1.1. INTRODUCTION OF THE PROBLEM.

History is a coherent account of all the significant events of the past. It is the record of about age finds worthy of note in another It enables us to understand the mistakes made by our forefathers and not repeat the mistakes. History is a "Science". The word Science is described as a " Systematic study of a particular subject", Science has two main branched. 1) Positive Science, 2) Normative Science. History complex. World in which we live. History is the Scientific study of past happenings in all their aspects in the life of social group, in the light of present happenings. It is a research to Know What has happened in the past. History is an inquiry or investigation of truth. It is the inquiry of record of man's step and slips. But students feel that since it talks about past events, then why study it ? They find the subject dry and boarding and so they are not interested in studying it. Therefore, it becomes the duty of the History teacher to make the subject interesting wither the help of various teaching methods. Use of effective teaching methods helps to make the teacher's teaching effective and early It also helps the students to make their learning permanent. So, teaching methods are very useful tools for enhancing students learning process.
Need of review

1) To Show your research is different from others. 2) Whether the researcher has already walked on the same subjects. 3) What was his work method for research. 4) It enables him to know what other have attempted to find out. 5) It helps him to know the unsolved problems.

6) Unless researcher has learnt what others have done and what is still remaining. Researcher can not develop research project., Which will add something to the existing knowledge in his field. 7) It prints pointless repetition of research. 8) It helps in locating comparative date useful in the interpretation of results. 9) It makes the researcher aware of the over looked possibility in research. 10) through it the researcher will also known in detail what all related research project in progress but yet completed or reported.

STUDY QF AVAILABLE RESEARCHES*

1.3.1.

INGOLE R. N. A critical study of the present position of teaching history in secondary school of solapur district. Ph. D. Education, Shivaji University 1985.

Objectives :1. To find out the excising position of teacher's preparation for teaching history. 2. To study the position of teaching History in secondary schools with reference to curriculum text books, methods, facilities etc.

3. To find out ways and means and measures to improove the teaching of History.

Method to study :- Researcher has used survey method for study.

Tools for data collection :1) Questionnaire. 2) Structured interview. 3) observe ovation.

Findings :1) The Teacher of History were academically and professionally well qualified but nearly 40 % had not offered History as as special subject at graduate level. 2) Reading references books, magazines act was the most popular activity for professional enrichment other activities. 3) Mutual Co-Operation among history teachers to solve the problems arising was common in many schools. 4) Teachers were more or less equally divided on the adequacy of importance given to History in the xhool curriculum. 5) According to the teachers the objective of teaching history could rarely be achieved through teaching.

6) Narration was mast popular method of teaching history, The method was aide quietly supplemented by questioning. 7) Undergraduate history teachers failed to create time sense in the pupils while teaching history the teachers Maundy used graphics as their teaching Aid.

1.3.2. A study of the present position of teaching history in secondary schools of Gujarat state, Ph. D. Education S PU, 1984.

Objectives :1) To study the existing position of teaching history in rural and urban secondary schools. 2) To study the methods and approaches adopted by teachers of history and to under tend their difficulties. 3) To study the nature and effectiveness if measurement and evaluation methods adopted by history teachers. Study Method :- Researcher has used survey method for study.

Tools :- Questionnaire. Findings :- A lecture, story telling, Questioning and assignment methods which are teacher centered methods, were used by almost all teachers, Most of the teachers did not

elect to teach though student centered methods such as project dra mutilation, seminars etc.

1.3.3.

A study of objectives, courses & methods of teaching followed at the undergraduate level social Sciences, Ph. D. Edu. 1992.

Objectives :1) To find out the extent to which the students can grasp the teaching. 2) To find out the relevant general as well as specific objectives. 3) To find out methods tech inquest used at the B. A. level for the teaching of social Science. 4) To find out whether these techniques and tools were useful in the opinion of parents, teachers & students. Findings :- Lecture Method was the only method which claimed to be used clarity by 93.87% followed by dictation, which claimed to be used daily by 23.15% of respondents.

