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EFFECTIVENESS OF MODULE ON PEDAGOGY OF TEACHING BIOLOGICAL SCIENCE FOR B.ED. STUDENTS IN CONTEXT OF STUDY HABIT IN TERMS OF ACHIEVEMENTProf. Nilesh Kumar Patel
(Principal of Vidhyasagar College, Indore) Pallavi Kumari
(Research Scholar, School of Education, DAVV, Indore,)
Abstract - The purpose of this study was to study the effectiveness of Module on Pedagogy of Teaching Biological Science for B.Ed. students in context of Study Habit in terms of their Achievement. The study was Experimental in nature and related to the area of Self Learning Material and Pedagogy of Biological Science. In this study, the researcher aimed to explore the utility of the Module for B.Ed. students. The present study attempted to determine whether the module is effective compared to Traditional Method. The objectives of the study were 1. To compare adjusted mean scores of achievement in Pedagogy of Teaching Biological Science of B.Ed. students taught through the module and traditional method by taking pre-achievement as a covariate 2. To study the effect of Treatment, Study Habit and their interaction on achievement in Pedagogy of Teaching Biological Science of B.Ed.
students by taking pre-achievement as a covariate. Hypotheses were tested at the level of significance with α = 0.05. The sample was comprised of 138 B.Ed. students by using the purposive technique of sampling. The study was Experimental in nature and Non - Equivalent Control Group Design (Campbell and Stanley, 1963) was used for the experiment. Data of the study was analysed with the help of One way Analysis of Covariance (ANCOVA) and 2x2 factorial design ANCOVA . The finding of the study was the module was found to be significantly more effective than traditional method in terms of achievement in Pedagogy of Teaching Biological Science when groups were matched with respect to the pre-test , Achievement in Pedagogy of Teaching Biological Science was found to be independent of the Study Habit when pre-achievement was considered as a covariate and Achievement in Pedagogy of Teaching Biological Science of B.Ed. students were to be found independent of the effect of interaction between Treatment and Study Habit when pre-achievement was considered as a covariate.
Keywords: Module, Pedagogy of Biological Science, Self-Learning Material, Self - Instructional Material.
1 INTRODUCTION
During ancient times education was considered a teacher-centered process.
Thus the teachers were free to opt for any method at their convenience, and after that psychologists suggested that teaching methods should be learner- centered, this approach brought a revolution in teaching learning process.
Individual difference plays a major role when educator wants to create a learner centered learning environment. It is a well-known fact that each learner is unique on the basis of family background, experiences, inborn abilities, habits, interest, aptitude, personality, the pace of learning, creativity, self- confidence, etc. These differences are known as individual differences.
According to Pal (2006), “The differences shown by two persons in intelligence, traits, aptitude, and behaviours are called individual differences.” Because students are essential part of the teaching-learning
process, there is a need to organize the teaching-learning process in such a way that it may become suitable for all learners. Therefore we can say that individualized instructions is a must for a fruitful teaching-learning process and self-learning materials support learner- centered approaches. Self-learning materials are designed and developed as per the needs of the learners. In self- learning material, content is presented in simple language with the help of diagrams and examples. The main objective of the self-learning material is that the students can understand the subject easily and clearly by themselves, with their own efforts. Students study through self-learning material suited to their interests, mental level, ability, and aptitude and can easily understand the course material. Self-learning materials often include structured content that builds progressively, offering a logical
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sequence for understanding complextopics. Interactive elements, such as quizzes and exercises, enhance
engagement and reinforce
comprehension. A module is also a form of self-learning material.
The module is one of the self- learning materials designed to help the learner to achieve pre-determined objectives. A module is self-contained, self-pacing, and self-learning by nature.
The modular approach is an attempt to make the instruction individualized so that a learner learns at his own pace according to his interest and capacities.
The module includes clear and precise instructions, a set of learning activities, and experiences to facilitate the learner’s performance for pre-decided objectives.
Hence a module contains three basic elements of instruction namely Objectives, Learning Activities, and Evaluation. A module is an ordered set of instructions designed to facilitate the learner’s mastery of a body of knowledge or a procedure. Modules are available for students to use by them for learning on their own and usually do not require any teacher for help. The use of these modules entirely relies on the hands of students, and these are self-learning materials that will aid students to learn and do at their own pace and interest (Maile and Cooper, 2014). Self-learning Modules undoubtedly made the learners active, interactive, and independent learners during learning. In this situation, they were answering effectively by module they can apply what they learned based on their reading with minimum support from teachers.
