A STUDY OF EFFECTIVENESS OF THE PROGRAMME

DEVELOPED FOR 3
RD
STD. STUDENT ON VISUAL
AIDS IN TEACHING THE
MULTIPLICATION
TABLE
THIS REPORT IS SUBMITTED FOR THE PARTIAL
FULFILLMENT OF THE D.ED COURSE.
BY
STD S.Y.D.T.ED
DIV ROLL NO
GUIDE BY
MRS. KHAN
SUBMITTED TO:-
M.C.E SOCIETY JUNIOR COLLEGE OF EDUCATION
(ENGLISH MEDIUM
A!AM CAMPUS" CAMP
PUNE #$$%%$
JULY &%$%-&%$$
CERTIFICATE
This is certify that this report a study of effectiveness of programme
developed to use visual aids in teaching the multiplication table to 3
rd
std
student submitted by miss. ----------is bonafied work she has worked under
my guidance
I certify that this work is for the award of the degree of diploma in teachers
education.
Place : Sign :
ate : !uide :
SELF DECLARATION
I here by declare that the research work done "# study of
effectiveness of programme developed to use visual aids in teaching the
multipication table to 3
rd
std student$ done by me.
I have specified that source from where the relevant information has
been collected to the of my knowledge.
This report is not substantially the same as those which were
submitted for any other academic %ualification to the university or any other
university.
Place :
ate :
ACKNO'LEDGEMENT
I wish to e&press my deep sense of gratitude and sincere thanks of my
guide and principal 'rs. Sabrina (han for her guidance and being patient
understanding a source of inspiration of encouragement in enabling me to
complete the pro)ect successfully.
'y heartful thanks also e&tended to all the teacher for whole hearted
assistance* coop ration and guidance in the fulfillment of this pro)ect. I
e&tend my sincere gratitude to Prof. #atika (han for her precious guidance.
I am also thankful to all the principals of the respective schools for
their willing support and coop ration during the implementation of the
research programme in spite of their busy schedule.
CHAPTER$
INTRODUCTION OF TOPICS OF RESEARCH.
$.$ INTRODUCTION.
$.& NEED OF THE PROBLEM
$.3 IMPORTANCE OF THE PROBLEM
$.# STATEMENT OF THE PROBLEM
$.( OPERATIONAL DEFINITION
$.) OBJECTIVES
$.* ASSUMPTION + HYPOTHESIS
$., SAMPLE
$.- SCOPE AND LIMITATION
CHAPTER $
I./01234/51. 16 /17548 16 R989:04;.
$.$I./01234/51.
+esearch is the systematic and scientific activity or attempt to obtain
the answer of meaningful educational phenomenon.
ue to education man make perfect in out the skill so to get the
%ualitative , %uantitative education is the need of the children.
The teacher use various traditional method to teach the student
effectively but this method is not sufficient system teacher use various type
of teaching play important role of teaching learning process.
-ducational aids help the make teaching effective. -ducational aids
provide significant gains in learning retention and recall thinking and
reasoning inters and imagination.
$.& N992 16 0989:04; :-
Some times it may happen that the student don.t understand what the
teacher is teaching no them. They only see towards the face of the student or
they start making noise in the classroom so to overcome this problem the
researcher has selected the topic teaching tables with the help of visual aids.
/ollowing points will e&plain the need of research.
0. This research is needed to prove the use of visual aids is effective in
teaching table.
1. This research is need to make teaching learning process )oyful ,
interesting
$.3 I<710/:.49 16 R989:04;
'athematics is at the base of all essential knowledge and is the base
of the science* technology economy production and the society in
general if the base is perfect then building blocks are also in safe* so
research has a standard importance according to teaching learning of
'aths sub)ect.
"Interest and attention to hand in hand$ so to increase interest
as well as attention it is necessary to make teaching method very
effective easy.$
$.# STATEMENT OF THE PROBLEM.
"# study of -ffectiveness of the programme developed for 3
rd
std
student on visual aids in teaching the multiplication table.$
$.( OPERATIONAL DEFINATION :-
i2 Study 3 To find out something.
ii2 -ffectiveness 3 To be successful in producing the desired effect
or result.
iii2 4isual aid 3 These are appliance which can be seen.
$.) OBJECTIVES.
0 To measure the effectiveness of visual aids in teaching aids

0.* ASSUMPTIONS:-
0. Student will co-operate
1. Student are of the same intelligence level.
$., HYPOTHESIS :-

