“A STUDY OF EFFECTIVENESS OF A PROGRAMME DEVELOPED TO

IMPROVE SPELLING IN ENGLISH LANGUAGE

OF STD V MARATHIMEDIUM

DISSERTATION SUBMITTED TO D.I.E.T. PUNE FOR THEDEGREE OF D.T.E.D.

BYShital Sarjerao Garade

S.Y.D.T.Ed. ROLL NO.37(A)

GUIDEAateka Khan

M.C.E.SOCIETY’SJUNIOR COLLEGE OF EDUCATION PUNE

2010

CERTIFICATE

This is certify that the work presented in this dissertation on the topic “A

STUDY OF EFFECTIVENESS OF A PROGRAMME DEVELOPED TO

IMPROVE SPELLING IN ENGLISH LANGUAGE OF STD Vth

MARATHI MEDIUM” is own work of Miss Shital Sarjerao Garade

worked under my supervision for the required period as per ordinance the

dissertation is satisfactory from the point of view of and I am forwarding it

evolution to the D.I.E.T.

Sign - Sign –

Principal GuideSabrina Khan Shehnaj Khan

M.C.E. Society Jr. College of Education.Azam Campus, Pune 1

Place - Date –

DECLARATION

I hereby declare that the research work on the topic “A Study

Of Effectiveness Of A Programme Developed To Improve

Spelling In English Language Of Std Vth Marathi Medium” is

original pieces of research work done by me. I have specified that

sources from the relevant information has been collected. To the best

my knowledge this dissertation is not substantially as the same as

those which were submitted or any other academic qualification do

this D.T.Ed. Or any Institutions.

DATE :- SIGN

PLACE : PUNE. Shital Garade

ACKNOWLEDGEMENT

The researcher would like to thank Aateka Khan for her expert

guidance also thankful to the Principal Prof. Sabrina Khan.

The Researcher would like to admire the co-operation given by the

Principal of English Primary School. The researcher would also like

to deeply thank the teacher and students of standard IInd for their co-

operation.

I am also thankful to all my friends who guided and helped me during

the Research work.

CHAPTER – 1

INTRODUCTION OF TOPICS OF

RESEARCH

1.1 Introduction or Background of the Problem

1.2 The Problem

1.3 The review of related literature.

1.4 The importance and need of the problem

1.5 Objectives of research

1.6 Hypothesis

1.7 Definitions of the Concepts

1.8 Scope and Limitation

INTRODUCTIONThere are innumerable words in every language and new words are constantly

being added. The vocabulary of any language is ever increasing, especially that

of English which is language used the world over by so many people for so

many different reasons.

A person must be able to master more words in order to build up a strong

vocabulary. Just knowing a word and understanding it, is not enough. It is only

a part of your “Passive Vocabulary.” You must know the meaning of words,

and how the words are actually used in different contexts. While considering

usage of a word, the context is very important. It is part of “Active

Vocabulary”.

Mudliar Commision (1953) and Kothari Commission (1964-65) had suggested

“Three Language Formula.”

Table No.1 Three Language Formula

For English Medium For Marathi Medium

L1 International Language-

English

L1 Mother Tongue-Marathi

L2 National Language - Hindi L2 National Language -

Hindi

L3 Mother Tongue - Marathi L3 International Language -

English

English is the first language for English medium and it is the third language for

Marathi medium. That’s why students have to know the correctness of English

spelling writing. “Vocabulary is connected with grammar so familiarity with

grammatical patterns helps the reader to guess the meaning of words.

STATEMENT OF PROBLEM

“A STUDY OF EFFECTIVENESS OF A PROGRAMME

DEVELOPED TO IMPROVE SPELLING IN ENGLISH

LANGUAGE OF STD Vth MARATHI MEDIUM”

THE REVIEW OF RELATED LITERATURE

INTRODUCTION :-

Reference is needed for any study that is tube carried out to

gather related information. Researcher has gone through the

reference material to get innovative ideas and to understand now

research was done what were the method, what all things were

included in the research. Researcher jointed an idea about the

success of programmer in achieving the objective.

