IMPACT OF SELF-LEARNING PACKAGE ON PRIMARY STUDENTS' MATH ACHIEVEMENT IN HILL AREAS

Abstract

The goal of the current study is to determine the impact of the self-learning package on the development of primary-level mathematics competencies among pupils in the Dindigul district who live in hilly areas to determine if students in the experimental group and those in the control group performed significantly differently on the pre-test and post-test. Prior to the test after the test Group under control for the investigation, an experimental group design was appropriately used. The method of random sampling was used. 212 elementary school pupils from three blocks in 15 Hill-Area schools in Dindigul District of Tamil Nadu made up the sample. Primary school pupils, limited to those in grades I through III, will participate in the pilot project. Both the experimental group and the control group will undergo pre-testing creation and verification of a self-learning program (SLP) for elementary school pupils' mathematics proficiency. Only the experimental group will utilise the self-learning program; the control group will use the conventional approach. Both the experimental and control groups of elementary school pupils will take a post-test. Descriptive analysis will be used to gather and examine pre-test and post-test data as well as differential analysis. The research has produced significant findings such as the pre-test results for the experimental and control groups do not differ significantly. The post-test results for the experimental and control groups varied significantly. The experimental and control groups' gain scores differ significantly from one another. The experimental groups outperformed the control groups in terms of gain score, as indicated by the mean score. For elementary school pupils in the hill region, self-learning packages are a very helpful teaching tool for maths.