If visual teaching aids are used for teaching then student are able to
understand the tables easily , clearly.
$.- SCOPE + LIMITATION :-

SCOPE
0 This research is useful for teacher this help to clear the concepts in
students mind
1 This research is useful for student in learning process.
LIMITATION:-
- The student of std 3
rd
only
- Its is limited only to -nglish medium school
- It is limited only to 35 students.
CHAPTER II

REVIE' OF RELATED LITERATURE
&.$ R9=59> 16 R9?:/92 L5/90:/309 610 0989:04; >10@.
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CHAPTER II
REVIE' OF RELATED LITERATURE
INTRODUCTION
/or the fundamental and applied research it is necessary to review the
available research material.
#ction research is the undertaken to solve the current problem.
6ence every time it may not be necessary to review the available research
material. The researcher can keep fle&ibility in reviewing research material
as per his re%uirements. The researcher has to show that his research is
different then other research made on this sub)ect. The reviews help the
researcher to decide criteria of his work.
REVIE' OF RELATED LITERATURE
GAIK'AD. S.D. (&%%#
T5/?9 78 # Study of the effectiveness of teaching aids 9visual2 through
demonstration method . :niversity of pune .
OBJECTIVES
02 To find out the actual use of teaching aids 9visual2 in daily
teaching of science by the teacher.
12 To make a remedial package for :tili;ing the teaching aid
9visual2 effectively and efficiently for making the teaching -
learning process more effective
METHOD:
SURVEY AND EAPERIMENTAL METHOD FINDING:
02 <oncepts in science can be remembered for a long span and
mad clear %uickly by the use of visual teaching aids
12 The effective use of teaching aids the teaching learning
process can be made more effective

NARAYAN S'AMY. M. ($--$
TITLE : -nrichment of vocabulary of standard 4I students through
video - 'adura) (amara) :niversity
OBJECTIVES:
i. To prepare video lessons for standard 4I students on certain
common topics such as =>eekly market= village and town and
animals.
ii. To find out the effectiveness of video lesson in teaching and
learning.
iii. To find out whether standard 4I students improve their
vocabulary in ?Tamil? after viewing the video programme.
METHOD
-&perimental 'ethod
TOOLS 3 @t. test
FINDINGS
i2 The students learned more words in Tamil language after viewing
the video programe on language development
3 PALGUONKAR - H. ($-*,
TITLE : The use of the mass media for geography teaching in India
with special reference to radio and television - Poona :niversity.
OBJECTIVE:
i2 To take a survey of the availability of !eography and 6istory
teaching programme through the mass media in India.
ii2 To see if there was an attempt to use the potentials of each mass
medium while preparing !eography and 6istory lesson and to what
e&tent they were utili;ed.
iii2 To see how 6istory and !eography programmes over the mass
media were being utili;ed by teacher and pupils
METHOD : Survey 'ethod
TOOLS: Abservation Interviewing and %uestionnaire
FINDINGS :
i2 Teacher were generally aware of the !eography teaching
program over the mass media with the e&ception of linguaphone
records.
ii2 +ural teachers were more aware of the video as an available
medium of teaching that their urban counter parts but the situation
was reverse in the case of the rest of the mass media
KAUR. R. ($-,$
TITLE : #n in%uiry into the effectiveness of self instructional audio
cassettes in developing skills among student teacher in a three phased
study. Pun)ab :niversity
OBJECTIVES :
i2 To prepare audio-cassettes of the instructional with e&amples
ii2 To e&amine the effect of self instructional audio-cassettes on the
general teaching competence of student teachers
METHOD:
EB7905<9./:? M9/;12
TOOLS: Buestionnaire* observation schedules
FINDINGS :
i2 The e&perimental groups e&posed to both the treatments showed to
the traditional techni%ue only.
ii2 The self instructional audio cassettes were effective for developing
different teaching skill.
&.& INNOVATION + USEFULNESS O6 RESEARCH 'ORK
The researchers had taken the review of various literatures and fro
that review of literatures* all these researches were done on '.Phil*
Ph. level.
The present research is done standard III
rd
. Previously this research was
not done at primary level.
This research is useful for all the students of Standard III
rd
* the teachers
as it suggest remedies for studying multiplication table.
CHAPTER III

IMPLEMENATION OF RESEARCH
3.$ R989:04; M9/;121?1CD
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CHAPTER 3
I<7?9<9./:/51. 16 R989:04;

I./01234/51.:

