EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE METHOD

OF TEACHING ON ACHIEVEMENT IN SCIENCE OF

SECONDARY SCHOOL STUDENTS
Dr. Rajwinder Kaur
Assistant Professor, Dev Samaj College of Education for women, Ferozepur City,
8968466077, 9780814503
[email protected]
ABSTRACT
Science is a dynamic, expanding body of knowledge covering ever new domains of
experience. The methodology of science and its demarcation from other fields
continue to be a matter of philosophical debate. Its professed value neutrality and
objectivity have been subject to critical sociological analyses. This study was
conducted to study effectiveness of inductive and deductive method of teaching on
achievement in science of secondary school students. For this purpose a sample of
100 students was taken from schools of Ferozepur district. A self made Achievement
test was used both as pre test and post test for control and experimental groups. After
analyzing the data it was found that there was significant difference between inductive
method, and traditional group on achievement in science of secondary school
students. The inductive method allowed more effective interaction between the
students and enabled the learner to participate successfully in the learning process.
There was a significant difference between deductive method and traditional method
on achievement in science of secondary school students. Deductive method is simple
for the students as they get a readymade key to solve the relevant problems. There
exists no significant difference in achievement in science of secondary school students
when taught with inductive method and deductive method.
Keywords: Inductive, Deductive, Achievement
INTRODUCTION
Humans have always been curious about the world around them. The inquiring and
imaginative human mind has responded to the wonder and awe of nature in different
ways. One kind of response from the earliest times has been to observe the physical
and biological environment carefully, look for any meaningful patterns and relations,
make and use new tools to interact with nature.
Science is a dynamic, expanding body of knowledge covering
new domains of experience. As with many complex things in life, the scientific
method perhaps more easily discerned than defined. It involves several
interconnected steps: observation, looking for regularities and patterns, making
hypotheses, devising qualitative or mathematical models, deducing their
consequences; verification of theories through observations and controlled
experiments, and thus arriving at the principles, theories and laws governing the
physical world, a scientific theory, to be acceptable, must be verified by relevant
observations and experiments. The laws of science are never viewed as fixed eternal
truths. Even the most established and universal laws of science are always regarded as

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provisional, subject to modification in the light of new observations, experiments and

analysis.
Science is at its best in understanding simple linear systems of nature, its predictive or
explanatory power is limited when it comes to dealing with non-linear complex
systems of nature.
According to Ausubel , meaningful learning occurs when a learning
task is related to what learner already knows. For a meaningful understanding of the
science concepts the sequence of learning material should be organized in such a way
that the learner could form internal associations of knowledge.
INDUCTIVE METHOD
This method is psychological in nature. This method is based on principle of
induction. Induction means to establish a universal truth by showing that if it is true
by showing that if it is true for a particular case and is further true for a reasonably
adequate number of cases then it is true for all such cases. In induction method, rules
and formulas are not supplied by the teachers to the students. Here only various facts
and examples are presented to the students and from here they have to establish a
general formula.
DEDUCTIVE METHOD
Deduction is the process by which a particular fact is derived from some general
known truth. In deduction method, a pre-established rule or formula is given to the
students and they are asked to solve the related problems by using the formula.
Deduction teaching secures first the learning of definition or rules then carefully
explains its meaning and lastly illustrates it fully by applying to facts.
REVIEW OF RELATED LITERATURE
Gakhar and Agarwal (2002) found that Mastery learning was found to be helpful in
improving the achievement level of students and learning with mastery learning
approach changes the aptitude and interest of students. Bindu (2001) found that
pupils taught through co-operative learning strategy have better achievement and
retention in malayalam language skills than pupils taught through conventional
method of teaching. Jaspinder (2011) found that students do not differ significantly
in their achievement when taught through cooperative learning technique and
concluded males and females were benefited equally when taught with the help of
cooperative learning technique.
OBJECTIVES OF THE STUDY
1. To study the effectiveness of Inductive method of teaching on the achievement
in science of secondary school students
2. To study the effectiveness of deductive method of teaching on the
achievement in science of secondary school students
3. To compare the effectiveness of Inductive and deductive method of teaching
in achievement on science of secondary school students
HYPOTHESES OF THE STUDY
1. There exists no significant difference in achievement in science of secondary
school students taught with inductive method (experimental group) and
traditional method (control group).

