IMPACT OF TEACHING INTERVENTIONS ON LOGICAL ABILITIES AMONG HIGHER SECONDARY STUDENTS OF HINDI SUBJECT

Abstract

Logical abilities, encompassing critical dimensions such as reasoning, verbal, numerical, spatial, and psychomotor skills, play a foundational role in shaping students' cognitive development, problem-solving capabilities, and overall academic success play a crucial role in shaping students' cognitive development and academic success, encompassing skills like reasoning, problem-solving, and critical thinking. Investigating pre- and post-intervention differences helps evaluate the effectiveness of targeted teaching strategies in enhancing these abilities among higher secondary students. The study utilized a quasi-experimental, cross-sectional design with a quantitative approach, involving 600 class XI and XII Hindi students from 10 higher secondary schools in rural and urban areas of Sarojini Nagar, Lucknow, selected through quota sampling. Logical aptitude was measured using the Distinctive Aptitude Test Battery manual (Sood V et al., n.d.), which employs a 7-point Likert scale with reverse coding. Data collection was conducted offline through scheduled appointments and paper-based distribution. The data were analyzed using reliability analysis, frequency analysis, and paired t-test in SPSS and MS Excel 16. The results reveal substantial differences in logical abilities and their various dimensions between pre-test and post-test scores in the experimental group, while the control group exhibited only minor changes, highlighting clear contrasts in the degree and nature of these variations. The study concludes that the teaching intervention program significantly enhanced logical abilities across all dimensions in the experimental group, while only minor changes were observed in the control group. These findings highlight the importance of structured, model-based teaching strategies in fostering cognitive development and logical reasoning skills among learners.