Effectiveness of multimedia and activity oriented instructional strategies on writing skills of elementary school students in relation to their learning approaches

Abstract

The present study was conducted to investigate the effectiveness of multimedia and activity oriented instructional strategies on writing skills of elementary school students in relation to their learning approaches. The sample comprised of 115 students (39 students in two Experimental Groups and 37 students in Control Group) of class V of Shivalik Public School, Sector- 41- B, Chandigarh. The tools used for the present study were Writing Skills Test, Revised Two Factor Study Process Questionnaire, Multimedia Instructional Package and Activities designed by the researcher. The statistical techniques employed for the analysis of the data were mean, median, mode, standard deviation, skewness, kurtosis, paired samples t-test, independent samples t-test, one way ANOVA and two way ANOVA. The findings of the study revealed significant differences in the mean scores on writing skills of the three groups taught through three different instructional strategies. The outcomes depicted that the students in the experimental group taught through multimedia instructional strategy and activity oriented instructional strategy outperformed the students in the control group taught through conventional method of instruction. In addition to this, activity oriented instructional strategy proved to be significantly beneficial in improving the writing skills of the elementary school students. Moreover, the findings revealed significant effect of deep approach to learning on the writing skills of the students. The students with deep approach to learning learnt better as compared to the students with surface approach to learning. Moreover, the results depicted significant interactional effects of instructional strategies and learning approaches on the writing skills of the elementary school students. newline