Chapter Five Summary and Conclusion

Transcription

1 Chapter Five Summary and Conclusion

2 CHAPTER FIVE SUMMARY AND CONCLUSION Introduction This Chapter gives in a nutshell the summary of the research study. It provides the summarization of the whole study which includes the need, objectives and the methodology used. Further the educational implications and suggestions for further research are also outlined Need for the Study Neuro Linguistic Programming is a field of practice and innovation with a wide range of tools and techniques that learners and professional educators can apply within both formal and informal educational settings. NLP applications in learning provide fundamental tools and strategies to help people to update, acquire, filter, and retain new information as a constant, ongoing process (James, 1996). The basic applications of NLP to learning revolve around the principles of dynamic learning (Dilts & Epstein, 1995). Dynamic learning is about learning through experience. The process of dynamic learning involves learning by doing, exploring different methods of thinking, and acknowledges that the relationships between people are a key factor in learning NLP (Dilts & Epstein, 1995). Recent research also indicates that there is not much extensive and deliberate attempt made to improve Dynamic Learning Skills of Pupils using Neuro Linguistic Programming. Hence the researcher was interested in considering Dynamic Learning Skills as one of the dependent variables in the present study. Researchers, Tosey, Mathison, and Michelli (2005) have stated that it is a field which brings innovation with its wide range of applied factors and techniques that can be applied to learning. They argued that learners and teachers can apply these techniques within both formal and informal education

3 settings. Craft (2001) explored the relationship between NLP and learning. She emphasized that NLP provides one with a set of practical strategies that can be used to achieve the desired outcomes. The fundamental nature of NLP is to create states which are conducive to learning and to facilitating learners to achieve success. NLP can be used by the learners in the classrooms most effectively to learn through experience and the use of their representational systems. The NLP strategies that can be learnt by the learner are in sharp contrast to the conventional strategies of learning where methods of helping people to learn, especially in 'traditional' ways and in institutions are frequently based on 'tell and teach'. NLP training also shows pupils how to identify outcomes and then test them for viability. Chunking up (enlarging) and chunking down (detailing) a task or a goal using guided imagery teaches pupils how to sequence learning into achievable units. Subsequently, self-knowledge and confidence develop as pupils learn how to read the road maps of their experience and how to deal with the internal dialogues and emotional reactions which result in behaviour and concepts of self-worth. Application of NLP strategies would be a great tool in enhancing the learning capability of the learner. The purpose of the study was to incorporate the individualized NLP strategies in an easy approach so that it facilitates learning,enhances creativity, reasoning ability and problem solving skills all of which are a precursor to developing dynamic learning skills Statement of the Problem The Effect of Neuro Linguistic Programming Strategies and the Conventional Strategies on the Dynamic Learning of Class Nine Pupils with different levels of Self Esteem at Secondary school level Operational Definition of the Terms Neuro-Linguistic Programming (NLP): NLP is a behavioural model, it involves the patterns or the programming created by the interactions of the brain (Neuro), the Language (Linguistics) and the body The neuro refers to 206

4 the way humans experience the world through their senses and translate sensory experiences into thought processes, both conscious and unconscious, which in turn activate the neurological system; linguistic refers to the way we use language to make sense of the world, capture and conceptualise experience and then communicate that experience to others; and programming addresses the way people code (mentally represent) their experience and adopt regular and systematic patterns of response. It is this interaction that produces effective or ineffective behaviour and is the process behind human learning and excellence. Strategies: In NLP strategies refer to the mental process or program that leads to a particular goal or outcome. NLP identifies seven basic classes of strategies.-memory Strategies, Decision Strategies, Learning Strategies, Creative Strategies, Motivational Strategies, Reality Strategies, and Belief Strategies. Neuro-Linguistic Programming (NLP) Strategies: The strategies selected for the present study are- Motivational Strategy: relates to the sequence of operations that one under goes in order to get motivated to do all the things necessary to get what they want. A basic motivation strategy involves adjusting the 'submodalities' of an image of a particular behavioral consequence such that it intensifies the feelings of success or pleasure that accompanies the image. In the present study Motivational Strategy refers to how the pupils use their imagination, expectations, and associations and use the different submodalities to motivate them to take actions leading to their desired outcomes related to learning. The processing used in this strategy also includes Anchoring and identification of a Resourceful State. Belief Strategy: relates to the ways in which one maintains and holds beliefs. Beliefs can be either positive or negative. In the present study it refers to the 207