Hence to gather all this information researcher has gone

through the below mentioned researcher.

OBJECTIVES :-

1. Repetition of research can be avoided.

2. Researcher gains more knowledge about method and skill of

research.

3. Researcher can divided problems for further research.

4. Helps to decided the limit of study.

Generally without a finite verb, for example, near the school, of great use, in

the garden etc.

Tochhawng, L.N.(2005) Delhi : Pentagon Press : Word Power Made Easy Page

No.2

We can increase our vocabulary by listening to other, to anchors, on the radio

and television, to friends, teachers and parents. We can increase

our vocabulary very effectively by reading and by frequently

consulting a dictionary. It is helpful to proper a list of pairs of

words with opposite meaning such as “cold and hot” fast and slow

or words of similar meaning such as “love, like adore, lake warm

and tepid etc. How are, good vocabulary alone does not ensure

clarity of expression unless we are able to effectively use our stock

of words, correctly and properly and effective use of words is

based upon a clear understanding of the basic rules of English

grammar.

http://www.factmonster.com/cig/grammar-style/spelling.html

INTRODUCTION

The theoretical review is helpful to eliminate the duplication of what has

been done and provide useful hypothesis and helpful suggestion for

significance investigation. Due to this reason the researcher has done

review of related literature with respect to-

• Theoretical Aspect

REVIVE OF RELATED LITERATURE

Joseph, C.M.(1976). English Language Teaching. New Delhi :

Shreemati prakashan

Page No.118

The expression vocabulary would be so mastered as to be at diposal of

the child for active use in speech and writing, but the recognition

Vocabulary would be of help in listening and reciting which involve an

approximation of what the agent posses with that is spoken or written.

Pattanayak, D.P.(1978-1983). Language Education. New Delhi : Swati

Prakashan.

Page No.- 576.

• Vocabulary items with similar shape and similar meaning

in the two languages under study.

• Vocabulary items having dissimilar shape but same

meaning in the two language under study.

• Vocabulary any items with similar shape but different

meaning in the two language under study.

• Vocabulary items with similar shape but deleted or added

meaning in the two languages under study.

Suryawanshi, G.H. (1987). Content Cum Methodology English.

Mumbai : AG Publishing

Page No.- 147

Need of Vocabulary

• The vocabulary is necessary to teach the form or expression of

words.

• The vocabulary is necessary to let pupils understand the meaning

of words.

• It is necessary to teach the function of words.

• Vocabulary is necessary to enrich the vocabulary of pupils.

• It is necessary for proper communication.

• Pupils should know the words of three kind’s words for things and

person.

Suryawanshi, G.H.(1987). Content Cum Methodology English.

Mumbai : AG Publishing.

Page No.- 148.

Importance of Vocabulary

• Vocabulary is necessary and important for proper development of

all the linguistic objectives.

• The vocabulary is necessary for contextual meaning of words and

phrases.

• The vocabulary is important for elegant style in communication.

• The vocabulary is important that the pupils should become good

users and communicators.

• This requires appropriate use of proper words and phrases.

• It helps in coining of words and in understanding their meaning.

Shankar¸ P. (1992). Teaching of English. New Delhi : APH Publishing

Co-operation.

Page No.- 101.

Vocabulary is connected with grammar, so familiarity with grammatical

patterns helps the reader guess the meaning of words. For example, a

word can be classified as a grammatical items or as a vocabulary items.

Beautiful is a vocabulary items, and in functional grammar. It is also an

epithet in the nominal group the beautiful girls and reflects the speakers

opinion of the person described. Grammatical and lexical cohesion

support each other.

Shankar, P.(1972). Teaching of English. New Delhi : APG Publishing

Co-operation Page No. -107.

Context based approach allows the learners to make intelligent

meaningful guesses. This will make the learning task much more active

and challenging than direct explanation of words. It helps readers not

only learns words but also know how to use them in context guessing the

meaning of a words from its. We in context requires an understanding of

semantic properties, register and collection. It makes readers a ware of

one important feature of vocabulary, namely, that context determines the

meaning of words.

