Effectiveness of Vedic Mathematics in Learning Subtraction

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Harshdeep Singh Thu, Apr 07, 2022 01:29 PM UTC

This PDF contains :
Abstract,
Keywords,
Introduction,
Need for the study,
Objectives of the study,
Hypotheses of the study,
Variables,
Delimitations of the study,
Methodology and Methods,
Samples,
Tools,
Reliability and validity of the tool,
The procedure of the study,
Statistical Technique,
Findings,
Educational Implications,
Conclusion

1. Vol. 2 No. 2 March, 2014 ISSN: 2320 - 2653
Effectiveness of Vedic Mathematics in Learning Subtraction at Standard IV
E. Dhivyadeepa
Assistant Professor of Mathematics Education, Bharathiar University, Coimbatore
The study enlightens the effectiveness of Vedic Mathematics in learning Subtraction at standard IV.
Objectives of the study: [i] To find out the significant difference in achievement mean score
between Pretest of Controlled group and Posttest of Controlled group. [ii] To find out the significant
difference in achievement mean score between Pretest of Experimental group and Posttest of
Experimental group. [iii] To find out the significant difference in achievement mean score between
Posttest of Controlled group and Posttest of Experimental group. Methodology: Parallel group
experimental method. Samples: Twenty four pupils studying in standard IV from Government
Primary School, Kalveerampalayam, Coimbatore. Twelve students were considered as Controlled
group and another twelve students were considered as Experimental group. Tool: Researcher’s self-
made Achievement test. Reliability of the tool: The reliability of the tool was calculated by split-
half method and the calculated reliability value was 0.72. Procedure of the study: [i] Identification
of the problem by administrating a Pretest for both the group [ii] Teaching and learning activities
through Vedic method and Conventional method. [iii] Administrating Posttest. Findings: [i] There is
no significant difference in achievement mean score between the Pretest of Controlled group and
Posttest of Controlled group. [ii] There is a significant difference in achievement mean score
between the Pretest of Experimental group and Posttest of Experimental group. [iii] There is a
significant difference in achievement mean score between the Posttest of Controlled group and
Posttest of Experimental group.
Keywords: Vedic method, Conventional method, Subtraction, Achievement.
Mathematics is highly useful for explaining fundamental building blocks of daily life,
from the pattern of cloth purchasing to calculate the distances of orbits from their
respective planet. In today’s rapidly changing world, it cannot be denied that for an
individual to be competent in mathematics. The four fundamental operations – Addition,
Subtraction, Multiplication and Division, and their relations are basic mathematical
concepts to be taught at primary education level. Acquisition of those four basic operations
and their relations enables students to develop their understanding for numbers and
calculating strategies as well as associating them with daily life problems. In the primary
level, the basic operations such as Addition, Subtraction, Multiplication and Divisions are
most essential for an individual. It is sometimes difficult for the pupil those are in primary
level to appreciate the importance of those four basic operation. Among basic operations,
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2. Vol. 2 No. 2 March, 2014 ISSN: 2320 - 2653
Subtraction is considered a difficult mathematical operation. All pupils must acquire the
skills of Subtraction so that they would be able to use Subtraction when they are faced with
a situation that demands it. Hence, the researcher used Vedic method to develop the
pupils’ computation skill in Subtraction.
Need for the study
The main goal of mathematics education in primary school is joyful learning of
mathematics. The children should learn to enjoy mathematics rather than avoid it. They
should pose and solve meaningful problem with out errors. At primary level, it is important
that the four basic operations in Arithmetic are to be familiarized. In Conventional method
of teaching, pupils commit mistake in Subtraction with or without regrouping. Hence, the
researcher used “Vedic method” for Subtraction to improve their computation skill without
Objectives of the study
• To find out the significant difference in Achievement in Mathematics between Pretest of
Controlled group and Posttest of Controlled group.
• To find out the significant difference in Achievement in Mathematics between Pretest of
Experimental group and Posttest of Experimental group.
• To find out the significant difference in Achievement in Mathematics between Posttest
of Controlled group and Posttest of Experimental group.
Hypotheses of the study
• There is no significant difference in Achievement in Mathematics between Pretest of
Controlled group and Posttest of Controlled group.
• There is no significant difference in Achievement in Mathematics between Pretest of
Experimental group and Posttest of Experimental group.
• There is no significant difference in Achievement in Mathematics between Posttest of
Controlled group and Posttest of Experimental group.
The independent variable is Vedic method and the dependent variable is
Achievement score.
Delimitations of the study
The responsibility of the researcher is to see that the study is conducted with
maximum care in order to be reliable. However, the following delimitations could not be
avoided in the present study. [i] The study is confined to 24 students of standard IV
studying in Government Primary School, Kalveerampalayam, Coimbatore. [ii] The study is
confined to learning Subtraction of two and three digit numbers only.
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3. Vol. 2 No. 2 March, 2014 ISSN: 2320 - 2653
Parallel group experimental method was adopted in the study.
A sample of 24 Students of standard IV, studying in the Government primary school,
Kalveerampalayam in Coimbatore District was selected by simple random sampling
technique. 12 students were considered as Controlled group and another 12 students were
considered as Experimental group.