5 process involved in substituting a positive belief in the place of a negative belief through the process of using the richness of the submodalities. In the present study belief strategy refers to the techniques that help the learner to substitute a negative belief into a positive one. The techniques used under belief strategy include Affirmations, Belief change, Future Pacing and Visualisation for the purpose of a negative belief being substituted it with a positive belief. Decision Making Strategy: relates to the operations that one makes in order to commit oneself to a course of action. In the present study the decision making strategy refers to techniques that help the learner in making the right choices in the learning process. In this context the Researcher used the process of forming the well stated outcomes/goal setting as the decision making strategy. Creative Strategy: relates to the specific sequence of mental activity that would generate new ideas, flexibility and new possibilities with respect to some activity, situation or object. In the present study the technique used to enable the learner to generate new ideas include, Disney Imagineering Technique. This helps the learner to generate alternates and possibilities. Learning Strategies: relates to identification of the particular sequence of representational systems one uses in order to acquire a mental or behavioral skill or excellence at a task. In the present study this strategy enables the learner in the identification of Representational Systems and enhancing of the Learning Styles. The focus mainly being on the Auditory, Visual and Kinesthetic style of learners. Conventional Strategies of Teaching: The strategies of teaching, which are widely being used by the regular secondary school science teachers at present, are referred to as Conventional Strategies of teaching. These are teacher centered, textbook oriented, examination centered, chalk and talk dominated strategies of teaching. 208

6 Dynamic Learning: Dynamic learning is about learning through experience. The process of dynamic learning involves learning by doing, exploring different methods of thinking, and acknowledges that the relationships between people are a key factor in learning. In the present study Dynamic Learning refers to the change in behaviour of pupils in terms of Cognitive abilities namely, Reasoning Ability * Problem Solving Ability Creativity and Achievement in Science 3. Reasoning Ability - Reasoning refers to the process of drawing conclusions on the basis of general principles related to the situation or problem. It involves reasoning out both inductively and deductively. In the present study it refers to the scores obtained by their pupils in the standardised Reasoning Ability Test of Sadhana Bhatnagar. 4. Problem Solving Ability- It is the framework or pattern of thinking and reasoning. It is the ability of the pupils to think and reason out on given levels of complexity. It refers to the identification and application of knowledge and skills that result in goal attainment. In the present study it refers to the scores obtained by the pupils in the standardised Problem Solving Ability Test by L N Dubey. 5. Creativity - It refer to contributing original ideas, different viewpoints and new ways of looking at a problem. Creativity refers to fluency, flexibility and originality of thought and action in relationship to perceiving concepts, problems and discovering new relationships among things observed. In the 209

7 present study it refers to the scores obtained by the pupils in the standardised Verbal Test of Creative Thinking Battery of Bacquer Mehdi 6. Achievement in Science-Achievement means attain by effort a desired level of performance. It is the attaining a desired level of performance by the learner in the subject matter taught in science. In the present study it is measured using an Achievement Test in Science constructed by the investigator and validated by experts. The Achievement Test is based on the unit Light in Physical Science. Self-Esteem: The evaluative aspect of self is called Self Esteem. In the present study Self Esteem refers to the evaluation of one s competencies in four separate domains namely 1) Social Self Image 2) Emotional Self Image 3) Academic Self Image and 4) Physical Self Image Pupils of Standard Nine: Are those studying in Standard Nine in the selected Secondary School Major Objective of the Study To study the Effectiveness of Neuro Linguistic Programming Strategies and the Conventional Strategies on the Dynamic Learning of Class Nine Pupils with different levels of Self Esteem Specific Objectives of the Study In pursuance of the major objective cited above, the present study was undertaken with the following general objectives in view 1. To study the effectiveness of NLP Strategies over conventional strategies on Reasoning of secondary school pupils. 2. To compare the effectiveness of NLP Strategies over conventional strategies on Reasoning of high, average and low self esteem levels of secondary school pupils. 210

