Perceptions Of Teachers Towards The Effect Of Innovative Methods Of Teaching Science On The Academic Performance Of Students In Ap Model Schools

Abstract

Science plays a significant role in the lives of millions of people across the globe. It has changed the trends of human history and has been a contributing factor in shaping the destination of the nation.Science Education at the secondary level is of vital importance, as it serves as the foundation for further scientific pursuits. The efficacy of secondary level science education significantly impacts a student's inclination towards learning science at higher education; and eventually contributes to scientific and technological advancements. In order to enhance the effectiveness of science education at secondary level, it is imperative to explore innovative methods and approaches that transcend the traditional ‘chalk and talk’ methods.  Several research studies proved that the pedagogical competencies of science teachers in using innovative strategies significantly improved student performance in science.  The present study is an attempt to explore the perceptions of science teachers in AP Model Schools towards the use of innovative methods in teaching science in relation to the socio-demographic variables -      gender, professional qualification and teaching experience. The data were collected using a ‘questionnaire’ from a sample of 300 teachers (50 Principals + 200 PGTs + 50 TGTs) from 50 selected AP Model Schools located in Srikakulam, Vizianagaram, Krishna, Guntur and Prakasam districts in Andhra Pradesh, taking 10 schools from each of the five districts.  Stratified Random sampling method was used to select ‘sample’ for the study.  Inferential and differential statistics were used to analyze data.  The results revealed that ‘gender’ and ‘professional qualification’ have no influence on the perceptions of teachers towards innovative methods in teaching science. However, teachers in AP Models schools with an experience of less than 5 years perceived higher as compared to their senior counterparts with an experience of 5 years and above.  Further, the study revealed that innovative methods of teaching science contributed for improvement in student performance in science.