisensory Integration Approach
and Achievement in Science. Some of the studies were conducted on
Multisensory Approach for Language learning. Some of the studies were focused
on Multisensory Approach on Achievement for Elementary school students.
Studies in Multisensory Approach on Achievement conducted for High School
students are still very few.
Hence the investigator tried to compare and contrast these areas in relation to
Multisensory Integration Approach. Reviews shows that the studies on Memory
in connection with Achievement are not adequately prevalent in Educational
Research. In these circumstances the investigator made an attempt to construct
Multisensory Integration Approach based on sensory process and perceptual
process.

10. Conceptual framework
Learning
Learning theories are conceptual frameworks describing how information is
absorbed, processed, and retained during learning.
Information processing theories equate these mechanisms to that of a computer, in
that it receives input, processes, and delivers output. Information gathered from
the senses (input), is stored and processed by the brain, and finally brings about a
behavioural response (output).
All information enters the brain in the form of sensory input that is delivered to
the brain via the superhighway of the nervous system. Information enters the brain
through the brain stem and travels through the limbic system on its way to the
cerebral cortex. In the cerebral cortex the brain puts together and makes learning
(Sue Bos 2006).

11. Stimulation and Sensation
Stimulation or sensory excitation is the action of various agents or forms
of energy (stimuli) on receptors that generate impulses that travel through
nerves to the brain.
Sensation is the immediate result of a sense organ being acted upon by
appropriate stimuli
Visual stimuli Eyes Visual sensation Seeing
Auditory stimuli Ears Auditory sensation Hearing
Odour emanating(Smell) stimuli Nose Olfactory Sensation Smelling
Taste Stimuli Tongue Gustatory sensation Tasting
Tactile stimuli Skin Tactile sensation Feeling of touch

12. Attention is the cognitive process of selectively concentrating on one aspect of
the environment while ignoring others.
Perception is the organizing, Processing, and interpretation
of sensory information in order to represent and understand the environment
Images are mental forms which enable the individual to think of things even
when they are not present before him and even when he is not getting any
sensation as a result of object stimulation of sense organs. The mental capacity
to form images is referred to as ‘Imagery’.
Conceptualisation. A concept is an abstract idea or a mental symbol, typically
associated with a corresponding representation in language or symbol, that
denotes all of the objects in a given category or class of entities, interactions,
phenomena, or relationships between them.

13. Vision
Hearing
Touch
Taste
Smell
Sensory
memory Attention Short-
term
Memory
Information loss
through
decay/displacement
Long-term
Memory
Information loss
through
decay/interference
Rehearsal
Transfer
Retrieval
INFORMATION PROCESSING MODEL (Atkinson and Shiffrin, 1968)

14. Ayres (1979) was attempted in this lines to design a synthesized sensory integration Model.
The processing of sensory information occurs in a 4 levels.
 Primary level: Tactile, Visual and auditory senses
 Second level : Perceptual motor foundation
 Third level : Visual perception, Auditory perception, visual-motor Integration
 Fourth level: Organizing skill
Joyce, Weil & Calhoun (2009) developed Memory model of teaching to develop students’
information processing ability. It is divided into four phases.
 Phase 1: Developing sensory connections
 Phase 2: Attending to the information
 Phase 3: Expanding sensory images
 Phase 4: Practicing Recall
 The activities of four levels in Ayers sensory integration model are fitted in above four
phases. An attempt had been made by this investigator to enrich the multisensory
integration approach model. In addition of three steps as (I) Relate new information (ii)
organizing the information and (iii) structuring the information. Finally the
Multisensory integration approach model was constructed into 7 steps

15. MULTISENSORY INTEGRATION APPROACH
1.Relating new information to the prior knowledge
2.Focusing attention to the information
3.Developing sensory connection
4.Organizing the information
5.Expanding sensory images
6.Structuring the information
7.Practicing recall