Saraf, R.S. (1998). Teaching English in India. New Delhi : Shree Vidya

Prakashan, Page no. – 110.

A word is a one unit of language. It is meaningful, for example, Book,

Water, Man, Go, etc. A phrase is a group of words forming part of a sentence. It

is Right or wrong good or bad you know that spelling Matters. A fly in your

soup doesn’t do much for your appetite; likewise, a misspelled word can destroy

the effect of an entire document.

NOVELTY IN RESEARCH WORK AND ITS USES

The researcher is doing research on avoiding spelling mistakes

among the students of Vth Std. Marathi Medium School. Today English

gets importance of World Language and spelling is important aspect of

English. This research is different and its find out the reason for the

spelling mistakes.

NEED AND IMPORTANCE

The researcher have the experienced in practice lesson of the Vth

Std. Students who were making so many mistakes while writing English

words. Hence the researcher decided to develops a programme for

avoiding spelling mistakes of English words of the students of Vth Std.

OBJECTIVES OF RESEARCH :-

1. To identify mistakes in spelling of English words.

2. To execute the programme for remedial teaching to avoid spelling

mistakes in English subject.

3. To find out the effectiveness of programme of remedial teaching of

spelling mistakes in English subject.

ASSUMPTIONS :-

• Sometimes students making mistakes while writing of English

words.

• All students of Vth Std. will participate in the programme.

HYPOTHESIS

The directional hypothesis was stated for study.

There will a significant difference in the achievement level of

students of Vth Std. from pre test & post test scores.

OPERATIONAL DEFINITION

1. Programme

Programme means plans of procedure or list of events.

In this research

Programme means set of activities to remedial teaching about

spelling mistakes of English subject.

2. Remedial Teaching

Remedial teaching considered a teaching to avoid spelling mistakes

of Vth Std. students of English Subject.

3. Spelling Mistakes

The mistakes done by the student of Vth Std. while writing English

word.

Vth Std.

Those students passed in Fourth Std. and took admission in further

class is called Vth Std.

SCOPE AND LIMITATION SCOPE

1. The research will be beneficial to the students to Vth Std. Marathi

Medium.

2. The research will be beneficial to avoid the spelling mistakes.

CHAPTER – 2

IMPLEMENTATION OF RESEARCH

• Research Methodology

• Sample

• Tools

• Remedial Measures

CHAPTER – 2

IMPLEMENTATION OF RESEARCH

INTRODUCTION :-

Research : The study of material and source in order to establish

facts and reach new conclusions.

2.1.1

Types of Research

Fundamental Applied ActionResearch Research Research

Fundamental Research :-

Fundamental Research is to gain knowledge and not to solve

practical problems.

Applied Research :-

The research undertaken for practical use is called as applied

Research.

Action Research :-

Action research means scientific search which is concerned

with practical aspects of education.

2.2.1

Research Methodology

Historical Descriptive ExperimentalResearch Research Research

1. Historical Research :-

Historical research method is past oriented. This method is used to

find out the exact meaning of the events occurred in past.

2. Descriptive Research :-

In the descriptive research method the relative effect of Social and

Psychological variables is studied separately.

3. Experiemental Research :-

The research is which effect of one factor on the other is studied is

called experimental research.

“Researcher has selected Survey Method for the research work.”

2.3 POPULATION AND SAMPLING :-

2.3.1 POPULATION :-

Population is any group of individuals who have one or more

characteristics. The population may be all individuals of particular type or

more restricted part of the group.

All the students of IInd standard of Rajegaon School.

2.3.2 SAMPLE :

Sample is small proportion of the population selected for the study.

It is a part of population. Every factor of sample is from the

population only.

Sample selected for the research work are 40 students of standard

IInd class of that particular school.

METHODS OF SELECTING SAMPLES :-

1. RANDOM SAMPLING :-

Random Sampling is the process of selecting a sample in such a

way

that all individuals in the defined population have an equal and

independent

chance of being selected for the sample.

2. STRATIFIED SAMPLING :-

Stratified sampling is the process of selecting sample in such a way

that identified sub groups in the same preparation that they exist in the

population.

