Vol. 1, Issue 10, Part E (2015)

Abstract
Repetition is the technique through which we can remember the content material easily and for long time. There are some methods of repetition like flash-card method, CAL programme, SQ3R method, traditional method. The investigator has decided to check out the effect of Flash-card method and for that he had decided following statement for his research work:” Flash-card method & Traditional method of Repetition on Unit Achievement and its Retention by Students of Standard IX in English Subject” Some basic objectives of the study were as follow: (1) To check out the effect of Flash-card method & Traditional method of repetition on unit achievement of girl students of standard IX in English subject.(2)To check out the effect of Flash-card method & Traditional method of repetition on unit retention of girl students of standard IX in English subject. (3)To check out the effect of Flash-card method & Traditional method of repetition on unit achievement of boy students of standard IX in English subject. (4) To check out the effect of Flash-card method & Traditional method of repetition on unit retention of boy students of standard IX in English subject.rnAccording to objectives of the study 60 girls from Smt. R.S.V.G. Girls School, Dhansura and 60 boys from Shri J.S.Mehta High School, Dhansura studying in standard IX were selected as sample. In each group 30 students were given flash-card treatment of repetition and rest group of 30 were treated by applying traditional method of repetition. Experimental design considered two equivalent group designs, the post test only. Data was analyzed by using statistical techniques like mean, SD and t-test. The major findings of the study were as under: (1) There was significant difference in unit achievement scores of girl students gained on the post-test after treatment through flash-card method and traditional method of repetition. So null hypothesis was rejected. (2) There was significant difference in unit retention scores of girl students gained on the post-test after treatment through flash-card method and traditional method of repetition. So null hypothesis was rejected. (3) There was significant difference in unit achievement scores of boy students gained on the post-test after treatment through flash-card method and traditional method of repetition. So null hypothesis was rejected. (4) There was significant difference in unit retention scores of boy students gained on the post-test after treatment through flash-card method and traditional method of repetition. So null hypothesis was rejected.