In previous chapter research has take review of related literature in this
chapter research has given the detail information about methodology and
procedure

+esearch in systematic and scientific activity or attempt to obtain the answer
of meaningful %uestions educational phenomenon events and structure
"+esearch is -ducation$ as the secret of our cultural development has been
research pushing by discovering new truths alternative to truth , therefore
to research is to get nearer to truth.
3.$ R989:04; M9/;121?1CD
There are various method of educational research such as
M9/;128 16 0989:04;
H58/1054:? R989:04; D984057/51. R989:04; EB7905<9./:? R989:04;
$ H58/1054:? R989:04;:-

The historical +esearch method is past oriented. This method is used to find
out the e&act meaning of the event which have occurred in the past or to
throw light on the new facts found out about the event
#ction +esearch is mainly present oriented and is related with the problems
in the present. To solve such problem the historical research method is not of
much use.
$ D984057/5=9 R989:04;:-
In terms of +esearch we must consider the number of professors given
their opinion and opinion itself. In other words* we must consider the public
opinion or popular opinion.
>hite considering this other factors like capacities and capabilities of the
proffessors* their faith and attitude etc .
& EB7905<9./:? R989:04;:-

The research in which of one factor on the other is student is called
@-&perimental +esearch.. In scientific terms* e&perimental research means
e&amining the hypothesis indicating the cause and effect relation .

The research has selected e&perimental method for provides a systematic ,
logical method for answering the %uestion .
The one group pre test , post test design is used in this research study.
3.& S:<7?9
AF P173?:/51.:
In research* reliable conclusion are drawn regarding the properties of the
e&perimental group such a group is called @Population.
BF S:<7?9:-
# sample is a part of the population which represents the e&act
population.
In this research the research has selected the 3
rd
std. students of all -nglish
medium schools in Pune city.
In this research the researcher has selected 3
rd
std students.
AG S:<7?5.C 3 There are various method of sampling.
$G P307185=9 S:<7?5.C
The research has selected purpose sampling. In purposive sampling the
investigator picks out the sample in relation to some criterion which are
considered important for particular study.

T11?8 :.2 /94;.5E398 16 A4/51. R989:04;

The main tools used for #ction +esearch can be divided into four basic
types.
Tools
C
C C C C
observation %uestionnaire Interview Test
In this research
+esearch used Buestionnaire , test tool for collection of data.
A H398/51..:509:
# series of pre-arranged %uestions put forward for collecting
information is called a Buestionnaire.
In the language of research the %uestionnaire is a to study the likes and
dislikes line of thinking values e&perience in the past and present
circumstances and problems of the research population.
C;:0:4/9058/548 16 : C112 H398/51..:509
0 The Buestionnaire should be precise and its language clear and specific.
1 The Buestions should be intelligible
3 Buestions should be small and correct
D Typing of Buestionnaire should be tidy and neat.
A2=:./:C98 16 H398/51..:509 /11?:
0 Its is possible to get responses from respondents staying at different
locations.
1 # large number of persons can participate as respondents
3 # respondent can send his response as per his convenience
D58:2=:./:C98 16 /;9 H398/51..:509 /11?:-
0 >hen a respondent sends incomplete answer to the %uestion or returns the
%uestionnaire late* it is of no use.
1 The information collected is incomplete and it is difficult to draw proper
conclusions from such a %uestionnaire
&.,R9<925:? M9:83098

S/:/58/54:? T11?8

The ata collected during the e&periment was analy;ed using the following
tools.
9t- test of significance of difference between means2
T 3 test

The @t. test is a techni%ue or determine whether the mean performance of
two group is significantly different.
The following are the formula were used for calculation and the obtained @t.
value was tested 5.50 level.

