CHAPTER 3
REVIEW OF RELATED STUDIES
3.1 EDUCATIONAL DIAGNOSIS
3.2 REMEDIAL INSTRlJCTIONAL
I'ROGRAMMES
- . - Hevrew of Related Studies - ---
REVIEW OF RELATED STUDIES
The review of related studies is an essential part of any
investigation. The survey of the related studies is a crucial aspect
of the planning of the study. In the words of Turney and Robb'
(1971) the iderrtificatiorr of a problem, tire development o f a
reseurclt design arrd deterrnittatiort of tlre size arrd scope o f tlte
care u ~ t d irrterrsity witlr wltich a researcher lras exarniried the
literatrrre related to tlte irttertded research.
The advantages the related studies is to provide insight into
the statistical methods through which validity of the results is to be
established. According to avid^ (1969), The literature is review
to create the content from the past for the new study to be
conducted with new subjects and newly obtained data.
The analysis of related studies revealed that very few
studies were conducted in the area of Remedial Teaching in
Chemistry The studies available in the related area are
summarized and presented under the following heads:
(1) Educational Diagnosis
(2) Remedial Instructional Programmes
~~ ~ ~ . - ~
Review of Related Studies
3.1 EDU<:ATlONAL DIAGNOSIS
sankara3 (1957) studied the difficulties experienced by
pupils of Standard IX in factorization. The study revealed that a
great majority of the pupils experienced difficulties in dealing with
negative numbers, applying rules of signs, factorization of
polynomials and in recognizing comnlon factor.
chaudhary4 (1958) investigated into the difficulties of class
X pupils of Delhi High Schools and Higher Secondary Schools in
solving Geometrical exercises and identified the following
difficult~es: lack of understanding and interpreting Geometrical
exercises; reasoning and interpreting the Geometrical figures.
Singh and srivastavas (1960) conducted a diagnostic study
of common errors committed by !students of Standard Vl l l in
written English, their prevention and cure. The study revealed
that lack of remedial and preventive techniques in English is one
of the rnajor reasons for committing errors in English.
~ u r n a r i ~ (1964) studied the difficulties experienced by the
pupils of standard VII in fundamental operations with decimals.
The study revealed that many of the common types of errors
committed by students were either due to lack of mastery of
concepts or due to insufficient practice in operation with decimals.
-- -- - - - . -- - -- - Revrew of Related Studles
~ a c o b ' (1965) studied the errors committed by the students
of standard Vll l in addition and subtraction in Algebra. The study
revealed that majority of students under study had difficulty with
terms having powers and was not able to distinguish between like
terms and unlike terms and showed difficulty to follow the
symbolic representation of Algebra.
~ l i a s ' (1966) conducted a study to identify the common
errors committed by the pupils of standard VI in fractions using a
diagnostic test. The major findings revealed that a great majority
of students experienced difficulty in division of fractions,
especially with mixed fractions and rnultiplication and division.
lndapurkarg (1968) conducted a diagnostic study of errors
in learning English of Middle school Pupils of Chandrapur district.
The study revealed that verbal inflection errors were frequent in
Standards VI. VII and VIII.
lypeiO (1969) constructed a diagnostic test in Square root
for pupils of Standard IX. The difficulties experienced by the pupils
in different operations were the following: fundamental operations
especially in multiplication arid division and units of
measurements.
- - ~. Review of Related Studies
~ u k e " (2970) studied the difficulties faced by xth Standard
students of Kollam District in learning English Grammar. A
diagnostic test was administered to 600 pupils of Standard X. The
study revealed that the majority of the students under study had
difficulties with English Grammar.
~ r n r n a l ' ~ (1972) analysed the linguistic difficulties in
learning Hindi, on a sample of 600 Secondary School pupils in
Kerala. Linguistic analysis through a specially designed test
revealed the relative difficulty among 27 different linguistic areas.
The study revealed that the method of teaching Hindi language
was inadequate and uninteresting. It also revealed that the
majority of the school children exhibited deficiencies in learning
Hindi language.
ale el'^ (1975) conducted an experimental study to test the
effect~veness of diagnostic approach in teaching Mathematics in
Standard VIII. The study conducted on a sample of 440 students
revealed that diagnostic approach in teaching Mathematics was
effective for the total sample and sub samples.