3. CLUSTER SAMPLING :-

When out of the total population group of the fundamental factors

from the population, having identical properties is called cluster

classroom,

school, family, village are the examples of the cluster.

2.4 TOOLS OF DATA COLLECTION:-

The researcher needs different information for action research. Tools are

required for defining the problems finalizing the reason, responsible for

creation of problems examining hypothesis, judging the achievements of

the objectives. Tools are the basic materials used for the Research.

To get information researcher used following tools.

1. This research will be included the primary school of Ambegaon.

2. It will be only for std. Vth One Marathi Medium School.

RESEARCH METHODOLOGY

• Experimental Method was selected for action research study to

avoid spelling mistakes in English subject.

• Single group pre-test design was selected for research study.

• The effect of treatment was judged by the comparison between pre-

test and post test score.

SAMPLE

• Incidental sampling was used for selection of sample.

• One Marathi medium school was selected.

• One class was selected for research study.

• Vth Std. was selected for the research.

TOOLS OF DATA COLLECTION

Pre-Test:-

The purpose of pre-test was to find out the existing level of student

of Vth. Std. about the spelling mistakes of English word.

Programme :-

The purpose of programme was to avoid spelling mistakes of

English words of Vth Std. Students.

Post Test :-

The purpose of Post-Test was to find out the effectiveness of the

Programme.

Section – B

The following flow chart depicts the procedure for the Action Research

Study.

Preparation and Finalization of Tools

Preparation and Finalization of Programme

Execution of Pre-Test

Execution of Programme

Execution of Post-Test

Analysis and Interpretation of Data

Conclusion

The researcher took guidance of his guide to finalize the tools of data

collection.

NATURE OF PRE-TESTFour questions were formed with equal marks.

• Each questions carried the five marks, total marks was twenty.

• Each questions carried five objective questions.

• 30 minutes allowed solving the pre-test.

• It is administer before the implementation of Programme.

• The nature of questions was as follows.

Q [1] Find out the misspelled word and correct it.

Q.[2] Complete the words by appropriate letters.

Q.[3] Make many words by using square of alphabets.

Q.[4] Make proper word by ending appropriate suffixes ‘-ly’ and ‘-ful’.

NATURE OF PROGRAMMEThe programme was prepared for to avoid the spelling mistakes of English

words.

• The programme conducted for within 8 days.

• Different activitives organized to avoid spelling mistakes of English Words.

• One period took for per day to execute the programme.

Nature of Post-Test

Post test was formed in same pattern of Pre-test. There were no change in

the post test. It administered after the execution of the programme.

STATISTICAL TOOLS FOR ANALYSIS OF DATAt-test

The purpose of t-test was to test the significant difference of the

achievement level of the student of Vth Std. regarding spelling mistake.

Graph

The purpose of graph was shown the effectiveness of data.

PROCEDURE• Experimental Method was used in the study.

• The Population was all students of Vth. Std. in the academic year 2009-2010.

• Pre-Test and Post-Test single group design was chosen.

• Pre-Test was administered to find out the existing level of the students.

• Implementation of Programme for to avoid spelling mistakes of English words.

• Statistical tool were used to analysis the data.

REMEDIAL MEASURES

The researcher give a pre-test to the student then researcher collect

the response. Then gives the post-test and analyze the data. The

researcher takes the statistical evaluation of the data and researcher

made conclusion from the data.

CHAPTER – 3

COLLECTION OF INFORMATION

AND DATA. IT’S SYNTHESIS AND

INTERPRETATION

3.1 Presentation of Information & Data

3.2 Analysis and Interpretation

INTRODUCTIONThe present chapter represents analysis of data collected during the

research

study. It is followed by the observation and interpretation. The chapter ends with major findings. The data collected during the experiment was analyzed by the following statistical tool.

A)

1

: .M = Mean

: .AM = Assumed mean

: .∑fd = Addition of multiplication of frequency and deviation.

: . N = Total number of students

: . I = Distance between class-interval.

B)

: . 6 = Standard deviation

: . I = Length of distance between class interval.

: .∑fd2 = Addition of multiplication of frequency and square of deviation.

