The major purpose of the study was to find out the effect of traditional and constructivist instructional methods on students’ learning achievement in the subject of social studies. It was an experimental study and for this purpose the

researchers developed lesson plans for teaching of social studies. These lesson plans were tested through practical teaching within 8th grade level class by comparing it with teaching of same level group through traditional instruction.

The data for the study was collected through administration of teacher made achievement test (TMAT) (pre and post setting of experiment). The major finding inferred from the study was that constructive instruction was more conducive for enhancing learning achievement of students than traditional instruction.

Recent researches in neuroscience and education have indicated a reciprocal relationship between the two research disciplines. Brain research has been contributing potential theoretical and conceptual knowledge on various

educational phenomenons like cognition, memory, attention, perception and so on. Educational research has been focusing on understanding the biological perspectives of education with a view to supplement its already accumulated

knowledge base. Both educational and brain research have their own distinct research culture and research areas. Yet, their recent strides show a tendency to converge on issues related to education. Brain research and educational research have its own strengths and limitations in informing each other.

In recent years, numerous research studies have empirically examined students’ academic motivation from the perspective of goal orientation construct. This construct has emerged as a useful framework for understanding students’ motivation for, and engagement in schoolwork. However the conceptual framework is not uniform evolving from undimensional towards multidimensional ones. This paper has reviewed the classic and reformulated versions of this construct. Goal Orientation construct and its influence on students’ achievement, looking at assumptions, empirical evidences, inconsistencies and development of research in these years. Finally it evaluates implications in carrying some of these

insufficiently verified principles into educational practices.

There is a colossal debate about the role and extent of the information and communication technology (ICT) in transforming the science pedagogical practices. Improving Science Education is fundamental, indispensable, crucial as well as essential priority to elevate the levels of scientific literacy. Aiming at the improvement of quality and effectiveness of Science education making use of new ICT tools, in-class is clearly proved in different school levels and disciplines. The present study intends to find out efficacy of ICT as a transactional pedagogical strategy in teaching of science at secondary stage.

Via conducting experiment and using 2x2x2 factorial design it was divulged that there is significant effect of ICT based transactional pedagogical strategy and physical facilities on the academic achievement of students in science. Moreover the effect of treatment on the achievement of the students in science in relation to intelligence is striking.

The study aimed at ascertaining correlation between metacognition and perceived learning environment scores of students. Comparisons were made between students studying in different school types i.e. SSC, ICSE and CBSE schools. Results revealed that CBSE students possessed better metacognition and they also perceived their learning environment more

favourably than SSC or ICSE students. A significant, direct, positive correlation was found between total metacognition and total learning environment scores. Component wise analysis revealed task orientation component of learning environment to be a strong and significant predictor of all the components of metacognition for SSC and ICSE students.However task orientation predicted only subtask monitoring and evaluation components of metacognition for CBSE students. The study highlights the need for a conducive learning environment for supporting students’ metacognition.

The present study is an attempt to study the relationship between emotional intelligence and academic achievement of senior secondary school students. A total of 200 students of XIIth class from various urban and rural area government schools of Chandigarh were randomly selected for the present study. The students were categorized on the basis of their gender and 50 students each from both gender and locality (rural and urban) category respondent were surveyed. Results revealed that although gender had no effect on emotional intelligence but the emotional intelligence of students of urban area was greater than that of students of rural area. Analysis of relationship among emotional

intelligence and academic achievement indicated that there is positive and significant relation among emotional intelligence and academic achievement of the participants.