16. 1. Relating New Information to prior knowledge 2.Focusing attention to the
Information
3.Developing sensory connection
4.Organizing the information 5.Expanding sensory images 6.Structuring the information 7.Practicing Recall
• Recognizing
• Identifying
• Recalling
• Predicting
• Integrating
• Coordinating
• Outlining
• Constructing
• Representing
• Analysing
• Segmenting
• Paraphrasing
• Organizing
• Clarifying
• Classifying
• Illustrating
• Interpreting
• Structuring
• Focusing
• Selecting
• Distinguishing
• Discriminating
• Hypothesizing
• Generalization
• Abstracting
• Designing
• Summarizing
• Rehearsing
• Reviewing
• Judging
1.Stimulation
Visual stimulation
Auditory stimulation
Tactile stimulation
Olfactory stimulation
Gustatory
stimulation
2.Attention
Visual attention
Auditory attention
Tactile attention
Olfactory attention
Gustatory attention
3.Sensation
Visual sensation
Auditory sensation
Tactile sensation
Olfactory sensation
Gustatory sensation
4.Perception
Visual perception
Auditory perception
Tactile perception
Olfactory perception
Gustatory perception
5.Imagery
Visual Imagery
Auditory Imagery
Tactile Imagery
Olfactory Imagery
Gustatory Imagery
6.Conceptualization
Auditory concept
Visual concept
Tactile concept
Olfactory concept
Gustatory concept
7.Memory
Visual memory
Auditory memory
Tactile memory
Olfactory memory
Gustatory memory
MULTISENSORY INTEGRATION APPROACH MODEL

17. model appendix pdf.pdf

18. OBJECTIVES OF THE STUDY
 To design and develop multisensory Integration Approach.
 To implement the multisensory Integration approach on enhancing memory and
achievement in science among IX standard students .
 To find out the effect of the multisensory Integration Approach on enhancing memory
and achievement in Science among IX standard students.

19. HYPOTHESES OF THE STUDY
1. There is no significant mean difference between control and experimental group students
in their achievement in pretest.
2. There is no significant mean difference between control and experimental group students
in their achievement in progressive test I.
3. There is no significant mean difference between control & experimental group students in
their achievement in progressive test II.
4. There is no significant mean difference between control & experimental group students in
their achievement in progressive test III.
5. There is no significant mean difference between control and experimental group students
in their achievement in posttest.
6. There is no significant mean difference between pre and post test Scores students in their
achievement in experimental group.
7. There is no significant mean difference between pre and post test scores students in their
achievement in control group.

20. 8. There is no significant mean difference between control and experimental group
students in their memory in pretest.
9. There is no significant mean difference between control and experimental group
students in their memory in posttest.
10.There is no significant mean difference between pre and post test Scores of
memory in experimental group.
11. There is no significant mean difference between pre and post test Scores of
memory in control group.

21. EXPERIMENTATION IN PHASES
Phase: I
 Understanding the of Multisensory Integration Approach.
 Developing a systematic model for the application of multisensory integration approach
instruction promoting memory and achievement in science.
 Identifying chapters for the application of Multisensory Integration Approach in the chemistry
lessons in science book of IX standard
Phase: II
 Trying out the Effectiveness of Multisensory Integration Approach with a small group of
students as pilot study.
 Formation of two groups for conducting experiment, one is control group and another one is
experimental group.
Phase: III
 Conducting pre – test to assess the entry behaviour of the students in the classroom.
 Administering of memory test to the students.
 Comparing the control and experimental group students based on pre – test achievement
scores so as to enable them to establishing the equality of the two groups by mean and
standard deviation.
Con.,

22. Phase: IV
The students of experimental group to be taught through Multisensory Integration
Approach and control group to be taught through the traditional method of teaching.
Duration of the treatment would be of three months.
Phase: V
 Administering the test after the completion of equal amount of portions allotted to
the experiment so as to enable the investigator to administer three progressive tests.
Administering the posttest after the completion of instructional units.
 Entering, categorizing and analyzing the pre – test, progressive tests and post – test
scores.

24. S.No Type Sources
1. Method of the study Experimental Method
2. Research Variables
Independent variable:
Multisensory Integration approach
Dependent variable:
i)Memory ii) Achievement
3. Tools
1. Memory Test.
2. Achievement test.
4. Sampling Technique The Simple Random Sampling Technique
5. Size of the Sample 60 Students
30 Control group and 30 Experimental group
6. Statistical Techniques Mean, Standard deviation, ‘t’test.
SCHEMATIC REPRESENTATION OF THE RESEARCH DESIGN

25. METHODOLOGY OF THE STUDY
Research Method
The present study has followed Experimental method
The present research has followed the two group pre-test post-test designs. In this
design subjects are assigned to the experimental group and the control group at random and
are given a pre-test.
The experimental group taught through Multisensory Integration Approach and the
control group taught through traditional method. After which the two groups are measured on
dependent variable.
Research variables
 The Multisensory Integration Approach is the independent variable
 The Achievement score in science is the dependent variable.
 The Memory score of the students is the dependent variable.

