Impact of Cognitive Tasks on Scholastic Achievement among 14 Year Old Students

Abstract

Educational process is complete when the objectives are met, and with this purpose, teachers select instructional methods, media and evaluation. The study was conducted on a sample of 493 students who were 14 years of age. The sample was selected from private schools of Punjab and Chandigarh. They were divided into experimental and control groups. During the programme, five assessments were conducted on all the respondents but the worksheets were given only to the subjects in experimental group. The entire programme was taken up in around 12 months. Eventually, it was found that owing to the personalized instructions system to teach students in experimental group, there was witnessed significant soar in their cognitive abilities and academic achievement. In contrast, insignificant changes were witnessed among their control group counterparts after the intervention programme.

Keywords

• Intelligence Quotient
• Focus Factor
• Decision Making Ability
• Creative Quotient
• Academic Achievement
• Intervention Programme
• Chandigarh
• Punjab