~ o r a ~ a ' ~ (1979) conducted a diagnostic study in
Mathematics at Primary level. The study revealed that most of the
errors committed by students reflect the poor formation of decimal
Review of Related Studies
concepts due to inadequate background. The study also revealed
that carrying in addition and borrowing in subtraction were
considered difficult due to the presence of decimal points.
air'^ (1980) conducted a diagnostic study of the difficulties
of university entrants in the use of chemical equations. The
necessary data were collected by administering a diagnostic test
in chemical symbols, formulae and equations. The study revealed
that the nature and extent of errors committed by the students in
the learning of chemical symbols, formulae and equations is
influenced by certain selected socio-personal factors.
~ u r n a r y ' ~ (1983) conducted a study on the procedures
adopted and the difficulties experienced by pupils of standard vlth
Standard in solving verbal problerns in Arithmetic. The study
revealed that the pupils experienced difficulty in understanding the
verbal problems; meanings of i t e m in the problem and solving
problems having more than one part.
sa ly l7 (1984) studied the difficulties experienced by pupils
in the learning of Arabic in the secondary schools of Kerala. The
areas of difficulty identified were: different types of word order;
paraphrasing preposition, adjective and verbs and reconstruction
of senterices.
Review o f Related Studies
at hew" (1985) identified the difficulties in learning
chemistry experienced by educationally backward students at pre-
degree level. The results of the study revealed that the Pre-degree
students experienced a high level of difficulty in learning
Chemistry and this is acute in the case of educationally backward
students.
sebastianlg (1985) studied the difficulties experienced by
educationally backward students at Pre-degree level in learning
Botany The major causes identified were lack of pre-requisite
knowledge, knowledge in related subjects, ability in concept
attainment and comprehending abstract knowledge. The study
revealed that the low achievers have more learning difficulty than
high achievers.
lJzhuvathuZO (1985) studied t.he difficulties experienced by
educationally backward students at Pre-degree level in learning
Physics The study revealed that pupils experienced great
difficulty in learning Physics at first year Pre-degree level and this
was acute in the case of educationally backward students.
~ o h a m m e d " (1986) conducted a study to identify the
errors comm~tted by the Pre-degree students in writing English
and found that the majority of the students committed errors in
Review o f Related Studies
tenses, preposition, noun and relative clauses, passive voice and
auxiliary verbs
Haslam and ~ r e a ~ u s t ~ ' (1'987) constructed a two-tier
multiple choice instrument for the secondary school students. The
result of the study revealed that a high percentage of secondary
students do not comprehend the nature and function of respiration
and have little understanding of the relationship between
photosynthesis and respiration in plants.
scott2' (1988) studied the effectiveness of a Computerised
Diagnostic Inventory on Basic Mathematical skills. A
Computerised Diagnostic Mathematics Instrument (CDMIIMS) was
designed parallel to the commercial paper and pencil inventory
published by McGraw Hill. Analysis of the findings revealed that
the CDMIIMS requires significantly less time and fewer questions
than that of the paper and pencil inventory.
~ r e a ~ u s t ' ~ (1988) developed Diagnostic tests in Chemistry
and Biology to evaluate students' misconceptions and errors
commrtted in Science. Analysis of the results of the tests
revealed that Diagnostic tests were very much effective for
ident~fication of errors and misconceptions of both teachers and
students in Chemistry and Biology.
-- Revrew of Related Studies
Peterson et (1989) studied the misunderstandings of
grade - 11 and grade - 12 students in Chemistry (co-valent
bonding and structure) using a Diagnostic instrument. The results
of the study ind~cated that the two-tier Diagnostic instrument
provided a feasible approach for evaluating students'
understanding and for identifying misconceptions and
misunderstanding in the Chemistry.
~ o s e ' ~ (1990) studied the difficulties experienced by
Vocat~onal Higher Secondary students of Kerala in learning
Botany The study revealed that VHSE students experienced
difficulty in the skill of hierarchical learning and in attaining
concepts of Botany.
varghese2' (1991) studied the difficulty in learning fractions
by pup~ls of standard VI. The study revealed that the following
areas are difficult for the majority of students due to the lack of
understanding of fundamental iconcepts: changing the whole
number into a fraction; changing an improper fraction into a mixed
fraction and addition and subtraction of improper and mixed
fraction
~ a n a r j e e " (1993) assessed the students' and teachers'
understanding of Chemical Equilibrium. A Diagnostic test on
-- Review of Related Studies
Chemical Equilibrium was administered to collect necessary data.
The study revealed that both teachers and students committed
errors in the following concepts in Chemistry: Le Chatlier's
Principle. Rate and Equilibrium, Applications of Equilibrium to
acids, base and ionic solutions.