F10<3?:
02 E F 0
n
12 9G diff21 E F 01 3 95-21n
n
32 t E - - 5
G diff H n
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0I student were selected for e&perimental out of 0I student by
administrating pre test makes were allowed to this student
#fter limitation of program post 3 test was administered and marks were
allotted to this post 3 test the solve of pre 3 test and post 3 test were
analy;ed and conclusion were drown.
This program was conducted in 05 days time schedule
Introduction of multiplication
D:D8 T09:/<9./ D30:/51.
0
st
ay +esearcher take introduction of multiplication table I
tradition method
35 min
1
nd
ay +esearcher take multiplication table in tradition
method
35 min
3
rd
ay +esearcher take a pre-test e&am 15 marks 35 min
D
th
ay +esearcher check the paper and allowed the mark for
pre-test
35 min
I
th
ay +esearcher make various types of teaching aids and
again teach student
35 min
G
th
ay +esearcher teach multiplication table wit help of
visual aids
35 min
J
th
ay Teacher take a post-test 35 min
K
th
ay +esearcher check the paper and mark allowed for
post-test
35 min
L
th
ay +esearcher evaluate the mark of pre-test and post-test 35 min
05
th
ay +esearcher used statistical tool for evaluating the test 35 min
The researcher find out the conclusion for analy;ing the data research give
the suggestion for study.
CHAPTER IV
C1??94/51. 16 5.610<:/51. :.2 2:/: 5/J8 8D./;9858 :.2 :.:?D858
D.0 Presentation of information , data
D.1 #nalysis and interpretation
D.3 <onclusion
CHAPTER - #
3 C1??94/51. 16 5.610<:/51. :.2 2:/: 5/J8 8D./;9858 + :.:?D858
D.0 Presentation of information , data:-
Sr. Mo Mame of student 'arks
0. #nish +a)u Thapa K
1. Sonal +avi (ale 3
3. Shidesh (umar !undhi I
D. 'ona 'anish Shah J
I. +ahul #shok Mihar L
G. +ubina #)i) Shaikh G
J. #niya +amesh Nadhav D
K. Sunit Sunil Salve I
L. >asim Shabbir Shaikh I
05. #shish +amesh Oain 1
'ean E FP
M
E KQ3QIQJQLQGQDQIQIQ1
05
E ID
05
E I.D
Percentage of pretest E 1J R
M9:.8 16 P18/ /98/

Sr. Mo Mame of student 'arks
0. #nish +a)u Thapa K
1. Sonal +avi (ale 3
3. Shidesh (umar !undhi I
D. 'ona 'anish Shah J
I. +ahul #shok Mihar L
G. +ubina #)i) Shaikh G
J. #niya +amesh Nadhav D
K. Sunit Sunil Salve I
L. >asim Shabbir Shaikh I
05. #shish +amesh Oain 1
'eans E FP
M
E 01Q05Q0IQ0DQ03Q0GQ00Q0IQ01Q0G
05
E 03D
05
E 03.D
Percentage of posttest E 03DP055
155
E GJ R
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Score eviation 9&-m2 0d0 dS
K 1.G 1.G G.JG
3 -1.D 1.D I.JG
I -5.D 5.D 5.0G
J 0.G 0.G 1.IG
L 3.G 3.G 01.LG
G 5.G 5.G 5.3G
D -0.D 0.D 0.LG
I - 5.D 5.D 5.0G
I - 1.D 5.D 5.G
1 - 3.D 3.D 00.IG
0G.K D1.15
#verage eviation E Fldl
M
E 0G.K
05
E 0.GK
Standard eviation E
N
d
1

E
05
15 . D1
E
11 . D
BG A=90:C9 :.2 S/:.2:02 29=5:/51. 16 709/98/
Score eviation 9&-m2 0d0 dS
01 - 0.D 0.D 0.LG
05 - 3.D 3.D 00.IG
0I 0.G 0.G 1.IG
0D 5.G 5.G 5.3G
03 - 5.D - 5.D 5.0G
0G 1.G 1.G G.JG
00 - 1.D 1.D I.JG
0I 0.G 0.G 1.IG
01 - 0.D 0.D 0.LG
0G 1.G 1.G 1.1G
0K.5 3G.15
#verage evotion E Fldl
M
E 0K.5
05
E 0K
Standard deviation E
N
d
1

E
05
15 . 3G
E
G1 . 3
C1-9665459./ 16 41-09?:/51..
Pre-test Post-test P0 9&-
&m2
N0 9y-
ym2
&S yS Py
K 01 1.G -0.D G.JG 0.LG G.1D
3 05 -1.D -3.D I.JK 00.IG K.0G
I 0I -5.D 0.G 5.0G 1.IG 5.GD
J 0D 0.G 5.G 1.IG 5.3G 5.LG
L 03 3.G -5.D 01.LG 5.0G 0.DD
G 0G 5.G 1.G 5.3G G.JG 0.IG
D 00 -0.D -1.D 0.LG I.JG 3.3G
I 0I -5.D 0.G 5.0G 3.IG 5.GD
I 01 -5.D -0.D 5.G 0.LG 5.IG
1 0G -3.D 1.G 00.IG 1.IG K.KD
Gd E
1 0
1 1 1
G G 1 2 1 G 9 2 G 9 m m M M +
a2
G0 E
5ID . 1 11 . D
05
15 . D1 2 0 9
1
= = =

