"MFS appraoach of Synectics Model

MAKING FAMILIAR STRANGE (MFS) APPROACH OF SYNECTICS MODEL OF TEACHING : A Treatment For Enhancing Creativity And Academic Achievement Of Learners A Dissertation Submitted to Lovely Professional University In Partial fulfillment of the Requirement for the Award of the Degree of Master of Philosophy in Education Advisor : Investigator: Dr. Ramandeep Kaur Thind Uttam Thakur Senior Lecturer M.Phil. [Edu.] Lovely School of Education Department of Education Phagwara, Punjab 2007-08

Key Points ,[object Object],[object Object],[object Object],[object Object]

Theoretical Orientation of the Problem ,[object Object],[object Object],[object Object]

Significance of the Problem ,[object Object],[object Object]

Significance contd. ,[object Object],[object Object]

Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object]

Delimitations ,[object Object],[object Object]

Review of Related Literature ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Studies pertaining to the Creativity ,[object Object],[object Object]

Studies pertaining to Models of teaching and creativity ,[object Object],[object Object]

Studies pertaining to Synectics Models of teaching and creativity ,[object Object],[object Object]

Studies pertaining to Models of Teaching and Academic Achievement ,[object Object],[object Object]

Studies pertaining to Synectics Models of Teaching and Academic Achievement ,[object Object],[object Object]

Related Literature and the Present Study ,[object Object]

Hypotheses ,[object Object],[object Object],[object Object],[object Object],[object Object]

Design of the Study ,[object Object],[object Object],Making Familiar Strange (MFS) approach of Synectics Model of Teaching. Academic Achievement Creativity

Sampling Procedure ,[object Object],[object Object]

The Treatment ,[object Object]

Design of the Teaching Programmes on Science Themes and Testing to the Experimental Group and Control Group 2. Achievement Test in Science (Form-B) 2. Achievement Test in Science (Form-A) 1. Non-verbal Test on Creativity developed by Baqer Mehdi 1. Plastic 2. Glass 3. Ceramics 4. Soap 5. Fertilizer 6. Pesticides Science 1. Non-verbal Test on Creativity developed by Baqer Mehdi Post-test Themes Subject Pre-test

Tools ,[object Object],[object Object]

Test on Non-Verbal Creativity ,[object Object]

Test on Academic Achievement ,[object Object]

Administration And Data Collection ,[object Object],[object Object]

Statistical Techniques ,[object Object],[object Object]

Main Findings ,[object Object],The mean scores of control group and experimental group are 153.72 and 151.43 respectively, this implies that the creativity scores of first group were slightly higher than the second group. Standard deviation of the control group was higher i.e. 34.71 than the experimental group i.e. 31.7 signifying that there is more variation in the scores of students of control group than those in experimental group. The ‘t’ value 0.506 has been found to be insignificant at 0.05 showing thereby that both the groups were having equivalent levels of creativity at initial level. 1.1 Pre-test Scores on Creativity of Control Group and Experimental Group

1.2 Synectics (MFS) Approach of Teaching on Development of Creativity of Control Group and Experimental Group ,[object Object],[object Object],[object Object]

1.3 Comparison of Post-test Scores on Creativity of Control Group and Experimental Group ,[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],The mean scores of control group on academic achievement were 16.16 and that of experimental group was 14.12. The standard deviations of the groups were 3.77 and 3.50 respectively. The calculated t-value from the data was 0.02. The calculated ‘t’ value was less than the table ‘t’ value at 0.05 level of confidence. Hence, the calculated ‘t’ value is insignificant. The t-value 0.02 has been found to be insignificant at 0.05 level of confidence. Therefore, the results have explored that scores of the control and the experimental groups on academic achievement were equivalent at initial level. 2.1 Pre-test Scores of Academic Achievement in the Control Group and Experimental Group

2.2 Synectics Approach (MFS) of Teaching on Academic Achievement of the Control Group and Experimental Group in Science ,[object Object],[object Object]

2.3 Comparison of Post-test Scores on Academic Achievement of the Control Group and Experimental Group ,[object Object],[object Object],[object Object]

[object Object],One of the objectives of the present study was to find the impact of the making familiar strange (MFS) approach of synectics model of teaching on the creativity among boys and girls. Mean scores of boys and girls on creativity post-test were 182.71 and 173.51 respectively. Result indicates that the mean value of boys is higher than the mean value of girls, thus boys are having higher creativity than the girls. The standard deviation of scores of boys i.e. 49.83 is also higher than scores of girls i.e. 48.17. It implied that the variation in the scores of boys is more than the girls. The calculated t-value for the data was 0.432, which is less than the table t-value at 0.05 level of confidence with 71 degree of freedom. Therefore, it is interpreted that the difference in the mean scores of post-test on creativity between boys and girls was insignificant. Hence, the boys and girls are equivalent on post-test of creativity. The hypothesis stated as the creativity doesn’t put any significant difference among the boys and girls is partially accepted.

[object Object],The present study aimed at assesses the impact of the making familiar strange (MFS) approach of synectics model of teaching on the academic achievement of the learners. The mean scores of boys and girls on academic achievement were 20.09 and 18.65 respectively. The standard deviation of boys was 4.49 and that of girls was 5.37. It indicates that the scores of boys were less than the scores of girls. The calculated t-value for the data was 0.215 which was less than the table t-value. The findings revealed that the boys and girls were equivalent on the Academic Achievement. The hypothesis stated that there exist no significant difference among the boys and girls on academic achievement is accepted.

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Educational Implications ,[object Object],[object Object],[object Object],[object Object],[object Object]

Limitations ,[object Object],[object Object],[object Object],[object Object]

Recommendations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Suggestions for Further Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bibliography ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bibliography contd… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bibliography contd… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bibliography contd… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

"MFS appraoach of Synectics Model

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