~ a s r n i n e ~ ~ (1994), studied the difficulties experienced by
the pupils of standard I l l in computation, by a Diagnostic test. The
study revealed that the level of attainment of students was very
poor for the division of four digit numbers with one digit number.
~ a ~ a l e k s h r n i ~ ~ (1994) studied the difficulties in
computations experienced by the students in standard IV. The
study revealed that out of the fifty teaching points studied, the
level of attainment is very good in the case of six teaching points,
good in the case of twenty three teaching points, satisfactory in
the case of fifteen teaching points, poor in the case of five
teaching points and very poor in the case of only one teaching
point due to the lack of understanding the basic concepts of
computatlon.
LJnisa3' (1994) identified the difficulties experienced by
lower primary school children in learning 'Science. The study was
intended to prepare a diagnostic test in LPS Science so as to
-- - - - - Revrew of Related Stud~es
identify the difficult areas of knowledge, understanding,
application and to arrange the various categories of difficult areas
on the decreasing order of difficulty. The study revealed that the
most difficult area in the cited categories is application.
~ a n i ~ ' (1996) investigated the causes of difficulties
experienced in teaching English poetry at the Secondary level.
The study revealed that the difficulties experienced by pupils were
due to the inadequate library facilities, illiterate parents, and
uninteresting themes of poems and ineffective method of teaching.
~ i n d h u ~ ~ (1996) studied the difficulties experienced by the
fifth standard pupils in learning fractions. The study revealed that
many of the common errors made by pupils were due to lack of
understanding of principles involved in the addition, subtraction
and multiplication with fraction and inadequate practice in doing
problems in fraction
~ a ~ a s r e e ~ ~ (1997) identified the difficulties experienced by
the pupils of standard VIII in expanding algebraic expression using
ident~t~es with the help of a diagnostic test. The study revealed
that the level of attainment is poor in the case of classification of
open and closed sentences , finding the always true sentences
and product numbers using identities. The study also revealed that
- - Review of Related Studies
there is no mastery of the rules of signs and many pupils do not
seem to have a clear grasp of the identities.
~ e e b a r ~ ' (1998) analysed the difficulties experienced in
learning Science as revealed through their understanding of gas
exchange in plants. The study revealed that during the interviews,
the students in the group below median were often able to recall
facts and apply knowledge, but they had failed to recall and apply
the knowledge while responding to the written questions.
~ u c h o v i c ~ ~ (1998) in his diagnostic study discussed two
techn~ques, which have been utilized for five semesters in general
chemistry courses. The techniques used were repackage system
and wr i t ing exercises based on the laboratory portion of the
course Both the techniques were found to be equally effective for
learning Chemistry at undergraduate level without any
misconception and difficulties.
~ h a n ~ a ~ ' (1999) conducted a Diagnostic study to identify the
difficulties experienced in learning Algebra at the Secondary
Level. The study revealed that the majority of the students faced
difficulties in the case of items having more than one variable.
Majority of the students had not understood the meaning of like
terms and errors in concepts of like and unlike terms.
. Review of Related Studies
~ u h r n ~ ' (1999) analysed the factors affecting reading
difficulties of the students of college of Micronesia. The study
revealed that the factor contributed to the problems fall in the
following areas: language, educational background, culture,
motivation, learning and reading strategies of the students and the
teaching methodologies, institutional policies and sociopolitical
conditions of the school.
vasudevan3' (2003) conducted a Diagnostic Study to identify
the difficulties experienced by pupils studying in Standard VIII, in
the computat ion of negative numbers. The study revealed that
majority of the students faced difficulty in carrying out the
fundamental operations involving negative numbers due to the
lack of clarity on rules of fundamental operations.
3.2 S I'UDIES RELATED TO REMEDIAL INSTRUCTIONAL
I'IIOCRAblM ES
~ o d g e r s ~ ' ( 1 932) studied the grammatical errors committed
in free composition by Junior High School pupils. It listed some
of the typical errors made by pupils and provided guidelines for
developing remedial instructional programmes.
Review of Related Studies
stuart4' (1940) studied how innovative techniques can be
used to make remedial teaching classes interesting and novel.
The study revealed that the use of daily newspapers and
magazines can be used as effective practice material in remedial
classes
~ u i l e r ~ ' (1946) identified the difficulties faced by new
students in colleges in the use of sentence structure. The study
revealed that the remedial instruction is effective in learning
sentence structure
~ a b e l ~ ' (1950) studied the errors committed by newcomers
to colleges in Arithmetic application and provided remedial
teaching to overcome the errors.
