Abstract

ASSESSMENT OF COMPREHENSION LEVEL OF STUDENTS AFTER INTERVENTION OF NPAM AND CONVENTIONAL TEACHING TECHNIQUES

*Dr. Pradnya Deepak Dandekar and Dr. Deepak R. Dandekar

ABSTRACT

Background: In present scenario, different & innovative teaching methods are required to accelerate learning process. Students’ active participation in learning process enhances their interest in learning. Teacher has to work as facilitator for learning process. Near peer assisted mentoring (NPAM) is new strategy where students as near peer assist juniors in learning process during their learning phase. With this reference the present study was undertaken to study whether this near peer assisted mentoring help the first year students to enhance their comprehension level as compare to conventional teaching techniques. Objectives: To evaluate the effect of near-peer assisted mentoring (NPAM) on academic development of the students to analyze the learning gain by assessing comprehension level of the students Material & Method: All the newly admitted students (n=60) to the first year course were selected for the study as mentees and five students of second year were selected as mentors on criteria basis. All mentees taught the topic & were randomly divided into two groups Group A & Group B. Group A had given NPAM intervention & Group B had given handouts to study. Both the groups exposed to Pre & Post test. This test was framed as per Bloom’s taxonomy levels of cognitive domain from lower skills to higher level skills. Observation & Results: It shows highly effectiveness (0.73) in the gain of marks in intervention group. Conclusion: NPAM appears to foster learning of critical thinking & problem solving skill in small groups, providing opportunity for deeper exploration of the concepts as compare to conventional methods of teaching.

Keywords: Near-peer assisted mentoring, NPAM, Bloom’s taxonomy, conventional teaching.