The present study was undertaken with the aim to help the B.Ed. students to study Pedagogy of Teaching Biological science with their own convenience and pace.
A large number of researchers attempted to study the relative effectiveness of the module. In this category Ahuja (2002), Chopra (2002), Suri (2002), Maharana (2003), Dubey (2004) Saini (2004), Sharma (2004), Londhey (2007), Ajudiya (2008), Pathak (2008), Patidar (2008), Kankreja (2009), Sharma (2009), Devra (2011), Maharana (2011), Suryavanshi (2011), Hudmare (2012), Sharma (2013), Gupta (2014), Joshi (2015), Ojha (2015), Kanchan (2016), Eske (2018), Sareen (2019), Shah
(2019), Tyagi (2019), Valencia (2020), Verma (2020), Malgapo (2021), Benito (2022) and Pawar (2022) studied the effectiveness of module in terms of achievement in different subjects and they found that developed educational material in form of the module was proved to be effective for the students.
A large number of researcher attempted to study the relative effectiveness of Self Instructional Materials with other methods such as traditional methods, computerized self- learning materials, computer-assisted instruction, constructivist approaches, e- lecture approaches, etc. In this category Reeta (2015) found that computer assisted instruction group students achievement is significantly higher than self learning package group and traditional group. Kaur (2017) found that the constructivist approach was found more effective than the self-learning module in the teaching of social science in the context of academic performance.
Marimuthu (2017) found that the computer assisted instruction group was found to be better than the self instruction module group and control group in Economics Achievement. Sultan (2018) found that modular groups were found to be significantly effective in comparison with e-lecture groups. Some researcher attempted to study the effectiveness of self-instructional modules regarding awareness about learning disabilities, childhood psychiatric disorders and learning disorders of children among school teachers. In this category Renugambal (2010), Daniel (2013), and Pawar (2014) found that self- instructional module is significantly effective regarding awareness about learning disabilities, childhood psychiatric disorders & learning disorders of children among school teachers.
The effectiveness of other modes of self instructional materials for example video instructional material, computer assisted instruction, television teaching, etc. was also studied by various researchers. In this category Singh (2001), Vij (2003), Pancholi (2006), Makwana (2010), Chiniwar (2013), Jagannath (2013), Solanki (2014), Dubey (2015), Kumari (2016), and Afsarpasha (2019) found that computer-assisted instruction proved significantly better. Shinde (2007)
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found that video instructional material onresearch methodology and statistics was effective in terms of the achievement of students in research methodology and statistics.
On the basis of the above- mentioned research, it is evident that no research work has been conducted related to the development and effectiveness of the Module on Pedagogy of Teaching Biological Science. So, considering this the present study was chosen.
2 OBJECTIVE
1. 1.To compare adjusted mean scores of achievement in Pedagogy of Teaching Biological Science of B.Ed.
students taught through the module and traditional method by taking pre- achievement as a covariate.
2. To study the effect of Treatment, Study Habit, and their interaction on achievement in Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate.
3 HYPOTHESIS
1. 1.There is no significant difference between adjusted mean scores of achievement in Pedagogy of Teaching Biological Science of B.Ed. students taught through the module and traditional method by taking pre- achievement as a covariate.
2. There is no significant effect of Treatment, Study Habit, and their interaction on achievement in Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate.
4 SAMPLE
The population of the study was second- semester B.Ed. students, studying in different colleges of Indore affiliated with Devi Ahilya Vishwa Vidyalaya. The present study was experimental in nature.
Five colleges of Indore affiliated with Devi Ahilya Vishwa Vidyalaya were selected for study by the purposive technique of sampling. The total sample was comprised of 138 B.Ed. students out of which 72 were in the experimental group and 66 were in the control group, both groups consist of male and female students from the second semester. These students
belong to the subject of Pedagogy of Teaching Biological Science.