: . N = Total number of students

: .∑fd = Addition of multiplication of frequency and deviation.

C) Co-relation

: . r = Co-relation multiplier.

Mean = M = AM + Σ fd x i

N

Standard Deviation = 6 = i x Σ fd2 Σ f d 2

N N

r = Σ xy

Σ x2 Σ y2

: .∑xy = Total of multiplication of two variable factors.

: .∑x2 = Total of square of variable factor x

: .∑y2 = Total of square of variable factor y

D) Mean of standard deviation

4

: . 6 m = Mean of standard deviation

: . 6 = Standard deviation

: . n = Square root of total number of students.

E) Difference of standard deviation.

: .6D = Difference of standard deviation

: .6m1 = Mean of standard deviation of Pre-test

: .6m2 = Mean of standard deviation of Post-test

: .r = Co-relation of multiplier.

F) Difference between mean of Pre-test & Post-test.

: .D = Difference between mean of Pre-test & Post-test.

6m = 6

n

6 D = (6m1)2 + (6m2)2 – 2 ( r x 6 m1 x 6 m2 )

D= M2 – M1

: .M2 = Mean of Post-test

: .M1 = Mean of Pre-test.

G) t Value

: .D = Difference between mean of Pre-test & Post-test.

: .6D = Difference of standard deviation

df = N – 1 N = Total number of students.

T = D

6 D

The data collected in this research is given below :

(A) Marks Sheet of Pre test and post test.

Sr.No. Name of the students Marks of pre test

Marks of post test

1 Attar Tanjila Sardar 06 092 Bhosale Poonam Sarjerao 07 083 Chalake Swati Tanaji 05 094 Chougule Kajal Rajaram 03 075 Desai Arati Gajanan 03 086 Kolawankar Prajkta Mohan 05 077 Mane Megha Mahadev 06 098 Mohite Komal Shivaji 05 069 Mohite Poonam Sharad 05 0910 Nangare Jayashri Chandrakant 04 0911 Nangare Komal Shivaji 04 0812 Patil Pratiksha Tanaji 05 0813 Patil Sunita Bhanudas 06 0814 Tamboli Karishma Najir 05 0815 Unde Mayuri Pandurang 07 0716 Wadar Alka Govind 07 0817 Waghamare Bharati Bhaskar 06 0918 Bankar Abhijit Ananda 04 0619 Jambe Abhijit Tukaram 05 0820 Khot Ajay Dinkar 05 0921 Kolapate Sambhaji Pandurang 05 0922 Mohite Sagar Baban 04 0623 Mulani Iliyas Isak 05 0724 Patil Prathamesh Sadashiv 04 0925 Sawant Tushar Siddanath 04 09

Total 125 200

From the above table it is clear that the marks obtained by

the students in post test are more than the marks obtained by the

students pretest.

B) BAR GRAPH :The data collected in this research can also explained with

the help of bar graph & it is given below & the graph is attached in

the appendix.

x – axis 2 cm.=Test

Y- axis 1cm=10%

100-

90-

80-

70-

60-

50-

40-

30-

20-

10-

0-

Per – Test Post - Test x

From the above graph it is clear that the marks obtained by the student in post-

test was more than the marks obtained by the students pre-test.

In the graph we observed clear difference between pre-test and post-test.

In the means of two different test clear that the marks of post-test was increases

because of effective remedial teaching.

SO WE CONCLUDE THAT

a) Our objective are achieved through this research.

b) Our Experiment is successfully done.

c) It is helpful for all the Vth std. students in Z. P. Primary School.

ANALYSIS OF DATA

The above collected data is analysed in the following ways.

A) MEAN OF THE PRE TEST

M1 = Marks of obtained in pre testNo. of Students

M1 = 125 25

M1 = 5

mean of marks of pre test =5

B) MEAN OF POST TEST

M1 = Marks of obtained in post testNo. of Students

M1 = 200 25

M1 = 8

mean of marks of post test =8

from the above two means it is clear that

mean of pre test < mean of post test

5 < 8

Hence It’s clear that the marks of reading in Marathi language are increase

after remedial teaching.