1.3.4.

GHORAT, The new curriculum of secondary education ( in the west Bengal in the light of History) P h. d. Education : 1980.

Objectives :-

To find out relation between teaching at secondary level and learning the same content by students.

Method of study :- The researcher has used survey method for study. Tools :-

Questionnaire.

Findings :- In History out of 32 items only on 14 items students agreed with their teachers.

1.3.5.

To Study of the effects of the inductive and deductive methods of teaching History on the achievement and thinking operations of pupils of std IX with different creative problem solving stale.

Leonilla menezes ( Sr. M. Clare A.C ) Doctor of philosophy in education of the S.N.D.T. Women's University Mumbai. Objectives :As defined by Dunkin and Biddle (1974) research on teaching involves 4 types of variables such as pros age, process, product & context variables, The research Studies on teaching can be classified on the basis of the relationship the investigator of the present study also classified the objectives of the study on the basis of classification of these relationships as under, Objectives related to presage- Product :-

a) To Study the comparative effects of the inductive and the deductive methods of teaching history on the achieve emends, development of thinking operations, logical reasoning and attitude towards social and citizenship skills of pupils of std. b) With convergent & divergent erective problem solving style. c) b) To Study the comparative effects of the inductive & the deductive methods of teaching history on the achievement, development of thinking operations. Logical reasoning & attitude to wards social & Citizenship skills of pupils with convergent & divergent creative problem solving styles after partially out of the effects of intelligence & Pre achievement. d) Objectives Related to presage - Process. e) To Study & compare variations in interaction patterns due to change f) uncreative problem solving style of pupils with respect to inductive and g) seductive methods of teaching History. h) Objectives related to process - product. i) To explain the relationship between significant differences in j) achievement, development of thinking Operations, logical thinking & k) attitude to warder social & Citizenship skills in terms of differences in l) teaching process. m) Methodology for study :n) About 130 research studier have been reviewed in this chapter. Out of o) which about 105 are experimental studies and other 25 are survey type field

p) studies.

Tools:- Questionnaire Interview Observation. Findings :1) An the teachers involved in the study had undergo secondary teacher's training (B.Ed.) & all had studies history or other social science's up to graduation (B.A.) All had offered Methodology of teaching social science for their training qualifications (B.Ed.) 2) Teacher's teaching experience varied from 1-35 years. 3) About 62.5% of teachers had attended seminar/ workshop refresher course of short duration related to teaching of social science But Most of the teachers availed of such opportunities to upgrade themselves only once during their teaching career. 4) All the teachers had allowed their students to ask questions through 80% of them had allowed always & 20% had allowed some times. 5) Only 75% of the teachers had taken their students outside the classroom for curricular activities Casually. The rest of the teachers had never taken their students outside classroom for any curricular activities.

-: CONCLUSTION :The above related literature is designed to help the researcher with what other researches have followed and which procedure they have used. The following table shows the number of researches related to effective method of teaching History. No. 1.

Area

No of researches

Researches with regard to students. Researches with regard to teachers. Total :-

4
7.

The researcher Leonilla menezes has done research on the effect of the inductive & deductive methods of teaching history on std. IX students. But the present research problem examines the effectiveness of narration & dramatization methods to teach a History for IV standard students. Therefore this research is different from other research.

1.4

-: IMPORTANCE AND NEED OF PROBLEM :The teacher's place in society is of vital importance. He has to guide the

generations and has to keep the "Lamp of civilization" burring. He should he a continuous learner of the subject and should be full of knowledge and information. He

should not only posses various Skills then only students grasp things quickly and they also get interest in History subject. While teaching concepts in History it is not necessary to use narration method always because there is so many methods are available to make teaching interesting and enjoyable experience. Only teaching through Narration Method creates boredom in the minds of the students. Because in Narration method there is a single track communication in which teacher has command over language, simplicity, fluency, Step by step narration and it is in accordance with the mental and physical age of the children. But through dramatization method students can participate in the learning process. Type enjoy watching and enacting the dramatic episode and they learn fast by observing dramatic episodes. So, to improve students interest teacher must remember that method should O relate the process of learning for effective teaching of History teacher of history should be aware about proper method. 1.5-: OBJECTIVES OF THE RESEARCH :-

1) To teach a unit of History through lecture method. 2) To teach a unit of History through Dramatization method. 3) To study the effectiveness of the two methods.