8 3. To investigate interaction between treatments and levels of pupils on Reasoning of secondary school pupils. 4. To study the effectiveness of NLP strategies over conventional strategies on Problem Solving of secondary school pupils. 5. To compare the effectiveness of NLP strategies over conventional strategies on Problem Solving of high, average and low self esteem levels of secondary school pupils. 6. To investigate the interaction between treatments and levels of pupils on Problem Solving of secondary school pupils. 7. To study the effectiveness of NLP Strategies over conventional strategies on Creativity of secondary school pupils. 8. To compare the effectiveness of NLP strategies over conventional strategies on Creativity of high, average and low self esteem levels of secondary school pupils. 9. To investigate the interaction between treatments and levels of pupils on Creativity of secondary school pupils. 10. To study the effectiveness of NLP Strategies over conventional strategies on Achievement in Science of secondary school pupils. 11. To compare the effectiveness of NLP strategies over conventional strategies on Achievement in Science of high, average and low self esteem levels of secondary school pupils. 12. To investigate the interaction between treatments and levels of pupils on Achievement in Science of Secondary school pupils 211

9 5.6.0 Specific Hypotheses of the Study In pursuance of the above Specific Objectives the following specific Hypotheses were set up: Hi: Experimental and Control groups of pupils do not differ significantly with reference to Pre-test scores on Reasoning. H2: Neuro Linguistic Programming Strategies are more effective than the Conventional Strategies on enhancing Reasoning of pupils of class Nine. H3: The Above Average, Average and Below Average self esteem levels of Pupils of Experimental and Control group differ in Reasoning. H4: There is an interaction between treatments and levels of pupils with reference to enhancing Reasoning. H5: Experimental and Control groups of pupils do not differ significantly with reference to Pre-test scores on Problem Solving. H6: Neuro Linguistic Programming Strategies are more effective than the Conventional Strategies on enhancing Problem Solving of pupils of class Nine. H7: The Above Average, Average and Below Average self esteem levels of Pupils differ in Problem Solving. H8: There is an interaction between treatments and levels of pupils with reference to enhancing Problem Solving. H9: Experimental and Control groups of pupils do not differ significantly with reference to Pre-test scores on Creativity. H10: Neuro Linguistic Programming Strategies are more effective than the Conventional Strategies in enhancing Creativity of pupils of class Nine. Hn: The Above Average, Average and Below Average levels of Pupils differ in Creativity. Hi2: There is an interaction between treatments and levels of pupils with reference to enhancing Creativity. 212

10 Hi3: Experimental and Control groups do not differ significantly with reference to Pre-test scores on Achievement in Science. Hi4: Instructional strategies based on Neuro Linguistic Programming Strategies are more effective than the Conventional Strategies in enhancing Achievement in Science of pupils of class Nine. Hi5: The Above Average, Average and Below Average levels of Pupils differ in Achievement in Science. Hi6: There is an interaction between treatments and levels of pupils with reference to enhancing Achievement in Science Method Adopted for the Study The major objective of the study was to find out the Effectiveness of Instructional Strategies based on Neuro Linguistic Programming on Dynamic Learning of Secondary School Pupils. This involved the cause-effect relationship whose related hypothesis could be tested by using a suitable method called Experimental Method Design of the Study The present Research was Experimental in nature involving Pre-test and Posttest Parallel group (2x3) Design. The schematic representation of which is given below in Figures. 1. Figure 5.1: Diagrammatic representation of the Experimental Design used 213

11 5.8.0 Sample of the Study The sample consisted of 78 Pupils studying in IX standard during the academic year Based on their Self Esteem Scores ( T Scores ), matched pairs were identified and distributed into two groups with 39 cases in each group Variables of the Study Independent Variables (i) Neuro-Linguistic Programming (NLP) Strategies: NLP is a behavioral model and involves a set of explicit skills and techniques. It studies the patterns or programming created by the interactions of the brain (Neuro) and the Language (Linguistics) and the body. It is this interaction that produces effective or ineffective behaviour and is the process behind human learning and excellence. One uses representational systems, eye accessing cues and submodalities of one s internal pictures, to structure individual experiences. These events are sequenced in the various representational systems to generate correct behaviour and thoughts. This sequence of internal and external thoughts leading to a specific result is known in NLP terms as strategies. The effectiveness of a particular strategy is a function of the type of task and material to be learned, and the representational proclivities of the individual who is engaging in the learning process. In fact, people often develop habitual learning strategies that play to their representational strengths. That is, people with well developed visual abilities focus on visual learning strategies ( and excel in areas where visualizing is important), individuals with well developed verbal skills rely more on auditory learning strategies, people who are heavily in touch with their bodies and feelings develop more kinesthetic learning strategies. In NLP strategies refer to the steps of a mental process or program that lead to a particular goal or outcome. According to NLP all thought, thinking processes and mental activity are strategies that eventually lead to a behavioural outcome. These strategies are composed of varying sequences of internal dialogues, feelings, internal images, sounds, voices, smells and tastes. 214

