INSTRUCTIONAL SYSTEMS AND SCHOOL CLIMATE FOR CONCEPT LEARNING AT DIFFERENT CATEGORIES OF INSTRUCUTIONAL OBJECTIVES

Abstract

The study was conducted to investigate learning with respect to four variables, instructional treatment, and school climate, levels of intelligence and different categories of objectives. The l66 students (class VII) from the two English medium schools of Chandiganh participated in the study. Main finding of the investigation were: (i) The Integrated System of instruction yielded better results than Conventional Instruction for the teaching of a segment of science such as "Preservation of Self", (ii) The authoritarian and democratic school climates promoted comparable achievement scores for concept Learning, (iii) Students attained concepts better in knowledge than in other categories through both the designs, (iv) Differences in the scores through the Integrated System of Instruction and Conventional Instruction was not qualified by school climate. (v) High and low intelligence groups achieved better in knowledge than in other categories of objectives on concept learning, (vi) Integrated System of Instruction and Conventional Instruction yielded equal results in democratic and authoritarian school climates at the two levels of 'intelligence.(vii) The Integrated System of Instruction and Conventional Instruction yielded equal scores on concept learning both in knowledge and the other categories of Bloom's Taxonomy of educational objectives (viii) Democratic school climate yielded results equal to that of authoritarian school climate for the two levels of intelligence and the two categories of objectives. (ix) The two instructional designs yielded comparable results in democratic and authoritarian school climates with the two intelligence groups for knowledge and intellectual skills and abilities categories of objectives.