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In this paper, the reserarcher look at the potential for the valuable arrangement to help in this undertaking, and investigate its potential in two similar yet unique college course settings. This kind of incorporation builds understudies' numerical critical thinking abilities since writing in math expects understudies to exhibit. The educator makes an intentional arrangement between the arranged learning exercises and the learning results. This is a cognizant exertion to furnish the student with an unmistakably indicated objective, an all-around planned learning action or exercises that are fitting for the assignment, and very much planned appraisal standards for offering input to the student. Higher secondary students of Govt. Hr. Sec. School, Aravakurichi, Karur district only. There is a significant mean difference between pre and progressive assessment scores on Logical Analysis and Generalization Strategies among Higher Secondary School students. The mean scores of progressive tests (30.14) are greater than the pretest (25.21). The calculated ‘t’ value of 19.59 is greater than the table value (2.41). Hence the hypothesis is rejected. it is concluded that there is a significant difference between pre and progressive test scores on Logical Analysis and Generalization Strategies among Higher Secondary School students.
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