‘t’ ValueMARKSHEET OF THE STUDENTS

Student No. Pre-Valuation Ratio (Q1)

Post- Valuation Ratio (Q2)

D (Q2-Q1) D2

1 6 9 3 92 7 8 1 13 5 9 4 164 3 7 4 165 3 8 5 256 5 7 2 047 6 9 3 098 5 6 1 019 5 9 4 1610 4 9 5 2511 4 8 4 1612 5 8 3 0913 6 8 2 0414 5 8 3 0915 7 7 0 0016 7 8 1 0117 6 9 3 0918 4 6 2 0419 5 8 3 0920 5 9 4 1621 5 9 4 1622 4 6 2 0423 5 7 2 0424 4 9 5 2525 4 9 5 25

N=25 X1=125 X1=200 ΣD=75 Σ d2=273

Σ D t =

N Σ D2 – ( Σ D ) 2

N - 1

t value = 75

25 x 273 – (75)2

25 – 1

= 75

6825 – 5625

24

= 75

1200

24

= 75

50

= 75

7.071

‘t’ Calculation value = 10.60

‘t’ Table value = 2.718 As per 0.01 level.

Therefore obtained value t is 10.60 and value at 0.01 level is 2.718 (as per

table) value obtained (0.01) is more than the fruitful value hence zero concept is

to be abdendent. The above method is complicated and requires tedious

calculation.

So we concluded that this research successful and research hypothesis accepted

and null hypothesis rejected.

INTERPRETATION OF DATA :

Interpretation of data in this way. Researcher has completed this research and it

is successful student achieve more knowledge and understanding the writing

skill more effectively after remedial teaching.

THE MEASURE FINDINGS OF THIS RESEARCH ARE GIVEN

BELOW :-Table

Sr.No. Pre-test Post test

M1 3.866 -

M2 - 8.6

From the above table it is clear that the mean of post test is greater

than pre test.

i.e. M2 > M1

The value of ‘t’ from calculations is 10.60 i.e. 11 & the value of ‘t’

from table at 0.01 level 2.718.

Hence

The value of ‘t’ by calculation greater than the value of ‘t’ by table

i.e. ‘t’ Calculation Value > ‘t’ Table Value

OBSERVATION

From the above figure it is clear that there is shifting to the right in the

scores of the post-test curve when compared with pre-test scores.

INTERPRETATION

It means that there is an improvement in the achievement level of the

students of Vth standard. While writing the spelling of English words

during the post-test. The figure signifies the effectiveness of programme

to avoid spelling mistakes while writing in English subject.

MAJOR FINDINGS

1) The programme developed by the researcher was effective to avoid

spelling mistakes while writing in English subject.

2) The experimental group has shown positive improvement while

writing the spelling of English words.

CONCLUSION

The programme prepared by the researcher was an effective to avoid

spelling mistakes while writing in English subject.

CHAPTER – 4

CONCUSIONS, RECOMMENDATIONS

EXTRACT :-

Firstly the researcher has selected the problem.

1. The study of the spelling mistakes of the students of Vth Std.

Marathi Medium School.

2. The researcher prepares the programme for pre-test.

3. Then the researcher use remedial to avoid the spelling mistake.

4. The programme for the post test is prepared.

5. Then collect the information which is required for the report

writing by analyzing the data obtained from the pre test and post

test.

6. Researcher draw conclusion.

7. Then researcher took a certificate.

In this way researcher completed the researcher.

CONCLUSION

The deep study of this research leads to the following conclusion.

i) Student gets the knowledge about the sub-skills of writing.

ii) Students read the story, paragraph, poem and easy with proper

speed, pronunciation, stress and intonation.

iii) Students write with sufficient durations, after commas and full-

stops.

iv) Student develops their writing skill with the help of practice.

v) Student acquires the micro-skills of the writing.

Researcher observed these change in the students in Experimental

method, while conducting pre-test and post test by using.

1) Statistics (Mean)

2) Graph

RECOMMENDATION

Above research is very helpful to the student to develop their

writing skill. Along with students it is beneficial to teachers also-

1) It is very useful to give the information about the different

creativities which develop the student’s writing skill.