12 NLP provides a set of tools and distinctions that can be used to map out cognitive processes. NLP analyses the way in which someone uses basic neurological processes as the senses, how these processes are shaped and reflected by language and how the two combine to produce a particular strategy. NLP identifies seven basic classes of strategies.-memory Strategies, Decision Strategies, Learning Strategies, Creative Strategies, Motivational Strategies, Reality Strategies, and Belief Strategies. According to NLP these are primary strategies through which one operates. These strategies use a number of these fundamental strategies can be combined in different ways to produce other higher levels strategies such as strategies for healing, negotiating transcultural competence, leadership and more. Strategies operate at the level of capabilities, providing mental maps and operations which link particular beliefs and values to specific behaviours. Thus the strategies are supported by and themselves support key beliefs and values. According to NLP the two important aspects of a strategy are that the representational systems in which the information is at each particular step is coded and the sequential order and relationship between the representational steps. In this study the NLP Strategies that accelerate the learning process are used, the strategies being Learning Strategies, Creative Strategies, Motivational Strategies, Decision Making Strategies and Belief Strategies. The techniques used in these chosen strategies being anchoring, belief change, Disney imagineering technique, developing a resourceful state, affirmations, developing a positive belief, developing well stated outcomes (goal setting), logical levels of influence, identification of different learning styles (representational system ), enhancing learning styles and future pacing. (ii) Conventional Strategies of Teaching: The strategies of teaching, which are widely being used by the regular secondary school science teachers at present, are referred to as Conventional Strategies of teaching. These are teacher centered, textbook oriented, examination centered, chalk and talk dominated strategies of teaching. 215

13 5.9.2 Dependent Variables Dynamic Learning: It is the change in behavior of pupils in terms of Cognitive abilities namely, Reasoning Ability Problem Solving Ability Creativity and Achievement in Science 1. Reasoning Ability - Reasoning refers to the process of drawing conclusions on the basis of general principles related to the situation or problem. It involves reasoning out both inductively and deductively. 2. Problem Solving Ability- It is the framework or pattern of thinking and reasoning. It is the ability of the pupils to think and reason out on given levels of complexity. It refers to the identification and application of knowledge and skills that result in goal attainment 3. Creativity - It refers to contributing original ideas, different viewpoints and new ways of looking at a problem. Creativity refers to fluency, flexibility and originality of thought and action in relationship to perceiving concepts, problems and discovering new relationships among things observed. 4. Achievement in Science-Achievement means attain by effort, acquire, gain a desired level of performance. It is the Knowledge and skills acquired in the Science lesson taught measured using an Achievement Test in Science constructed by the investigator. The Achievement Test is based on the unit Light in Physical Science focusing on Blooms Taxonomy. 216

14 Tools used in the Study The investigator decided to construct 2 tools (iv and v) satisfying the objectives set forth in the present study due to the non-availability of appropriate standardized tests. (i) (ii) A standardized Reasoning Ability Test by Sadhana Bhatnagar A standardized Problem Solving Test by L.N Dubey (iii) A standardized Creativity Test by Bacquer Mehdi (iv) (v) Self Esteem Scale- Constructed by the Investigator Achievement Test in Science - Constructed by the Investigator Experimental Procedure Procedure used in the Experiment Preparation of Instructional Strategy The Instructional Strategy designed in the present study was based on NLP Strategies with the intention of its application to Science instruction to improve Dynamic Learning abilities among Pupils of IX standard. The details of the procedure involved in the preparation and validation of the Instructional Strategies applying NLP to Science instruction have been already discussed under caption Development of Instructional Materials using NLP Instructional strategies Pre-measurement The 39 pair of Pupils from experimental and control groups were tested simultaneously. Each day only one test was administered for both the groups to avoid fatigue. Strict vigilance was maintained during the conduct of the test to avoid copying and discussion of Pupils. 217

