EFFECT OF STRUCTURAL COMMUNICATION GRID ON ACADEMIC ACHIEVEMENT OF 8TH GRADE SCIENCE STUDENTS

Abstract

         The study was undertaken to check the effect of Formative Assessment (SCG) on academic achievement of 8th grade science students in district DG Khan. The main objectives of the study were to find out the effect of formative assessment (SCG) on the academic achievement of 8th grade science students, to find out the effect of formative assessment (SCG) on mean scores of 8th grade science students in knowledge area, to find out the effect of formative assessment (SCG) on mean scores of 8th grade science students in comprehension area, to find out the effect of formative assessment (SCG) on mean scores of 8th grade science students in application area. The study was conducted on 60 students of 8^th grade of Government Girls High School No 8 Taunsa of District DG Khan.All female students of tehsil Taunsa of the  district DG Khan were taken as population.Study was delimited to female students of 8^th class of public school of district DG khan. This study was an Experimental study. Design selected for this study was one group pretest posttest. An academic achievement test was designed as pretest that consists of MCQs, Fill in the blanks, Short questions and Essay type question. This test was validated through of subject experts opinion. Pretest was administered to sample of 60 female   students of 8^th class. After selecting the group, intervention was carried out. SCGs was designed by researchers to teach Experimental group. This SCGs were by validated by subject experts. Researchers  used traditional method and SCGs to teach the  group. Curriculum was the four chapters from general science of 8^th grade according to PITB syllabus. During teaching process, the researchers used Structural communication grids along with the traditional method.The researchers  taught two topics of the chapter in one week. After two-months researcherss conducted achievement test as a post test .Post- test was same as pre-test. Experimental group was taught for a period of 4 weeks starting from December 2022.After completion of intervention post test was conducted. Achievement of Experimental group was analyzed through inferential statistics by using t-test (paired sample t-test). Results of data analysis were represented in different tables. It was found that  intervention of SCGs had significant effect on the acedimic achievement of science students.It was concluded that SCGs was proved to be effective to enhance the academic achievement of students in science.