2) Teacher can follow the activities in order to develop the reading

skill of the student. Teacher can take new interesting and excellent

activity which brings creativeness in teaching learning process.

3) This research is helpful to develop reading skill in other language

also such as Hindi, English.

4) Provide the guidance to the other teachers.

This research will not be used only for 4th std. but also used in

higher education and other schools.

SUGGESTION FOR FURTHER ACTION RESEARCH STUDY

1) The same problem can be study the mistakes in different

languages.

2) Different standard or level can be including for the same problem.

REFERENCES AND APPENDIX

• References

• List of Students

• Pre Test Question Paper

• Post Test Question Paper

REFERENCES :-

1. Kruti Sansodhan Navopakram

- Suvichar Prakashan

- Swati Gadgil

2. Research Book

- Iohn Best & Khan

3. Action Research & Innovations

- Nirali Prakashan

- Arvind Kapole & Bansi Pandit

APPENDIX

PROGRAMME FOR PRE TEST

WORD

1) TABLE

2) CHILDREN

3) SCHOOL

4) MARBEL

5) TEACHER

6) BOX

7) BEAUTIFUL

8) LOVELY

9) CAREFUL

10) USEFUL

11) SADLY

12) GOOD

13) BETTER

14) REST

15) BEST

16) BLACK-BOARD

17) COLUMN

18) READ

19) COMB

20) MOBILE

PROGRAMME FOR POST TEST

1) GLASS

2) CUP

3) BUCKET

4) JOR

5) JOY

6) FLY

7) HARD

8) SHOOT

9) WORK

10) SHOT

11) COMPUTER

12) NOTEBOOK

13) GOLI

14) STYLE

15) MOUTH

16) KEY

17) NOSE

18) NATIONAL

19) PLEDGE

20) NETWORK

The data collected in this research is given below :

Marks Sheet of Pre test and post test

Sr.No. Name of the students Marks of pre test

Marks of post test

1 Attar Tanjila Sardar 06 092 Bhosale Poonam Sarjerao 07 083 Chalake Swati Tanaji 05 094 Chougule Kajal Rajaram 03 075 Desai Arati Gajanan 03 086 Kolawankar Prajkta Mohan 05 077 Mane Megha Mahadev 06 098 Mohite Komal Shivaji 05 069 Mohite Poonam Sharad 05 0910 Nangare Jayashri Chandrakant 04 0911 Nangare Komal Shivaji 04 0812 Patil Pratiksha Tanaji 05 0813 Patil Sunita Bhanudas 06 0814 Tamboli Karishma Najir 05 0815 Unde Mayuri Pandurang 07 0716 Wadar Alka Govind 07 0817 Waghamare Bharati Bhaskar 06 0918 Bankar Abhijit Ananda 04 0619 Jambe Abhijit Tukaram 05 0820 Khot Ajay Dinkar 05 0921 Kolapate Sambhaji Pandurang 05 0922 Mohite Sagar Baban 04 0623 Mulani Iliyas Isak 05 0724 Patil Prathamesh Sadashiv 04 0925 Sawant Tushar Siddanath 04 09

Total 125 200

From the above table it is clear that the marks obtained by

the students in post test are more than the marks obtained by the

students pretest.

MARKSHEET OF THE STUDENTS

Student No. Pre-Valuation Ratio (Q1)

Post- Valuation Ratio (Q2)

D (Q2-Q1) D2

1 6 9 3 92 7 8 1 13 5 9 4 164 3 7 4 165 3 8 5 256 5 7 2 047 6 9 3 098 5 6 1 019 5 9 4 1610 4 9 5 2511 4 8 4 1612 5 8 3 0913 6 8 2 0414 5 8 3 0915 7 7 0 0016 7 8 1 0117 6 9 3 0918 4 6 2 0419 5 8 3 0920 5 9 4 1621 5 9 4 1622 4 6 2 0423 5 7 2 0424 4 9 5 2525 4 9 5 25

N=25 X1=125 X1=200 ΣD=75 Σ d2=273

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