Reading & Writing Ability and Achievement in Science - A Correlational Study

Madhu Mittal; Dr. Indrani

doi:10.53724/jmsg/v8n4.05

Authors

Madhu Mittal Research Scholar, Dept.of Education, VMLG College Ghaziabad, CCS University Meerut (India). https://orcid.org/0009-0002-0152-620X
Dr. Indrani Head, Department of Education, VMLG College, Ghaziabad, CCS University Meerut (India). https://orcid.org/0009-0005-0796-486X

DOI:

https://doi.org/10.53724/jmsg/v8n4.05

Keywords:

Science, Reading Ability, Writing Ability, Achievement in Science, U.P. board

Abstract

Science is not just a subject studied in schools but a way of living. Learning science leads to the development of a positive and logical approach to life. There are many obstacles to learning science. ‘Reading and Writing’ is one of them. The Reading and Writing Ability of students not only play an important role in learning Science (Heselden & Staples, 2002) but also help in achieving good scores in Science. This paper establishes a relationship between the Reading & Writing Ability of sixth-class UP board students with their Achievement in Science. In this study, ‘Self-constructed Reading & Writing tests’ were used along with the ‘Self-constructed Achievement tests’. The sixth-class students of the U.P. board of Ghaziabad schools were considered as the population of the study. The Random Cluster Sampling technique was used in order to draw 65 sixth-classes UP board students from two schools in Ghaziabad. ‘Pearson’s Product-Moment Correlation Coefficient’ was used to find out the relationship between the Reading & Writing Ability of sixth-class UP board students with their Achievement in Science. The analysis of results shows that the Reading Ability of sixth-class UP board students and Achievement in Science are strongly correlated with each other. In addition to this, the Writing Ability of sixth-class UP board students has a positive moderate correlation with their Achievement in Science.

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