5 EXPERIMENTAL DESIGN
The present study was Experimental in nature and Non -Equivalent Control Group Design (Campbell and Stanley, 1963)was used for the experiment. The layout is as given below:
O X O ---
O O
where ;
X = Treatment O = Observation --- = Non-equivalence of the groups
As mentioned under the sample, from the selected colleges, the intact group as existed in colleges was taken for this research. The treatment was assigned randomly to the groups. The group receiving the treatment of the module was considered the Experimental group while the second group without any treatment was treated as the control group. The four units of Pedagogy of Teaching Biological Science were taught through the module to the Experimental group and the control group was taught through the traditional method by their concerned subject teachers. In the beginning, the criterion test was administered to both groups. It was considered as pre-test. After the treatment period, the same criterion test was administered to both groups. This was considered as the post-test.
6 TOOLS
6.1 Achievement Test
The achievement of students in the pedagogy of biological science was assessed with the help of a criterion test developed by the investigator. This criterion test consists of total 30 questions and for answers of these questions, four alternatives were presented. A total of 30 minutes was given to students for completing the test, and for each correct answer one mark was given to students, there was no negative marking for wrong answers.
6.2 Study Habit Inventory
Study habits were assessed with the help of the study habits inventory developed by
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Dr. M. Mukhopadhyaya and Dr.D.N.Sansanwal and this inventory was standardized on 500 polytechnic and engineering college students. The inventory identified nine different kinds of study behaviors, namely Comprehension, Concentration, Task orientation, Sets, Interaction, Drilling, Supports, Recording, and, Language. The test contained both positive and negative items. The total numbers of items were 52. The scoring procedure was 4, 3, 2,1, and 0 for positive items while 0, 1, 2, 3, and 4 for negative items. There was no fixed time for responding but the students took approximately 35 minutes. Internal consistency for the test was checked by correlating the scores of the subtest with the total test scores. Internal consistency is evident as all the coefficients are significant at 0.01 level and range between a minimum of 0.49 to a maximum of 0.87. The reliability of the whole inventory was worked out by using Spilt half method. The reliability coefficient was found to be 0.91 which is fairly high and indicates that the inventory is reliable.
7 PROCEDURE OF DATA COLLECTION The data were collected in three phases- Phase I: This was the first phase in which first of all the permission was granted from principal of the purposively selected colleges. After that the investigator took introduction of the B. Ed. students and gave them information about the details of the advantages of present research. In this way the investigator tried to convince them in satisfactory manner. The investigator tried to arouse interest among the students for active participation in the present study. The investigator ensured them about confidentiality of data which will be gathered in phase-II. After convincing successfully to the B.Ed. Students, the investigator administered the criterion reference achievement test for pre-testing of achievement.
Phase II: In this phase the Modules of Pedagogy of Biological Science were distributed to each B.Ed. Students of the experimental group. Further the experimental group were also given instructions to study the Module at their own speed and time as per their own convenience. The same content during
this phase were taught to the control group by their concerned subject teachers. During this phase the data related to independent variables namely Study habit, Scientific attitude and Self- confidence were also collected through Study habit inventory, Scientific attitude scale and Self-confidence scale respectively. This phase took 45 days.
Phase III: This was the last phase in which investigator administered the same Criterion Reference Achievement Test to both of the groups for post test purpose.
The reaction towards the Module was assessed only of the B.Ed. Students of the experimental group with help of the reaction scale developed by the investigator. At the end the principals, teachers and B. Ed. students of both the groups were thanked for their co- operation in the study.
The scoring of all the tools was done according to the scoring procedure given in the respective manual.
8 DATA ANALYSIS
A 2 X 2 Factorial Design ANCOVA was used to study the effect of treatment, Study habit and their interaction on the achievement in the Pedagsogy of teaching Biological science of B.Ed. Students by taking pre-achievement as covariate.
9 RESULT AND INTERPRETATION The objective of the study was, to study the effect of Treatment, Study Habit, and their interaction on the achievement in Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate. There were two levels of Treatment namely, the Module group and the traditional method group. There were two levels of Study Habit i.e. good Study Habit group and the poor Study Habit group. The data were analysed with the help of 2X2 analysis of covariance. Before applying the ANCOVA it is important to check the basic assumptions of ANCOVA i.e. normality of distribution, homogeneity of variance and the homogeneity of regression slope were tested with the help of Kolmogorov-Smirnov test of normality, Levene’s Test of homogeneity of variances and F-test on interaction respectively.
Results of Kolmogorov-Smirnov test of normality for the achievement in Pedagogy of Teaching Biological Science of B.Ed.