15 Measurement of Control Variable All the Pupils who were involved in the Experiment i.e., both Control and Experimental groups were administered Self Esteem scale constructed by the investigator before the start of the experiment. The Experimental and Control Group of Pupils were matched on Self Esteem Scores ( T Scores).The list is appended in Appendix-D(i) Allotting a Matched Teacher to the Control Group There were 4 trained teachers who were experienced in teaching science to class IX in the school selected for experimentation. The investigator after interviewing these teachers and observing one of their Physics lessons, identified two teachers equally competent and on par with the abilities of the investigator in the teaching of science. Then the Researcher interviewed the two teachers to enquire about their background, and among them one of the teachers had an experience of being a teacher educator for several years in a different place and had joined the school two years ago. The background of this teacher and the teaching skills closely matched with that of the investigator. Hence, the most closely matching teacher was identified. This procedure was followed in order to control teacher-investigator variations in giving treatment Pre-measurement of Dependent Variables There were four dependent variables in the study, viz., Reasoning ability, Problem Solving Ability, Creativity and Achievement in Science. The following tests were administered to all the matched pair of Pupils in the Experimental and Control Groups as pre-measurements. a) Reasoning Ability Test b) Problem Solving Test c) Creativity Test and d) Achievement Test in Science 218

16 Treatment The treatment was initiated in the month of June 2011 and concluded in mid September The experimental treatment involved ten NLP lessons followed by ten NLP Integration lessons in the teaching of a selected unit in Physics, viz., Light involving five defined subunits comprehensively covering the whole unit in Physics for the Pupils of standard IX. The Researcher covered two lessons per week each of 2Vi hours (2/3 periods) duration. Classes were held for two periods per day with a continuation on the next day if required, thus covering a lesson. A day s break was given after every lesson. A total of Twenty lessons were taught by using Instructional Strategies based on NLP to the experimental group of Pupils Post-measurement Immediately after the completion of the treatment, both the Experimental and Control groups were Post-tested. The following were the post tests administered. 1. Reasoning Ability Test 2. Problem Solving Test 3. Creativity Test and 4. Achievement in Science Statistical Techniques Used The answer sheets obtained from the Pupils of both the groups with reference to Pre-tests and Post-tests were scored as per the scoring keys. The scores were tabulated and the required gain scores of each student were computed. Thus obtained gain scores were taken as raw scores and were subjected to statistical analysis. 219

17 In pursuance of the objectives of the present study, the following statistical techniques were employed: (i) (ii) (iii) 2-way Analysis of Variance(ANOVA) Scheffe s Test for multiple comparison of means, and t Test Delimitations of the Study Indian context. The study was confined to the Teaching of Science for class Nine pupils only. Selected Dynamic Learning Skills relevant at the Secondary School level, namely, Reasoning, Creativity, Problem Solving and Achievement in Science were considered in evaluating the effectiveness NLP Strategies. In measuring the Problem Solving Skills only problems having convergent solutions have been considered in the present study as Creativity was another variable considered in the study Major Findings of the Study Findings related to Dynamic Learning in terms of Reasoning Ability Neuro Linguistic Programming Instructional Strategies when compared to that of Conventional Strategies of teaching Science is significantly more effective in enhancing the Dynamic Learning in terms of Reasoning Ability of Pupils of class Nine. There is no difference in the performance of High, Average and Low self Esteem levels of pupils on Dynamic Learning in terms of Reasoning Ability. 220