~ h i r u v e n k a t a c h a r y ~ ~ (1967) conducted a remedial teaching
programme to measure the pupils' ability to write with speed with
out loss of legibility and accuracy. The study revealed that speed
in wri t~ny could be enhanced to about forty six letters per minute
after providing remedial teaching.
~ i e ~ ~ (1969), constructed a diagnostic test in basic skills in
Arithmetic computation for pupils of standards V. VI and VII and to
provicle remedial measures. When the mistakes were diagnosed
Review o f Related Studies
and prov~ded remedial teaching, the students progressed well in
Mathernat~cs.
0ad4= (1980) conducted a Diagnostic study of language
errors and developed a programme for remedial teaching in Hindi
at school level. The study revealed that the number of errors
decreased from class VI to Vlll and increased in classes IX and X.
The study also revealed that the errors can be rectified by
effective remedial teaching programmes.
vijayakurnar4' (1982) conducted a study on a Diagnostic
Remed~al Approach to some select portions in BSc Chemistry.
The rnaln objectives of the study were: to analyse the nature and
frequencies of errors committed by students in select concepts in
Organic Chemistry and to analyse the different types of difficulties
existed in the development of the select components. The study
revealed that the errors were very high even in the very simple
aspects of chemical terminology, formulae, structure and
information associated with chemical symbolism.
~ a i n ~ ' (1984) conducted a diagnostic study of language
errors in Sanskrit. The study was intended to identify the types of
errors in Sanskrit, the causes, and to prepare a programme of
renied~al teaching. The study revealed that Remedial programme
was effective in reducing the errors in Sanskrit.
- . Review of Related Stud~es
~ o s h ~ ~ ' (1985), conducted a study to classify errors with
their sub-types and to develop the remedial programme. The
study revealed that the number and quality of errors were reduced
after the introduction of the remedial programme which included
correction of spelling, written expressions and drilling.
~ e s a i " (1986) developed a remedial programme for
improving the language ability of children in standard IV. The
major finding of the study was that most of the defects committed
the first three years of the primary school consisted of errors on
spelling, missing letters and faulty pronounciation, which can be
minimized by Remedial Instruction.
verma5' (1986) constructed a diagnostic test in Chemistry
and ident~fied the reasons for committing errors in Chemistry. The
investigator prepared remedial materials on selected topics and
tested the effectiveness of remedial materials prepared.
~ o ~ a n ~ ' (1988) conducted a study on concept mapping as a
diagnostic aid. Concept maps were prepared and tested the
effectiveriess. as diagnostic aid. The study revealed that concept
mappirig is appropriate for remedial teaching in any area of study.
~ a l a i k k a n i ~ ~ (1992) developed a remedial package for the
teach~ng of Engl~sh consonants at Higher Secondary level. He
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studied the effectiveness of remedial teaching package over
traditional methods. It was found that English consonants using
the remedial package was more effective than traditional method
of teaching.
asa ant hi^^ (1994) developed a remedial programme in
Mathematics for lxth standard students. The study revealed that
teaching through the remedial programme was found to be
effective over the traditional Lecture method.
Reddy and Janak ~ u r n a r ~ ~ (1997) developed a remedial
package for learning the spoken skill in English in Standard IX and
measured the effectiveness of remedial package with special
reference to low achievers. The results obtained showed that the
instruction through remedial package was more effective than
traditional Lecture method in teaching spoken skills in English and
it enabled the low achievers to cope with the normal students to a
significant extent.
Anjaneyalu et.alS6 (1998) conducted a study on the usability
of a Remedial Multimedia tutorial, uses Netscape in the context of
a Remedial Teaching system in Biology. The student is given fine
grained diagnostic tests based on concepts on the human brain.
Depending on the performance in these tests the student is
allowed to browse through relevant material using Netscape
-- Review of Related Studies
Burke et a ~ . ~ ' (1998) designed conceptual computer
animations for Remedial teaching to help students understand the
basic concepts and principles of a dynamic chemical process.
They argued that an animation sequence should be linked to a
lecture demonstration, thereby assisting in the presentation of all
three levels of representation: microscopic, macroscopic and
symbolic
Francisco et al." (1998), in their diagnostic study
incorporated three teaching strategies such as discussions,
concept maps and co-operative learning to a fresh man Chemistry
course, ~nstead of usual lecture format. The study revealed that
integrat~on of the teaching strategies will be more beneficial for
overcoming difficulties in Chemistry.
pinto5' (1 998) conducted a study for finding out the effective
use of sports for teaching the difficult concepts in Chemistry like
chem~cal bond~ng and atomic structure.