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students with good Study Habits and poor Study Habit group is given in table 1.1.Table 1.1 Summary of Kolmogorov-Smirnov test of normality of achievement in Pedagogy of Teaching Biological Science of B.Ed. students with good Study Habits and
poor Study Habit group
Study Habit Kolmogorov-Smirnov
Statistic df p
Achievement
Poor 0.087 68 0.200
Good 0.091 70 0.200
It is clear from table 1.1 that the value Kolmogorov-Smirnov of statistics for the achievement of students of good Study Habit group is 0.091, for which the significance value is 0.200 with df 70, which is greater than the 0.05 level of significance, therefore it is not significant at 0.05 level of significance. Hence the null hypothesis “Achievement scores of Pedagogy of Teaching Biological Science of good Study Habit group do not significantly deviate from normality” is not rejected. Therefore, it can be concluded that the achievement scores of Pedagogy of Teaching Biological Science of B.Ed. students of good Study Habit groups are distributed normally. Further, for achievement scores of the Pedagogy of Teaching Biological Science of poor Study Habit group, the value of Kolmogorov- Smirnov statistics is 0.087, for which the significance value is 0.200 with df 68, which is also greater than 0.05 level of
significance, therefore it is not significant at 0.05 level of significance. Hence the null hypothesis “Achievement scores of Pedagogy of Teaching Biological Science of poor Study Habit group do not significantly deviate from normality” is not rejected. Therefore, it can be concluded that the achievement scores of Pedagogy of Teaching Biological Science of poor Study Habit group students are distributed normally. Therefore, the basic assumption of ANCOVA, i.e., the dependent variable’s scores should be distributed normally, is fulfilled. Hence, the investigator proceeded further toward testing the assumption of homogeneity of variance. Results of Levene’s test of Homogeneity of variance of achievement scores of Pedagogy of Teaching Biological Science of B.Ed. students with good Study Habit and poor Study Habit given in table 1.2
Table 1.2: Summary of Levene's Test of Homogeneity of Variances of achievement scores of Pedagogy of Teaching Biological Science of B.Ed. students with good Study
Habit and poor Study Habit
F df1 df2 Sig.
0.856 3 134 0.466
From table 1.2, it is clear that the F value for achievement scores in Pedagogy of Teaching Biological Science is 0.856 with df (3,134) whose significance value is 0.466, which is greater than 0.05 level of significance, hence it is not significant at 0.05 level of significance. Therefore the null hypothesis “There is no significant difference in the variance of achievement scores in Pedagogy of Teaching Biological Science of B.Ed. students with good Study
Habit and poor Study Habit” is not rejected. Hence the assumption of homogeneity of variances was fulfilled.
Therefore, the next assumption of homogeneity of regression slopes for further analysis of the data were tested.
The summary for the test of Homogeneity of regression slopes for Interaction among covariate, treatment and Study Habit is given in the table 1.3.
Table 1.3: Summary of Homogeneity of Regression slopes for Interaction among pre achievement scores, treatment and Study Habit of B.Ed. students
Source df F p
treatment * pretest*studyhabit 3 0.276 0.842
Error 131
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From the table 1.3 it is clear that the Fvalue of interaction among treatment, pre achievement scores and Study Habit is 0.276 with df (3,131) whose significant value is 0.842, which is significantly greater than 0.05 level of significance, hence the value is not significant at 0.05 level of significance. Therefore the null hypothesis “There is no significant
interaction among pre achievement scores, Treatment and Study Habit of the students” is not rejected hence the assumption of Homogeneity of Regression slopes was fulfilled. No outliers were found in statistical analysis. Hence, the assumptions were fulfilled to proceed with 2X2 ANCOVA. The results of 2X2 ANCOVA are presented in tables 1.4.
Table 1.4: Summary of the Effect of Treatment, Study Habit, and their interaction on achievement in the Pedagogy of Teaching Biological Science of B.Ed. students by
taking pre-achievement as a covariate
Effect of treatment on achievement in Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate
From table1.4, it is clear that the value of F is 4.160 with df (1/133) whose significant value is 0.043, which is less than 0.05 level of significance, therefore it is significant at 0.05 level of significance.
Therefore, the null hypothesis “There is no significant difference in the mean scores of achievement of Pedagogy of Teaching Biological Science of B.Ed.
students taught through the Module and traditional method by taking pre-
achievement as covariate” is rejected at 0.05 level of significance.