18 The difference between Neuro Linguistic Programming Strategies and Conventional Strategies is independent of the Self Esteem levels (High, Average and low) of pupils of class nine in enhancing Dynamic Learning in terms of Reasoning. Findings related to Dynamic Learning in terms of Problem Solving Neuro Linguistic Programming Instructional Strategies when compared to that of Conventional Strategies did not differ significantly in enhancing the Dynamic Learning in terms of Problem Solving of Pupils of class Nine. There is no difference in the performance of High, Average and Low self Esteem levels of pupils on Dynamic Learning in terms of Problem Solving. The difference between Neuro Linguistic Programming Instructional Strategies and Conventional Strategies is independent of the Self Esteem levels (High, Average and low) of pupils of class nine in enhancing Dynamic Learning in terms of Problem Solving. Findings related to Dynamic Learning in terms of Creativity NLP Instructional Strategies when compared to that of Conventional Strategies of teaching Science is significantly more effective in enhancing Dynamic Learning in terms of Creativity of standard nine pupils. The performance of pupils in Dynamic learning in terms of Creativity revealed that; S Average Self Esteem level pupils exhibited higher level of Dynamic learning in terms of Creativity compared to that of High Self esteem levels of pupils; and S High Self esteem level of pupils performed significantly better in Dynamic learning in terms of Creativity than Low Self esteem level pupils. 221

19 The difference between NLP Instructional Strategies and Conventional Strategies of teaching Science is independent of the levels (High, Average and Low) of Self Esteem of pupils in enhancing Dynamic Learning in terms of Creativity. Findings related to Dynamic Learning in terms of Achievement in Science Neuro Linguistic Programming Instructional Strategies when compared to that of Conventional Strategies of teaching is significantly more effective in enhancing the Dynamic Learning in terms of Achievement in Science of Pupils of class Nine. There is no difference in the performance of High, Average and Low self Esteem levels of pupils on Dynamic Learning in terms of Achievement in Science. The difference between Neuro Linguistic Programming Strategies and Conventional Strategies is independent of the Self Esteem levels (High, Average and low) of pupils of class nine in enhancing Dynamic Learning in terms of Achievement in Science Educational Implications of the Study The present study has made an attempt to enhance Dynamic learning in terms of Cognitive Abilities through the effective use of NLP Strategies. The study has proved useful in enhancing Dynamic learning in terms of Reasoning, Creativity and Achievement in Science of pupil at secondary school level. The implications of the study are listed below. Teacher Education-NLP and Instructional Design The results of the present study supports the recommendations made by the National Curriculum Framework for Teacher Education(2010) to move from the dominant current practice of teacher education to process based education which emphasizes conceptual knowledge generated 222

20 based on experience and observation. This study has implications for the design and development of Psychological process focused Instructional Materials using learner oriented NLP Strategies for Dynamic Learning. The Instructional Designers are required to do a thorough study of learning styles and learning methods of pupils and help them to reach optimal learning. NLP Strategies has been found to be a systematic strategy to improve classroom instruction across various disciplines and hence its inclusion in the teacher education curriculum will be a major step in making its application possible at the grass root level. Secondary school pre- service teachers must be given an intense exposure to NLP Strategies through training in the form of innovative methods of teaching by incorporating NLP strategies in the teacher education programme. The implementation of these strategies in their practice in teaching programme will pave the way for effective teaching and learning. The professional development of the in -service teachers is a great concern. Qualified and motivated teachers augment the quality of education; hence workshops and seminars which give training in the NLP strategies could be conducted. Since the training in NLP Strategies is expensive a core group of in-service teachers can be trained to use NLP Strategies in classroom situation and these trained teachers in turn could disseminate the programme over a period of time to a larger group of teachers. Thus the NLP strategies could be easily used in the schools at all levels. The policy makers and curriculum developers should be aware of the use of NLP in education and learning and make provisions for its inclusion at Secondary and university levels of Education.(Implications based on the research finding of major objective of the study) 223

21 NLP and Dynamic Learning in terms of Reasoning The present study revealed that inductive and deductive reasoning are enhanced with the use of NLP Strategies. Hence the use of NLP Strategies in the teaching and learning of science in the classroom environment should be put into practice to improve their Reasoning Ability and hence enable the learner to learn effectively. The NLP strategies used in the present study showed that the reasoning ability of the pupils is enhanced. Preparing young learners for their future requires that teachers employ the NLP strategies in designing lessons that meet the challenge of developing the ability to reason. The extensive use of these strategies by the teachers especially science teachers develops the reasoning ability in their learners. Given the pervasive impact of reasoning skills on learning in general NLP Strategies could be used in the teaching of other disciplines to pupils at all levels.(implications based on the research finding of objective-1-3) NLP and Dynamic Learning in terms of Creativity In the context of present education system where there is over emphasis on convergent thinking, the results of the present study is an attempt to shift from convergent to divergent thinking. The integration of NLP strategies into science learning is a challenge for educators is to nourish and develop the pupils Creativity and to foster it. The present study revealed that NLP Strategies enhance the fluency, flexibility and originality of Creativity in the effective learning of science. Hence these strategies provide educational opportunities to the pupils at the at secondary school level to be fluent, flexible and original in their thinking and develop overall Creativity in them and hence learn dynamically. Thus Creative strategies of NLP should be used in the 224

