Effect of Teaching through Visuals in History on the Achievement of 9th Grade Students in Relation to Self Efficacy

The present study investigates the effect of teaching through visuals in history on the achievement of 9th grade students in relation to self-efficacy. The sample of 100 students of 9th class taken from two different Govt. Schools of SBS Nagar, affiliated to Punjab School Education Board, SAS Nagar, Punjab. Instructional material based on teaching through visuals approach were prepared and implemented to the experimental group after pre-testing. The gain scores were computed after post- test for all the students. Achievement test and self-efficacy scale were also administered. The data was analyzed statistically with the help of mean, SD and analytical variance. A two way (2×3) Analysis of Variance was used to arrive at the following conclusions: (i) Teaching through visuals approach group was found significantly better on achievement in history than that of control group. (ii) Significant difference was found in the Achievement in history scores of students with regard to their self-efficacy, (iii) Significant interaction effect was found between instructional approaches and self-efficacy on the achievement in history scores of experimental and control group.