Further in the table 1.4 the value of partial Eta Squared shows the effect size i.e. Percentage of variance in the dependent variable, which may be explained by the treatment. In the table 1.4 η2 is 0.030 this tells that 3% of variance in achievement may be explained by the treatment when pre achievement taken as covariate. Therefore the adjusted mean scores will be referred to observe the effect of treatment which is shown in table 1.5
Table 1.5 Adjusted mean scores of achievement of Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate
Treatment Adjusted Mean
Module 18.48
Traditional method 16.70
From table1.5, it may be observed that the adjusted mean score for achievement of students in Pedagogy of Teaching Biological Science taught through the Module is 18.48, which is significantly higher than the adjusted mean score of achievement in Pedagogy of Teaching Biological Science of students taught through traditional method which is 16.70. It is evident that the adjusted mean score for achievement of the experimental group is significantly higher than the control group, therefore, it may
be concluded that the Module was found to be significantly more effective in terms of achievement in Pedagogy of Teaching Biological Science than traditional method when pre achievement was taken as covariate.
Effect of Study Habit on achievement in Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate
From table1.4, it is evident that the observed value of F is 1.61 with df (1,133) Source of
variance df SSy.x MSSy.x Fy.x p η2 Treatment 1 62.061 62.061 4.160 0.043 0.030 Study habit 1 24.155 24.155 1.619 0.205 0.012 Treatment
*study habit 1 3.659 3.659 0.245 0.621 0.002 Error 133 1984.073 14.918
Total 137
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whose significant value is 0.205, which isgreater than 0.05 level of significance, therefore it is not significant at 0.05 level of significance. Therefore the null hypothesis “There is no significant difference in the adjusted mean scores of achievement in Pedagogy of Teaching Biological Science of good Study Habit group and poor Study Habit group by taking pre-achievement as covariate” is not rejected. Therefore it may be concluded that students with good Study Habit and poor Study Habit possess the same level of achievement in the Pedagogy of Teaching Biological Science when pre- achievement is taken as a covariate.
Effect of Interaction between Treatment and Study Habit on Achievement in Pedagogy of Teaching Biological Science of B.Ed. students by taking pre-achievement as a covariate From the table 1.4, it is clear that the observed F value for the interaction of treatment and Study Habit on Achievement in Pedagogy of Teaching Biological Science is 0.245 with df (1,133) whose significance value is 0.621, which is greater than 0.05 level of significance, therefore it is not significant at 0.05 level of significance. Therefore the null hypothesis “There is no significant effect of the interaction of Treatment and Study Habit on achievement in Pedagogy of Teaching Biological Science of B.Ed.
students by taking pre-achievement as covariate” is not rejected. Therefore it may be concluded that the achievement in Pedagogy of Teaching Biological Science of B.Ed. students is found independent of interaction between Treatment and Study Habit when pre achievement was taken as covariate.
10 FINDINGS:
1. 1.The module was found to be significantly more effective than traditional method in terms of achievement in Pedagogy of Teaching Biological Science when groups were matched with respect to the pre-test.
2. Achievement in Pedagogy of Teaching Biological Science of B.Ed. students were found to be independent of the Study Habit when pre-achievement was considered as a covariate.
3. Achievement in Pedagogy of Teaching Biological Science of B.Ed. students
were found to be independent of the effect of interaction between treatment and Study Habit when pre- achievement was considered as a covariate.
11 DISCUSSION
The Module was found to be significantly more effective than Traditional Method in terms of achievement in the Pedagogy of Teaching Biological Science when groups were matched with respect to the pre-test.
This finding is supported by Ahuja (2002), his finding shows that Module was found to be significantly effective in the achievement of environmental education in comparison with the traditional method, Chopra (2002) found that the Module has been useful to college principals to help enhance their communication skills and competence to optimally perform at work, Suri (2002) found that the treatment was found to be effective in terms of developing logical reasoning for students, Maharana (2003) found significant effect in the achievement of the students treated by the Module, and Dubey (2004), Sharma (2004), Londhey (2007), Ajudiya (2008), Pathak (2008), Patidar (2008), Kankreja (2009), Sharma (2009), Devara (2011), Hurmade (2012), Pawar (2014), Joshi (2015), Sultan (2018), Tyagi (2019), and Pawar (2022), also found that the treatment through Module provided to the students proved to be significantly superior in terms of achievement in different subjects. The present finding may be because the content in the developed Module was presented in an interesting way whereas, in the traditional method, the content was not presented in such an interesting manner(Abolade,2009;Roul,2020;Olipas,2 023). Flow charts and mind-maps were effectively used in the Module which makes the Module easy to understand.