26. Sample of the study
The Simple Random Sampling Technique has followed in the Study. In the school
selected for the study, the IX standard students were taken for investigation, 60
were selected out of 90 students (other than 30 those selected for pilot study).
Tools for the study
1. Achievement test in science.
2. Memory Test.
The investigator administered the tool of achievement test to measure the
achievement (dependent variable) of the students learning in Science. The investigator
also administered memory test to measure the level of memory.

27. 1. Achievement test
 It has generalized test of achievement in science of High schools students for
standard IX. It was constructed and validated by the investigator. The test included
questions of objective type, very short answer type and short answer questions. The
reliability of the achievement test was found by parallel form method and it was
found to be 0.86 which was significant.

28. 2.Memory test
 Content based memory test has constructed by investigator. The
memory test was developed as PGI – Memory scale (1988) which was
constructed and standardized by Dwarke Pershad. PGI Memory scale
developed by PGIMER at Chandigarh India. It includes 10 subtests of
which we used the 4 subtests. The investigator established its reliability
by split-half method and it was to be 0.74
 Memory Recall Test.
 Memory Recognition Test.
 Visual Retention Similar Pair Memory Test.
 Visual imagery Memory test.

29. i) Memory recall test
Investigator gives sample of the body of content. Students should
carefully read it and memorize for specific period of time(10mts).
After that they should write correct response to the appropriate
stimuli.
ii) Memory Recognition test
Investigator gives the body of content. Students carefully read it
and memorize for specific period of time. After that the investigator
asked them to select the best possible answer out of the choices
from a list.

30. iii) Visual retention similar pairs Memory Test
The investigator gives a list of pairs. The students read it for specific period of time.
After that the investigator gives a list of single terms; the students have to write the
correct pair.
iv) Visual imagery test
The investigator shows a card to the students. After a gap of 20 seconds the card is
removed from the sight of the subjects. Then the investigator asks the students to draw
what they have seen in the card. They draw in the paper from their memory the scene
which they have seen.

31. STATISTICAL TECHNIQUES
 Descriptive analysis
This generates information about the nature of a particular group of individuals. Mean
and standard deviation were calculated to determine the central tendencies and
dispersion of variables.
 Differential analysis
This tool involves determination of statistical significance of difference between the
groups with reference to selected variables. It involves’ ‘t’test,
 Correlation analysis
Pearson product moment Correlation was used to find out the significant relationship
between the variables.

32. ANALYSIS AND INTERPRETATION

33. S.No
Test
N Group Mean SD “t” value Remarks
1
Pretest 30 Control
21.53 6.76
0.11 NS*
30 Experimental 21.36 5.56
2 Progressive test-I 30 Control
23.76 3.53
6.41 S*
30 Experimental 31.36 5.56
3 Progressive test-
II
30 Control 24.40 2.60
17.49 S*30 Experimental 42.20 5.93
4 Progressive test-
III
30 Control 27.53 3.35
17.57 S*30 Experimental 53.20 6.77
5 Posttest 30 Control
28.30 1.82
31.64 S*30 Experimental 61.10 5.23
Differential Analysis of Achievement in Pre-test, Progressive test I
Progressive test II, Progressive test III and Post-test.

34. Comparison for Achievement Mean scores of Pretest, Progressive test-
I, II, III and Posttest in control and experimental groups
0
10
20
30
40
50
60
70
Pre Test Progressive
Test I
Progressive
Test II
Progressive
Test III
Post Test
Control Group
Experimental Group

35. Memory Sub
Tests
Tests Groups Mean SD ‘t’
Value
Remarks
Memory Recall Pre-test Control 41.70 15.05
0.02 NS*
Experimental 42.75 17.12
Memory
Recognition
Pre-test Control 42.65 16.7 0.39 NS*
Experimental 43.43 17.1
Visual retention
Similar Pair
Pre-test Control 40.70 15.46 0.01 NS*
Experimental 42.93 19.62
Visual Imagery Pre-test Control 41.00 14.56 0.80 NS*
Experimental 44.37 20.17
Differential analysis of Memory Sub Tests in the pre- test of control and
experimental groups

