Effectiveness of Lesson Study Approach towards Science Learning in Pakistani Elementary School

Abstract

Lesson study is a kind of teacher training program extensively used for professional development of both pre-service and in-service teachers. Current study intended to explore the effect of lesson study approach on science learning by conducting a Quasi-Experimental research that followed a Non-equivalent pretest posttest control group design. As academic attainment of students is considered the basic parameter to evaluate the classroom learning, so effectiveness of lesson study approach was measured in association with the student’s achievement at elementary level. The objective of this study was to examine the effectiveness of lesson study approach on the academic success of elementary science students. Six elementary science teachers of a public school were engaged and oriented to lesson study. Teachers were guided how to teach general science using lesson study approach. This research involved two sections of grade 7 students as sample, one as control group (taught by conventional method) and other as experimental group (taught following lesson study approach). The treatment of lesson study teaching was given for 08 weeks covering 03 lessons in a week. The success of the Lesson Study was determined by comparing performance of both groups on pre and post-test. Quantitative data consisting of achievement test scores were analyzed using SPSS Software. The result indicated that in posttest, performance of experimental group (36.90) turned better than control group (14.03) on achievement test. Hence, it is substantiated that lesson study approach has a noteworthy effect on science learning at elementary level. It is also revealed that science teaching through lesson study increases comprehension and application skills of elementary students significantly. The study recommends endorsement of lesson study approach in teaching of science by inculcating it in teacher training curriculum