Sometimes learning through the traditional method seems monotonous, and not effective on achievement as compared to self-learning material.
Another reason behind this finding is that the lecture method is a teacher-centered method and more or less passive learners (Percival and Ellington,1988) but in a modular approach, students are at the center of the learning process, and there was scope for all the students to study according to their own pace. The Module’s
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effectiveness in terms of achievement maybe because of the active involvement of experimental group students. The students of the experimental group are completing all the progress questions and all the activities present in the Module but the students of the control group were not engaged in such types of activities which reflect in their achievement.
Achievement in Pedagogy of Teaching Biological Science of B.Ed.
students were found to be independent of the Study Habits when pre-achievement was considered as a covariate. This finding is supported by Suri (2002) who found that logical reasoning was independent of the Study Habits of students, Devara (2011) shows that the good Study Habit and poor Study Habit B.Ed. students were found to be equally well in terms of performance in educational psychology practical by considering pre performance in educational psychology practical as a covariate, Sharma (2013) found that Study Habit does not affect student’s achievement significantly and Joshi (2015) found that no significant effect of Study Habit on the achievement of trainees in mathematics by taking pre achievement scores as covariate. The present finding differs from Eske (2018), Sareen (2019), Shah (2019), and Pawar (2022), they all found that the module was significantly effective for students with high Study Habits as compared to students with low Study Habits. In the present finding it is proved that Module is effective for all types of students, whether they have poor Study Habits or good Study Habits, it may possible that students with poor Study Habits might have taken more time to complete the Modules, and students with the high level of Study Habits taken less time to complete the Module. This result may be because pre-achievement of Pedagogy of Teaching Biological Science was taken as a covariate, it might have helped in the adjustment of differences in achievement of good and poor Study Habits of students. Thus, in the present study, students with good Study Habits and poor Study Habits were found to be equally well in terms of achievement in the Pedagogy of Teaching Biological Science.
Achievement in Pedagogy of Teaching Biological Science of B.Ed. students were
found independent of the effect of interaction between Treatment and Study Habit when pre-achievement was considered as a covariate. This finding is supported by Devara (2011), Suri (2002), and Shah (2019). The present finding shows the extent to which the good Study Habit students of the experimental group benefited through the Module, the same extent good Study Habit students of the control group benefited through the lecture method. Similarly, the extent to which the poor Study Habit students of the experimental group benefited through the Module, the same extent poor Study Habit students of the control group benefited through the lecture method.
This happens because the levels of Study Habits and levels of methods of teaching do not interact with each other. This may be due to that both Study Habit students, namely, good and poor Study Habits, were equally achieved through the Module as well as the lecture method. Treatment was equally fruitful for both the levels of Study Habits namely, good and poor Study Habits, and they improve and learn equally well. Another reason behind this finding may be that the selection of content, examples, diagrams, and different exercises for Modules were not designed for any specific level of Study Habit, in other words, Modules were not developed according to any particular level of Study Habit, namely good and poor Study Habit. Even when the teacher plans to teach in the class, he also does not plan specifically for students having good Study Habits or poor Study Habits.
Thus, in the present study, the result shows that both the Module and traditional method are equally effective for students of all types of Study Habits when pre-achievement is considered as a covariate.
12 SUGGESTIONS FOR FUTURE RESEARCHES
No area has been completely studied or tested it always has scope for further research, that’s why it is stated that research is an ongoing process. The present study has its limitations as every other study has. The only need is to find the scope and improve the work. These are some suggestions for the future areas of research emerging from the present study:
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Future researchers may develop self- learning material on other subjects for different courses like D.El.Ed., B.Ed., and M.Ed.
The present Module was developed in the English language, it may develop in other languages also.
In the future studies can be conducted on comparative analysis of Modules with other learning materials.
Considering the present scenario researchers may digitalize Module and can incorporate digital elements like QR codes.
The effectiveness of the Module can be studied by the researcher by considering variables such as Achievement Motivation, Learning Styles, Self- Concepts, Level of Aspiration, etc.
Future researcher may develop and test the effectiveness of AI based module and other learning material.
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