Researcher’s self made Achievement test was used as a tool for the study. The
achievement test consisted of 8 questions in subtraction.
Reliability and validity of tool
The reliability of the tool was found 0.72 at 0.01 significant level by split half
method. The validity of the tool was established by juries’ opinion. Hence the reliability
and validity of the tool were established.
Procedure of the study
• Pre-test was conducted for the students in Subtraction. It contained 8 questions. Marks
in the pre-test were awarded for correct working and correct final answers.
• According to the marks scored by the pupils, the pupils were grouped into two equal
groups such as controlled group and experimental group.
• The next stage was the teaching and learning session. It consisted 4 hour sessions (one
hour per day) and a one hour session for revision.
• Controlled group students were taught Subtraction by Conventional method and
Experimental group students were taught Subtraction by Vedic method.
• Post-test was conducted after the teaching and learning sessions. Marks in the Posttest
were awarded for correct working and correct final answers.
Statistical Technique
Spearman correlation coefficient and t-test were used to analyze the study.
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4. Vol. 2 No. 2 March, 2014 ISSN: 2320 - 2653
Hypothesis 1
There is no significant difference in Achievement mean score between the Pretest
of Controlled group and Posttest of Controlled group in learning Subtraction.
Table 1 Showing achievement mean score between Pretest of Controlled group and
Posttest of Controlled group.
Group N Mean S.D df t-value Significance
Pretest 12 2.500 2.393
11 1.662 Not significant
Post test 12 3.917 1.730
It is evident from the above table that the calculated t-value 1.662 is less than the
tabulated t-value 2.201. Null hypothesis is accepted at 0.05 level. Hence, there is no
significant difference in achievement mean score between Pretest of Controlled group and
Posttest of Controlled group in learning Subtraction. The students’ achievement scores in
Subtraction is not statistically increased by “Conventional method”.
Hypothesis 2
There is no significant difference in achievement mean score between Pretest of
Experimental group and Posttest of Experimental group in learning Subtraction.
Table 2 Showing achievement mean score between Pretest of Experimental group and
Posttest of Experimental group.
Group N Mean S.D df t-value Significance
Pretest 12 2.750 2.301 Significant at
11 6.642
Posttest 12 7.417 0.793 0.05 level
It is evident from the above table that the calculated t-value 6.642 is greater than
the tabulated t-value 2.201. Null hypothesis is rejected at 0.05 level. Hence, there is a
significant difference in achievement mean score between Pretest of Experimental group
and Posttest of Experimental group in learning Subtraction. The students’ achievement
scores in Subtraction is increased by “Vedic method”.
Hypothesis 3
There is no significant difference in achievement mean score between Posttest of
Controlled group and Posttest of Experimental group in learning Subtraction
Table 3 Showing achievement mean score between Posttest of Controlled group and
Posttest of Experimental group.
Group N Mean S.D df t-value Significance
Posttest of Controlled group 12 3.917 1.730
22 Significant at
Posttest of Experimental 6.371
12 7.417 0.793 0.05 level
group
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5. Vol. 2 No. 2 March, 2014 ISSN: 2320 - 2653
It is evident from the above table that the calculated t-value 6.371 is greater than
the tabulated t-value 2.074. Null hypothesis is rejected at 0.05 level. Hence, there is a
significant difference in achievement mean score between Posttest of Controlled group and
Posttest of Experimental group in learning Subtraction. The students’ achievement scores in
Subtraction is increased by “Vedic method” than by “Conventional method”
• There is no significant difference in achievement mean score between the Pretest of
Controlled group and Posttest of Controlled group.
• There is a significant difference in achievement mean score between the Pretest of
Experimental group and Posttest of Experimental group.
• There is a significant difference in achievement mean score between the Posttest of
Controlled group and Posttest of Experimental group.
Educational Implications
• The Vedic mathematics can be used for teaching Arithmetic, Algebra, Geometry and
Calculus and it can be extended to primary level, secondary level and higher secondary
level.
• Slow learners can be improved by using Vedic Mathematics.
The result of the study reveals that learning through Vedic method helped to
improve the achievement of students in the Subtraction. Vedic Mathematics is certainly
more integrated, more efficient and more fun than Conventional Mathematics. Hence it is
important that introducing Vedic method in teaching of Arithmetic at primary level. These
types of innovative methodss may overcome the difficulties faced by the learners in
Mathematics and on future the Mathematics class may become an attractive one. Further
research is needed to scientifically compare the effects of Vedic method in teaching other
three basic operations such as Addition, Multiplication and Division.
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• society of Engineers.
• Bettie, I. D. (1979). Children’s Strategies for Solving Subtraction-Fact Combinations.
Arithmetic Teacher, Volume 27, Number 1, 14 – 15.
• Bibhutibhushan, D.,&Avadesh, N.S.(2001). History of Hindu Mathematics. Delhi: Bharatiya
kala Prakashan.
• Booker, G., Bond, D., Sparrow, L., & Swan, P.(2004). Teaching Primary Mathematics.
Malaysia: Pearson Education Australia.
• Jeniffer, S., Andrew, D.,& Maria, G.(2006). Mathematical Knowledge for Primary Teacher (3rd
ed.).Washington, DC:David Falton Publication.
• Rajesh Kumar Thakur. (2009). Vedic Mathematics. New Delhi, Unicorn Books Publications.
• Robert, A.C., & Marilyn, J.C.(1974). Arithmetic of Whole Numbers. New York:John Wiley &
Sons Inc.
• http://www.mastermindvedicmaths.com/about-vedicmaths.html
• http://www.scribd.com/doc/7150802/Vedic-Mathematics-Subtraction
• http://www.geniusvedicmaths.com/vedic-maths-lessons-14435.html
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