Effect of mindfulness based instructional strategy on achievement academic stress and achievement motivation of senior secondary school students

Abstract

Mindfulness is a receptive state of attention that forms an awareness of present experience. Mindfulness based Instructional Strategy involves classroom instructions designed to cultivate deepened awareness, attention and insight while learning. Present study was designed to investigate effect of Mindfulness Based Instructional Strategy on Achievement, Academic Stress and Achievement Motivation of senior secondary school students. This was an experimental study conducted on a randomly selected sample of 50 senior secondary students in school affiliated to HBSE of Panchkula city, out of which 25 comprised experimental group and rest 25 students comprised of control group. The eight weeks mindfulness based instructional strategy was provided to experimental group and control group was taught with conventional teaching strategy. Self constructed Achievement Test, Scale for Assessing Academic Stress and Achievement Motivation scale were employed to collect data from the sample. Descriptive statistics, t-test and ANOVA were employed to test the hypotheses. The results revealed significant effect on the level of Mindfulness, Achievement, Academic Stress and Achievement Motivation of experimental group in comparison to control group due to Mindfulness based Instructional Strategy and experimental group scored better in all dependent variables. Result also showed that there exists no significant difference in the effect of mindfulness-based instructional strategy on Achievement and Academic Stress except Achievement Motivation between boys and girls of control group and experimental group. Results also revealed that there exists no significant interaction effect between gender and the method of teaching on Achievement, Academic Stress and Achievement Motivation in control group and experimental group. newline