N
d
b2
G0 E
L51 . 0 G3 . 3
05
15 . 3G 2 9
1
1
= = =

N
d
c2
G'0 E
GDL . 5
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5ID . 1
05
5ID . 1 G0
0
= = =
N
d2
G'1 E
G50 . 5
0G . 3
L51 . 0
05
L51 . 0
1
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1
= = =
N
Gd E
1 0
1 1
G G 1 2 1 G 9 2 G 9 m m M M + + +
E
G50 . 5 GDL . 5 1 2 L51 . 0 9 2 5ID . 1 9
1 1
+
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3L5 . 5 1 G0J . 3 10K . D +
E
JK . 5 G0J . 3 10K . D +
E
K3J . 1 10K . D +
Gd E
5II . J
T 9cal2 E
1.GIGTTTTTTTTTTTTTTTTTTTTTTTTTTT902
f E
1
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+ N N
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Uevel of significant 3 5.50
Ane failed test E 1.KJ
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from eg 0 %1
T 9tab2 E 1.KJ
T 9cal2 E 1.GI
t 9cal2 V t 9tab2
research hypothesis has to be accepted , interpretation is the design
treatment is effective , there is significant difference.
BG I./90709/:/51. 16 2:/: 3

The design treatment is effectiveness modification is needed there
is significance difference
Therefore +esearch 6ypothesis is accepted , Mull 6ypothesis is
re)ected
3., C1.4?3851.
It is fulfilled by implementing of new programme. The research has
use the model multiplication table also measure the effectiveness of it by
taking pre 3 test and post 3 test based on the title.
CHAPTER (

SUMMARY CONCLUSION AND RECOMMEDATIONS
(.$ SUMMARY
(.& CONCLUSION
(.3 RECCOMMEDATIONS
(.# SUGGESTION OF FURTHER RESEARCH
C;:7/90 N1 (

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(.$ S3<<:0D
The process of this study to study the effect of visual teaching aids on the
student of 3
rd
std. 'arathi 'edium in the sub)ect of 'atGhamatics 0I
student was selected at purpose allotment to check their previous knowledge
research make %uestion paper and take the pre test of the student then no
remove the errors committed by student they had undergone thought
prescribe programme develop by researcher
The programme of 05 day was scheduled for it after that check the
effectiveness of programe was taken effectiveness the programme was tested
by the @t. test , @t. value
+esearch taken conclusion by comparing the marks of statistical tool.
(.& C1.4?3851.
The student thought aids visual teaching aids learning have
significantly scored by higher than student taught by traditional classroom
teaching. 6ence there is a significant difference in the achievement in the
unit through teaching added learning and through teaching learning and
through traditional classroom teaching this difference can be seen through a
graph shown down. >ith the help of visual aids the student hard concepts
are cleared and they get a clear idea about the content .with the help of aids
the content remains for long time in the mind of students. Teaching aids are
the tool in the hands of teacher to sharpen the process of teacher. The
researcher has come to the conclusion that all teacher use visual aids for
teaching in the class.
(.3 R941<<9.2:/51.
02 Teacher should use the teaching aids to teach student.
12 Teacher should teach the student using technological aids in properly such
as computer* <.* A.6.P.
32 Teacher must be used effective method and teaching aids to teach the
student due to this achievement level is increased.
(.# S3CC98/51. 610 63/309 0989:04;
0. +esearcher try to teach more unit by this method.
1. This research can be conduct in other medium also.
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#rvind .U .(apole and Wansi Wihari Pandit fourth edition : 'arch* 155L.
B98/ K;:..
-nvironmental studies and social studies history* civics and
administration.
T;9858
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&. G:5@>:2 S.D (&%%#
T5/?9 # study of effectiveness through demonstration methods.
:niversity of pune.
N:0:D:. S>:<D . M ($--$
T5/?9 3 enrich men of vocabulary of standard 4I student through video.
'adurai kamra) university.
A779.25B
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<ertificate.
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0. #nish +a)u Thapa
1. Sonal +avi (ale
3. Shidesh (umar !andhi
D. 'ona 'anish Shah
I. +ahul #shok Mihar
G. +ubina #)i) Shaikh
J. #nu)a +amesh Nadhav
K. Sumit Sunil Salve
L. >asim Shabbir Shaikh
05.#shish +amesh Oain