Abstract
The study aimed to assess and compare the science achievement of elementary school students using the State Council of Educational Research and Training (SCERT) and Oxford 'Connect with Science' textbooks in Aizawl. A descriptive research design was adopted, with a sample of 200 students of Class VIII —100 students using the SCERT textbook and 100 using the Oxford textbook. Data were collected using a 40-item multiple-choice Science Achievement Tool developed by the investigators. Descriptive statistics (percentages, mean, standard deviation) were used to assess achievement levels, and an independent sample t-test was used to compare the mean scores of the two groups. Findings revealed that a significantly larger proportion of students using the Oxford ‘Connect with Science’ textbook (50%) achieved the 'Distinction' level compared to students using the SCERT textbooks (38%). The t-test result (t = 2.33) confirmed that the difference in mean achievement scores was statistically significant, leading to the rejection of the null hypothesis. The study concluded that textbook type is a significant factor influencing science achievement, with the Oxford textbook showing a more noticeable association with higher achievement.
Authors: Dr. Lalchawimawii Ngente, Dr. Lalmawipuii Chawngthu
Keywords: Science achievement, Elementary School Students, SCERT, Oxford, Descriptive research.
