Vol. 2, Issue 9, Part H (2016)

Abstract
The present study found the effect of field based instruction and traditional instruction method on attitude of senior secondary chemistry students in relation to ability grouping. Researcher conducted this study to know that which of the instructional strategy is more useful to improve the attitude in chemistry and which ability group will get more benefit of instructional strategies. For this purpose, experiment carried out involved pre-test post-test control group design with two groups of students. The group, taught through Field Based Instruction (FBI) was taken as experimental group while the group taught through Traditional Instruction (TI) was taken as control group. The classifying variable was ability grouping and dependent variable was attitude towards chemistry. Researcher selected 120 students from the senior secondary schools of Himachal Pradesh, India, and then classified them into two ability groups (high and average ability group) using Raven’s Progressive Matrices and further distributed into two groups FBI and TI. t-test was used to find out the significant differences. Results of the study showed that students taught through TI showed significantly better results in attitude in chemistry as compared to that taught through FBI; both the groups (high and average ability) in TI showed improvement in attitude towards chemistry after treatment, while in case of FBI only high ability group showed significant improvement. From, these results it can be concluded that teaching through FBI is not equally beneficial as TI in improving the attitude towards chemistry. Students acquired better attitude form after teaching through TI as compared to FBI, and high ability group gained more as compared to average ability group.