IMPACT OF TEACHING MODEL-BASED INTERVENTIONS ON ACADEMIC ACHIEVEMENT AMONG HIGHER SECONDARY STUDENTS OF HINDI SUBJECT

Abstract

Effective teaching methods significantly influence students' academic achievement, particularly in language subjects like Hindi at the senior secondary level. Traditional instructional approaches often fail to engage students, necessitating the adoption of structured teaching models to enhance learning outcomes. This study employed a quasi-experimental, cross-sectional design with a quantitative approach, selecting 600 students from 10 rural and urban higher secondary schools in Sarojini Nagar, Lucknow, through quota sampling. Data were collected via a structured questionnaire and analyzed using SPSS and MS Excel 16, incorporating reliability analysis, frequency analysis and paired t-tests. Findings indicated substantial academic improvement in the experimental group, with statistically significant t-values and p-values below 0.05, whereas the control group showed no notable changes. The study highlights the effectiveness of teaching models in enhancing Hindi learning and recommends their integration into instructional strategies for better academic outcomes.