1-: OPERATIONAL DEFINITION :TO Study the effect that dramatization method is more useful than lecture method to teach History in IVth Std. 1) History 2) Method 3) Lecture Method. 4) Dramatization method. 5) Std IV. 1) History :- History is an educational subject gives us a coherent account of all the significant events of the past. 2) Method: It is the process of planning, guiding, sharing and evaluating learning with a groups of students. 3) Lecture method : One way interaction "Teacher-Centered" 4) Dramatization method:- This is a method in which teacher selects few students and explains the situation and the character and students perform a drama. Std. IV :- The students who have passed III std and are studying in IV standard whose age group is belong to 10 to 12 years old. An attempt has been made by the researcher to define variables in the present study.

I) Historical research :-. It is the application of the Scientific method of inquiry of historical problems, it helps in description and analysis of post events. It is organization of historical facts in support of post events. It is organization of historical facts in support of the new concepts to be developed. II) Experimental research :Experimentation, the classical method of the alb oratory, is the most powerful method for discovering and developing abode of knowledge about the prediction and control of events, iii) Descriptively/survey research:It is concerned with conditions or relationship that exist, opinion that are held process that are going on, effects that are evident or tends that are evident or tends that are developing.
Methods of present research

Researcher has selected experimental method for his study. Experimental research :It consists in the deliberate and controlled modification of condition deterring an events and in the observation and interpretation of sponges in event itself.

In this method pre-testing and post- testing are 2 main aspect to be observe then actual treatment given to the group. The present research can be classified under the experimental method of research. The researcher used a systematic method of regarding data, describing it and then analyzing of dramatization method over lecture method of history for IVth std. student. Nature of design:Single group design was selected for the research study. The effect of treatment was judged by the comparison between pre-test and post-test mean scores. E = T, x T2 E = experimental T = Pre-test x Treatement. T2 = post-test.
Population

In the researclvreliable. conclusions are drawn regarding the properties of the experimental group, such a group is called population To collect requiredlnfbrmation for the research The population of research is all the student of std. IVth

2.3.2 Sample :A Sample is a small proportion of a population selected for observation and analysis. Researcher has selected Phule Primary School, Gondale Nagar, Pune

Sampling

The researcher hasselected incidental & purposive sampling for present study 2.4 TOOS OF DATA COLLECTION :Researcher has used the following tools for research. A) Pre-test :This test is given to the student before giving an educational experience in pretest. Researcher thought the topic of History of IV th Std by lecture method. Then researcher taken pre-test based on this topic of is marks. B) Post -test :This test is given to the student after analysing the problems of the students the remedial activities are carried in order to solve the problems of pretest. For the post test researcher teach the same topic by Dramatisation method and give same test to sohve.

3. COLLECTION OF INFORMATION AND DATA IT'S SYNTHESIS AND ANALYSIS. 3.1 PRESENTATION OF INFORMATION AND DATA. PRE - TEST.
Sr. No. Name of the Student Marks obtained out of 15.

1. 2. 3. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Adagal prathama Bugane shradha Bokade supriya Bobade Amey Borawake Ashwini Chaudaari Mahesh Chavan Kirti Dhaval Roshni Gaikwad Vrishali Gaikwad Sonal Gaikwad Kalyan Gadhve Nikita Jakapure Aakash Jagtap Amruta Landage Rajesh Lokhande Atul More Ankita Pawar Omkar Powar Rishikesh Pandhare Avinash Patil suraj Sawant Puja Sawant sakshi Shivarkar Tejal shinde Lakhan Sonavane Aakanksh Taware Aaelesh Tilekar shrikant

13 11 10 10 12 09 10 09 07 03 00 12 08 09 05 03 13 12 10 03 06 03 04 09 03 10 10 13

Frequency Table of Pre-Test.