~ o s e s ~ ' (1998) Conducted a study on the Structural Drill in
Remedial Teaching. The study identified that the most frequently
occurring grammatical error in the written work of students is the
error concerned with subject-verb agreement. The study
concluded that structural drills have an important role in Remedial
- - - - - rev re^, of Related Studres -
Teaching and the structural drill must be suitably modified to
individual learner's needs and specific Pedagogic contexts.
~ e w m a n ~ ' (1998) conducted a study on diagnosing Math
learning disabilities and recommended practices to overcome the
disai :Itties identified. The study is concerned with the diagnosis
and re~r,,.diation of the difficulties Primary School children
experiences in Mathematics. The study revealed that outside of
reading difficulties, problems in Mathematics represent the
greatest single source of learning difficulty experienced by
Primary School children.
~ h a r a k a n ~ ' (1998) conducted a study on diagnosis and
remediation of certain common Grammatical errors committedly
Secondary School students in Written English. The major tools
and techniques used were teacher made diagnostic test. Teacher
made Pre-requisite test and Achievement test. The study
revealed that the number of errors committed by the pupils in
Written English can be reduced though Remedial practice with in
the l i r r~~ted time.
Granath and ~ u s s e l ~ ' (1999) developed a card game for
remedial teaching of nomenclature of the elements and their
synibols in the first laboratory session of General Chemistry. .
~- ~ ~ ~ ~~ .. Review of Related Studies
The game helped the students to learn and review the symbols of
the elements without much error.
Castro-Acuna e t . a ~ . ~ ~ (1999) developed logic puzzles as a
remedial programme to solve the problems in chemistry easily and
without many errors. These logic puzzles were field-tested with a
diverse audience i17 the general Chemistry classes at the
University of Nebraska-Lincoln and were found to be effective for
remedial teach~ng.
wickenden6= (.1999) conducted a study based on the
developmental speech, language and communication difficulties. The
main objective of the study was to develop understanding of the range,
nature and causes of developmental speech, language and
communication difficulties and to develop suitable remedial
programmes to overcome the difficulties identified.
crute6= (2000) described a modification of a BINGO game to
chem~cal nomenclature and specific application to alkenes. The
use of games in the Chemistry classroom can provide instruction,
feedback, practice, fun and avoidance of misconception and
remed~at~on.
J O ~ " (2002) conducted a study on diagnosis of errors and
development of remedial materials for teaching Chemistry at
Review of Related Studies
Vocational Higher Secondary Level. The Investigator administered
a two-t~er Diagnostic test and developed remedial teaching
materials on selected difficult topics based on the Diagnostic test.
Effectiveness of remedial teaching materials was tested by
Experimental cum Survey method. The study revealed that
Remedial teaching was superior to Lecture method in immediate
post-test and delayed memory achievement in Chemistry.
~ e e t h a ~ ' (2002) conducted a study to test the effectiveness
of remedial programmes to improve the word-recognition skill and
reading comprehension skills of low achievers. The effectiveness
of the remedial programme was studied by Survey-cum-
Experimental method. The remedial programmes developed in the
study were found to be more effective than conventional Lecture-
Demonstration methods.
~ a i z a d a ~ ' (2002) conducted a study on Evaluation and
Remedial Teaching in Commerce subjects at the Plus Two level.
In the course of stucly t h e Remedial steps adopted were personal
attention, tutorial c;lasses, re-teaching the micro concept and
changing the method of teaching.
- -- - Kevlc\c' of Related Studies
DISCUSSION
Remedial Teaching can be considered as an effective
correct~on technique, a programme to improve teaching-learning
process. an instruction for overcoming difficulties and
misconceptions in various subjects. The studies revealed that
Remedial Instructional Materials were effective in improving
academic attainment of students.
Analysis of the related studies helped the investigator in the
preparation of Diagnostic test. Remedial teaching materials and in
select~ng suitable experimental procedures.
The Analysis of studies related to Diagnostic Testing and
Remed~al Teaching, revealed that Diagnostic Testing in teaching
can be used, as a technique for finding out the frequency and
types of errors committed by students, for the correction and
elimination ot individual weaknesses, as a tool for finding out the
reason for committing errors . as a technique for prognosis and in
guidance and counseling in academic dimension . It can also be
used as a prevention technique for common errors and in
identilying major hindrances in learning various concepts.
-. - -- . - - Revrew of Related Studies
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