22 classroom to enable right brain thinking in the learners and thus enabling them to learn dynamically. The present study showed that there was better enhancement of Creativity among the Pupils belonging to the average Self esteem level compared to that of above average and below average self esteem levels of pupils. This implies that a large section of average learners reacted favourably to the NLP Strategies and there was enrichment of the Creativity in them. This result of the study paves way for the inclusion of the training in the NLP Strategies for the teachers at all levels. Since in India the teaching process is dominated by group instruction using the NLP strategies in the classroom situation could be easily done. Extensive training for the teachers at all levels in the NLP Strategies is required as it would enhance divergent thinking in the large number of pupils who belong to the average self esteem level. The use of NLP strategies in the classroom for the development of fluency, flexibility and originality of thought could be used in the teaching of Science as well as other disciplines to enhance Creativity among pupils at secondary level and at all levels of education. (Implications based on the research finding of objective- 7-9) NLP and Dynamic Learning in terms of Achievement in Science In both school settings and in the world outside of school, it is expected that the learners have a good Academic profile. Putting into practice the findings from this Research can help schools to improve the pupil s ability to show enhanced academic performance in science by using the NLP strategies at secondary school level. As the NLP strategies enable the learner to show academic performance in a dynamic way, it has implications to integrate it in the Teaching and learning of Science at Secondary school level by giving sufficient training to teachers in integrating NLP strategies in the Teaching 225

23 learning of Science to enhance Achievement in Science. (Implications based on the research finding of objective-10-12) Suggestions for Further Studies School improvement is a strategy for educational change that focuses on student achievement by modifying classroom practice and by making arrangements that support teaching and learning.teacher effectiveness influences Pupils achievement, and is one of the main influences on student progress over time. There are a number of key areas of teacher and school leader effectiveness that NLP would appear to have the potential to support. Applications of NLP strategies have a great potential to enhance learning abilities in pupils. There is dearth in Research in the area of NLP Education and Learning, this Research gap in this area needs to be filled by future researchers, hence, future researchers need to make an attempt to apply the suitable NLP strategies in the classroom teaching learning process. The study could be replicated for Higher Secondary, Undergraduate and Post Graduate levels for Pupils, Teachers and School Administrators There should be more exploration in language learning. The seven basic classes of strategies in NLP are Memory Strategies, Decision Strategies, Learning Strategies, Creativity Strategies, Motivation Strategies, Reality Strategies and Belief Strategies. The Researcher has mainly focused on Decision Strategies, Learning Strategies, Creativity Strategies, Motivation Strategies and Belief Strategies. Hence there could be more research studies undertaken using NLP strategies other than used by the investigator on developing learning and teaching skills for Secondary School, Higher Secondary, Undergraduate and Post Graduate levels Pupils. Research should be done on NLP strategies focusing on Decision Strategies and Reality Strategies for School and College Administrators. 226

24 Research in developing instructional design could be done using NLP Strategies related Memory Strategies and Learning Strategies for School Teachers Since the effectiveness of the NLP strategies is based on the expertise of the NLP Practitioner there could be research studies done to evaluate the efficacy of the NLP Practitioner The effect of the role of Representational Systems as essayed by NLP in the teaching process and the enhancement of learning styles could be researched. Learners and professional educators can apply for learning and teaching; self-management, presentation skills, use of language for precise communication, study skills, classroom management and teaching design Conclusion The investigator after studying the effect of NLP strategies on the Dynamic Learning of the pupils in the achievement of science feels that research done in these areas will continue to see the influence of NLP not only on the teaching and learning process but in all other spheres of life. NLP though relatively a new field its impact on all areas in the coming years will be seen. 227