Class 0-5 6-10 11-15 Total :-

m ii m m in m II

Tally Marks

Frequency 7 13 7 28.

Conclusion :In pre-test, the number of Student who get marks in between 0-5 are 7, 13 student get marks in between 6-10 and 10 student get marks in between 11-15.

Post- Test PRE - TEST. Sr. No. 1. 2. 3. 4 5 6 7 8 9 10 11 12 13

Name of the Student Adagal prathama Bugane shradha Bokade supriya Bobade Amey Borawake Ashwini Chaudaari Mahesh Chavan Kirti Dhaval Roshni Gaikwad Vrishali Gaikwad Sonal Gaikwad Kalyan Gadhve Nikita Jakapure Aakash

Marks obtained out of 15. 15 13 12 09 13 10 09 12 10 04 03 14 11

14 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Jagtap Amruta Landage Rajesh Lokhande Atul More Ankita Pawar Omkar Powar Rishikesh Pandhare Avinash Patil suraj Sawant Puja Sawant sakshi Shivarkar Tejal shinde Lakhan Sonavane Aakanksh Taware Aaelesh Tilekar shrikant

10 08 06 15 14 09 07 08 04 05 11 06 11 12 14

Frequency Table of Post-Test.

Class 0-5 6-10 11-15 Total :Conclusion :In post-test, the number of Student who get marks in between 0-5 are 4, 11 student get marks in between 6-10 and 13 student get marks in between 11-15.
//// '

Tally Marks

mmi m- m H I

Frequency 4 11 13 28.

3.2 -: ANALYSIS AND INTERPRETATIO N:Marks in Mark in Mark in Sr No. Name of the Student pretest Post test marts D 13 15 02 1. Adagal prathama 11 13 02 2. Bugane shradha 10 12 02 3. Bokade supriya 10 09 01 4 Bobade Amey 12 13 01 5 Borawake Ashwini 09 10 01 6 Chaudaari Mahesh 10 09 01 7 Chavan Kirti 09 12 03 8 Dhaval Roshni 07 10 03 9 Gaikwad Vrishali 03 04 01 10 Gaikwad Sonal 00 03 03 11 Gaikwad Kalyan 12 14 02 12 Gadhve Nikita 08 11 03 13 Jakapure Aakash 09 10 01 14 Jagtap Amruta 05 08 03 15 Landage Rajesh 03 06 03 16 Lokhande Atul 13 15 02 17 More Ankita 12 14 02 18 Pawar Omkar 10 09 01 19 Powar Rishikesh 03 07 04 20 Pandhare Avinash 06 08 02 21 Patil s u raj 03 04 01 22 Sawant Puja 04 05 01 23 Sawant sakshi 09 11 02 24 Shivarkar Tejal 03 06 03 25 shinde Lakhan 10 11 01 26 Sonavane Aakanksh 10 12 02 27 Taware Aaelesh 13 14 02 28 Tilekar shrikant

D2 04 04 04 01 01 01 01 09 09 11 09 04 09 01 09 09 04 04 02 16 04 01 01 04 09 01 04 04

EQi =

227

SQ2 = ED, = ID2 = N =

275 54 130 28
V26.814815 54 5.1

= 10.588235

't' Value = 10.588 (Calculation)

, ._ , , N No.of Students

Df(degrees of freedom) = = ------------------

Level of significant at 0.01 = 2.624 T Table = 2.264 t (calculation) > t (table) 10.588 > 2.627 .-.There is significant difference in pre-test & post test Null hypothesis is rejected and research hypothesis is accepted.

Conclusions & Recommendations EXTRACT.

