Effect of Inductive Thinking Model on Achievement Motivation of Students in Relation to their Learning Approach

Achievement motivation is based on reaching success and achieving all of our aspirations in life. Achievement goals can affect the way a person performs a task and represent a desire to show competence. The characteristics associated with student achievement are an emphasis on teaching basic skills, high expectations for student achievement, frequent evaluation of student progress, a safe and orderly school climate, and educational leadership and motivation. Certainly the desire of a student to excel helps him go a long way in the journey of transacting his/her learning objective. The present study was experimental in nature conducted on 100 students assigned to two groups selected form schools of Chandigarh. Revised two factor study process questionnaire (R-SPceQ-2F) developed and standardized by Biggs (2001) to identify deep and surface learning approach and Deo Mohan’s Achievement Motivation Scale were used. Instructional material based on inductive thinking model & traditional model of teaching was developed. ANOVA was used to find difference in mean gain scores of two groups. The finding showed significant differences in achievement motivation of two groups. Mean gain differences for learning approach & interaction effects were however found to be non significant.