36. Memory
Sub Tests
Tests Groups Mean SD ‘t’
Value
Remarks
Memory
Recall
Post-test Control 43.83 10.98 6.00 S*
Experimental 61.67 8.20
Memory
Recognition
Post-test Control 51.87 10.66 8.07 S*
Experimental 60.93 6.92
Visual
retention
Similar Pair
Post-test Control 42.87 10.65 9.91 S*
Experimental 62.60 6.19
Visual
Imagery
Post-test Control 43.70 13.65 6.54 S*
Experimental 61.63 6.77
Differential analysis of Memory Sub Tests in post-test of the control and the
experimental groups

37. Comparison for memory sub test scores of control and
experimental groups in post test
0
10
20
30
40
50
60
70
Memory Recall
Test
Memory
Recognition Test
Visual Retention
Similar Pair
Memory Test
Visual Imagery
Test
Control Group
Experimental Group

38. Correlation between achievement and memory score of the control
group in post-test.
S.No Variable Group Test N R
1 Achievement
Control group Post-test 30 0.311
2 Memory 30

39. Correlation between achievement and memory score of the experimental
group in post-test.
S.No Variable Group Test N R
1 Achievement
Experimental group Post-test 30 0.954
2 Memory
30

40. FINDINGS OF THE STUDY
1. It is found that the achievement mean scores of control and experimental group are
similar in pretest. Hence the two groups are equivalent before the treatment.
2. It is found that the achievement mean scores of experimental group is greater than
the control group in progressive test I.
3. It is found that the achievement mean score of experimental group is greater than
the control group in progressive test II.
4. It is found that the achievement mean score of experimental group is greater than
the control group in progressive test III.
5. It is found that the achievement mean scores of experimental group is greater than
the control group in posttest. Therefore the Multisensory Integration Approach is
more effective than the traditional method.
6. It is found that the achievement mean scores of posttest of experimental group is
greater than the pretest.

41. 7. It is found that the achievement mean scores of posttest of control group is
almost equal in the pretest.
8.It is found that the memory mean scores of control and experimental group
has similar in pretest.
9.It is found that the memory mean scores of experimental group is greater than
the control group in posttest. Therefore the Multisensory Integration Approach
on enhancing memory is greater than the traditional method.
10.It is found that the memory mean scores of posttest in experimental group is
greater than the pretest.
11. It is found that the memory mean scores of posttest in control group is
almost equal in the pretest.

42. EDUCATIONAL IMPLICATIONS
1.The Multisensory Integration Approach Model significantly enhances the
memory of the students.
2. Teacher should be given proper orientation towards the Multisensory
Integration Approach.
3. Teacher should be trained to develop Multisensory Integration Approach
Model for various disciplines and chapters.
4. Multisensory Integration Approach provides better opportunities to the
learners to take part in the process of learning activity.

43. RECOMMENDATION FOR FURTHER RESEARCH
1. The present study was confined to a sample of Secondary students in the Government
Boys Higher Secondary School, Pudukkottai. The findings may not be the same in other
districts with a different cultural background and environmental facilities. So it is
suggested that the study of the above may be repeated among students of other districts
and other states.
2. The present investigation was carried out to find the effectiveness of Multisensory
Integration Approach Model enhancing Memory in the chemistry class. It could be
replicated in other branches of Science/ humanities.
3. A Meta-analysis could be attempted on identifying the efficacy of Multisensory
Integration Approach in science, Maths etc.
4. Effect if any of other extraneous variable on Memory could be studied Multi-variate
analysis
5. Multiple/partial correlation analysis should be applied to find out the
contribution of Multisensory Integration Approach Model on Achievement
and Enhancing Memory.
6. Cross-cultural longitudinal studies could be attempted to identify the
efficacy of Multisensory Integration Approach Model

44. CONCLUSION
 This research has designed to help educators meet the challenge of enhancing science
literacy of all students by offering guidelines for adapting, implementing, and
assessing the effectiveness of Multisensory Integration approach to teaching science to
students with learning difficulties.
 So, there is an urgent need to gear up national effort towards the implementation of the
Multisensory Integration Approach Model at all levels of education, and in particular
at the secondary level. It is also imperative to give proper training to the teachers to
equip themselves for practising the Multisensory Integration Approach Model in
classrooms.

45. Thank you