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2. There exists no significant difference in achievement in science of secondary

school students taught with deductive method (experimental group) and
traditional method (control group)
3. There exists no significant difference in achievement in science of secondary
school students when taught with inductive method and deductive method
DESIGN OF THE STUDY
Present study was experimental in nature. Experimental group was taught through
inductive and deductive method and control group through traditional teaching.
SAMPLE OF THE STUDY
A sample of 100 students of 9th class of Ferozepur was selected. The students were
selected randomly from schools.
TOOLS USED
i. Group Test of Intelligence by S.S. Jalota.
ii. Achievement test was used both as pre test and post test (Prepared by
investigator).
RESULTS AND DISCUSSION
Table 1 Showing Difference In The Mean Score Of Achievement In Science Of
Control Group And Experimental Group
CATEGORY N MEAN SD ‘t’ value INFERENCE
Control 100 9.20 3.77 Significant at
Group 3.48 both 0.05 and
(Traditional 0.01 level
Method)
Experimental 100 11.25 4.25
Group
(Inductive
method)
It is obvious from the result given in the table 4.1 that mean score of control
group is 9.20 and S.D. is 3.77 and mean score of experimental group is 11.25 and
S.D. is 4.25 and ‘t’ value obtained is 3.48. The obtained value of‘t’ is more than the
table value i.e. 1.98 at 0.05 level and 2.63 at 0.01 level which is significant at both the
levels. It indicates that there is significant difference in achievement in science on
inductive method and traditional method. Hence hypothesis-I which states that “There
exists significant difference in achievement in science of secondary school students
taught with inductive method (Experimental group) and traditional method (Control
group) is accepted.

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Table 2 Showing Difference In The Mean Score Of Achievement In Science Of

Control Group And Experimental Group
CATEGORY N MEAN SD ‘t’ value INFERENCE
Control 100 9.20 3.77 Significant at
Group 4.69 both 0.05 and
(Traditional 0.01 level
Method)
Experimental 100 12.30 5.44
Group
(Deductive
method)
It is obvious from the result given in the table 4.2 that mean score of control group is
9.20 and S.D. is 3.77 and mean score of experimental group is 12.30 and S.D. is 5.44
and‘t’ value obtained is 4.69. The obtained value of‘t’ is more than the table value is
1.98 at 0.05 level and 2.63 at 0.01 level which is significant at both the levels. It
indicates that there is significant difference in achievement in science of secondary
school students taught by deductive method and traditional method. Hence
hypothesis-2 which states that “There exists significant difference and achievement in
science of secondary school students taught with deductive method (experimental
group) and traditional method (Control Group) is accepted.

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Table 3 Showing Difference In The Mean Score Of Achievement In Science Of

Inductive Method And Deductive Method
CATEGORY N MEAN SD ‘t’ value INFERENCE
Inductive 100 11.25 4.25 Significant at
Method 1.32 both 0.05 and
Deductive 100 12.30 5.44 0.01 level
Method
It is obvious from the result given in the table 4.3 that mean score of students taught
with inductive method is 11.25 and S.D is 4.25 and mean score of students taught
with deductive method is 12.30 and SD is 5.44 and ‘t’ value obtained is 1.32. The
obtained value of ‘t’ is less than the table value i.e. 1.98 at 0.05 level and 2.63 at 0.01
level, which is insignificant at both levels it indicates that there exists no significance
difference in achievement in science of secondary school students when taught with
inductive method and deductive. Hence hypothesis-3 which states that, “There exists
no significance difference in achievement in science of secondary school students
when taught with inductive and deductive method is not accepted.

CONCLUSION
On the basis of analysis and interpretation of results following conclusions
have been drawn;
1. There was significant difference between inductive method, and traditional
group on achievement in science of secondary school students. Inductive
method helps in understanding a scientific principle and concpets. The
inductive method allowed more effective interaction between the students and
enabled the learner to participate successfully in the learning process.
2. There was a significant difference between deductive method and traditional
group on achievement in science of secondary school students. Deductive
method is simple for the students as they get a readymade key to solve the
relevant problems.
3. There exists no significant difference in achievement in science of secondary
school students when taught with inductive method and deductive method.

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