innovative teaching

1. DEVELOPMENTOF INNOVATIVE TEACHING METHOD ON PHYSICS
FOR SECONDARY LEVEL STUDENTS
1.1 INTRODUCTION
Innovative teaching is a new model; new learning in this case depends on the learners’
previous knowledge that may at times interfere with the understanding of the new information.
The Innovative teaching and a learning achieving the aims and approaches of physics which are
as follows.
1. Ability to think logically as well as to draw conclusion on the basis of experiment.
2. Development of the ability to reach generalization and to apply them. For solving life
problems.
3. Fostering creativity for innovations teaching on physics.
1.2 NEED AND IMPORTANCE OFTHE STUDY
This study is an engine for the growth and progress of any society
This is very imperative since it is based instruction which is teacher centered has been
identified as a major short coming in the teaching and learning of physics. The need for the
teacher to use Innovative teaching strategies in the teaching of the subjects. so as to enable the
students learn and acquire positive attitudes and values, process, skills and problem-solving
skills, Hence the need for the study.
1.3 SIGNIFICANCE:
1. This study will introduce innovative and novel content presentation technique for physics in
from of concept maps.
2. It will help teachers to teach respective subject more efficiently with the help of concept map
strategy.

2. 3. This innovative technique will help students to learn better and ensure more involvements in
learning activities.
OBJECTIVES
1. To develop the innovating teaching method on Physics (electronics) for Secondary level
students.
2. To find out the effectiveness of teaching method on innovating teaching for secondary
level students.
1.5 HYPOTHESIS:
1. Developed material is highly effective.
2. There is a difference between Control group, Experimental group and Achievement
scores.
3. There is a difference between Pre-test, Post –test of control group, Experimental group
and Achievement scores.
4. There is no difference between pre-test and post test of control group.
5. There is difference between pre-test and post-test of experimental group.
6. There is no difference between pre-test of control and experimental and group.
7. There is difference between post-test of experimental and control group.
8. 1.6 OPERATIONAL DEFINITIONS OF THE TERMS USED IN THE STUDY.
Innovative teaching is a necessity for all teachers in order to meet the educational needs
of the new generations. However, teachers competency for innovative teaching is a Key
factor influencing innovative teaching performance, is good, some research points out
that many teachers lack competencies for innovative teaching.
“Innovative teaching is a defined as a proactive approach to integrate new teaching”.
CONTROL GROUP
The control group is defined as the group in an experiment or study that does not receive
treatment by the researches and is then used as a benchmark to measure how the other tested
subjects do,

3. EXPERIMENTAL GROUP
An experimental group is the group in an experiment that receives the variable being
tested, one variable is tested at a time the experimental group is compared to a control group,
which does not receive the test variable, in this way experimental, groups are used to find
answers in an experiment,
PRE- TEST
A preliminary test administered to determine a student’s baseline knowledge or preparedness for
an educational experience or course of study. or A test taken for practice to the advance testing
of something such as a questionnaire product or idea.
POST-TEST
A test given to students after completion of an instructional program or segment and often used
in conjunction with a pre test to measure their achievement and the effectiveness of the program
a measurement of the learning received during the class as a result of comparing what the student
knew before in a pre-test and after the class experience in a Post-test.
METHODOLOGY
1. SAMPLE

4. Sampling Method
Secondary Level School Students (50)
Control Group Experimental Group
25 Students Test
Pre-test Post-test
25 Students Test
Pre-test Post-test

5. 1. RESEARCH METHOD
“An experiment is an investigation in which a hypothesis is scientifically tested. In an
experiment an independent variable (the cause) is manipulated and the dependent
variable (the effect) is measured: any extraneous variables are controlled.”
There are three types of experimental you need to know.
 Laboratory/controlled experiment
 Field experiment
 Natural experiment
2. TOOLS USED
Researcher will select a lesson plan or model using a technology and researcher will
prepare for control and experimental group on pre test/post test questionnaire.
The lesson plan will standardized by finding out content validity and reliability.
3. DATA COLLECTION PROCEDURE
In this study is the analysis and definitions are very important concept. Collecting the data
and analysis, define about this study is the main theme.
4. STATISTICAL TECHNIQUE
Researcher will use the following statistical techniques.
They are:
1. Mean
2. Standard deviation
3. T- Test.
Mean:
Mean is calculated by using the formula

6. M=
∑ 𝑿
𝑵
2. Standard deviation:
2. S.D is calculated by using the formula
3. ‘t’-test:
Tis calculated by using the formula
1.8 LIMITATIONS OF THE STUDY:
1. The study is limited to 50 Students of Secondary School students.
2. The present Study is confined to the Secondary Level Students only.
3. It is based on Experimental Method.
4. The Module will be prepare for only one chapter. I.e. Electronic and Logic gates.

7. Conclusion
Innovation and creativity are part of the essential skills that enable students to meet with future
challenges and market competitions. While current educational systems do not provide the
necessary creativity and innovation strategies required to meet with these demands and
challenges, educators can implement a number of tips and techniques that can help students to
think creatively and find innovative solutions for existing and future problems.
The tips above can be applied either individually or in bulk during the educational process.
While educational systems may prevent educators from applying some of the above tips due to
administrative and other reasons, educators should select the methods which suits the existing
educational system, school level and currently taught curricula.