1. When Researcher tough the lesson secondly she used Dramatization method Which is student, Centered and she conducted opts test so, the result of post-test is better than pre -test. 2. When Researcher taught the lesson firstly student are not more interesting because

she used lecture method which is traditional & teacher-centered and students are only positive listeners. Therefore the number of students are more in pre-test who get marks in the range of 0-5.

3.

When Researcher conducted the test, then pre-test result is less than post-test

result, there is huge difference in the no of students between pretest and post-test, who get the marks in the range of 11-15. 4. Researcher compared the result of pre-test and post test, she examined the

effectiveness, of Dramatization method over lecture method and conducted that dramatization Method has been more effective.

FENDINGS AND CONCLUSION.

The result of post test is better than pre -test. It is observed that the no of students in pre-test is more who get marks in the range of 0-5 as compared to post-test. The number of students are less in pre-test who get the marks in the range of 11-15 as compared to post- test. use of Dramatization method has been effective since the score of the students in post test is better than that in pre-test. 4.3. RECOMMENDATION FOR FURTHER RESEARCH. Different teaching methods can be used not only for history but also for other subjects according to the content. 2. The teaching methods can be used for other standard than just std IV.

1.

3.

Different teaching methods can be used not only for primary student but it can also be used for higher and secondary sections.

4.4 SUGGESTIONS FOR THE FURTHER RESEARCH

1. Thatcher should use different types of teaching methods for teaching history other than Narration method, It creates interest in the minds of students and learning becomes enjoyable experience. 2. The Knowledge of various methods and skills are essential to the history teacher He has to cultivate value education, he has todervelop pupil from various angles, he has to create love for History in the minds of pupils . so for this he can use various type of methods. for egg - He can use play way method for lower classes he can tell & the students to prepare a fort by using mud or asks to collect various pictures of shivaji Maharaj. 4. Also, he can use story telling method to help students to remain enthusiastic and fresh. project method can also be used by the teacher because it is based on the principle of learning by doing which is activity based in which students can learn facts by doing activates so that they are not easily forgotten.

5.

6.

Teacher can also use source method because the vents of history are no longer realistic though they once actually happened but traces left by them are real, for higher classes it is a very useful method for teaching History The study and use of original material and original sources give better understanding of the subject. Teaching method should be according to content and age & mental level of the students.

REFERENCES.
1) Best J. W. and Khan J. V.

Research in Education prentice Hall of India private, Limited, New Delhi, ( 7 t h Ed.) 1995. 2) Buch M.B." 4th Survey of research in Education, (1988-88) Volume-1.

3)

Buch M.B. " 3rd Survey of research in Education, (1978-83)

4)

Kapolei L. Arvind pandit Bihari Banci, Action Research And Innovation Nirali

Prakashan - Second Year Diploma in Teacher Education.

5) Dr.

Menezes

Leonilla

(Sr.

M.

Clare

A.C)

Doctor

of

Philosophy

in

education of the S.N.D.T. womens university, mumbai, 2002.

6)

Mrs. Puppalwar D Joti and Dr. Mrs. Date s. Sushma, Environmental Studies and

social studies History civics & administration. Nirali Prakashan - Second Year Diploma in Teacher Education. 7) Sukhia S. P. Mehrotra P. V. and Mehrotra R. N. E.ements of educational research

suchdev R. N. Allied Publis hers PVt. Lted. Nee Delhi, 1966.

PROGRAM
Date

Day
Saturday

Activity
Research teach ^ Std. History Topic that is the part is captured but lion is dead by lecture method

Time
30 min

Monday

Researcher take test on that topic that is pretest of 15 marks to solve

30 min

Tuesday

Researcher select few students and set a drama Researcher took practice of drama

30 min

Wednesd ay

Researcher took practice of drama Researcher present the drama in front of class 30 min

Thursday

Researcher took post Lest on same topic of 15 mark

Then researcher calculate the marks of pre test & post test.

30 min