Construction and Effectiveness of Neuro Linguistic Program-1

CONSTRUCTION AND EFFECTIVENESS
OF NEURO LINGUISTIC
PROGRAMMING
A DISSERTATIO SUBMITTED TO HEMCHANDRACHARYA

NORHT GUJARAT UNIVERSITY PATAN IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF EDUCATION
* Researcher * * Guide *
NITAL R PUWAR Dr. Jayendra N. Amin

[M.A.B.Ed] [M.A., M.Ed., G.SET, NET, Ph.D.]
M.Ed. College, Vadu Associate Professor,
M.Ed. College, Vadu
M.ED. COLLEGE, VADU

HEMCHANDRACHARYA NORTH GUJARAT UNIVERSITY,
PATAN
APRIL 2015-17
I
DECLARATION
I, Puwar Nital R. hereby declare that the presented dissertation

entitled “Construction and Effectiveness of Neuro Linguistic
Programmming” is uniquely prepared by me after the completion of
three month works at M.Ed. College, Vadu.
I also confirm that the report is only prepared for my academic

requirement not for any other purpose.
Date: Puwar Nital R.
Venue: M.Ed. College, Vadu
CERTIFICATE
I certify that the Dissertation entitled “Construction and

effectiveness of Neuro Linguistic Programming” submitted to
Hemchandracharya North Gujarat University, Patan by Puwar Nital R. in
partial fulfillment for the degree of Master of Education is her own work
carried out under my guidance and is satisfactory and worthy.
Date: Sign of Guide
Place: M.Ed. College, Vadu Name of Guide
II
ACKNOWLEDGEMENT
I would like to thank the almighty for his blessings as strength for giving
me guidance and passion to complete this dissertation.
First of all my gratitude and love to my parents and my siblings for their
strong and emotional support and co-operation which inspired me to
give my best efforts towards the writing and completion of this
dissertation.
I wish to convey my sincerely thanks to my guide Dr. Jayendra

Amin sir who supported me and guided me very well during the
collection of important information and putting them together to write
and complete this dissertation in an excellent way.
My sincere thanks to the eminent panel of experts for advice on

construction and validation of research content and tools used in the
study.
A note of thanks is also to the students, faculty and principal of the

school for their kind co-operation.
Finally I thank everyone who helped me directly and indirectly

with their valuable contribution toward the writing of this dissertation.
Date:
Place: M.Ed. College, Vadu Name: Puwar Nital R.
III
INDEX
Front Page--------------------------------------------------------------- I
Declaration and Certificate------------------------------------------ II
Acknowledgement-----------------------------------------------------III
Index----------------------------------------------------------------------IV
List of Tables------------------------------------------------------------XI
Chapter – 1
Introduction of NLP
1.1 What is Neuro Linguistic Programming----------------------2.
1.2 Importance of NLP in School Teaching-----------------------3
1.3 Objectives of Teaching NLP method in school---------------5
1.4 Different models of Presenting NLP---------------------------5
1.5 Wider benefit and impact of NLP project---------------------7
1.6 Rationale of study.-----------------------------------------------10
1.7 Statement of problem.------------------------------------------11
1.8 Significance of the title---------------------------------------- 13
1.9 Objectives of study----------------------------------------------13
1.10 Research Hypothesis-------------------------------------------14
1.11 Research Method-----------------------------------------------15
1.12 Importance of research----------------------------------------15
1.13 Population and sampling--------------------------------------
1.14 Variables----------------------------------------------------------17
1.15 Delimitation of study-------------------------------------------
1.16 Scheme of Remaining chapters------------------------------
IV
Chapter -2
Review of Related studies.
2.1 Introduction-------------------------------------------------------19
2.2 Types of Teaching aids-----------------------------------------21
2.3 NLP-----------------------------------------------------------------22
2.4 Historical background------------------------------------------23
2.5 Concept of NLP Learning---------------------------------------24
2.6 Review of related studies--------------------------------------25
2.7 Summary of the review of related study -------------------37
2.8 Uniqueness of the study---------------------------------------
Chapter – 3
Research Design
3.1 Introduction-----------------------------------------------------40
3.2 The emergence of the present study-----------------------42
3.3 Types of research-----------------------------------------------43
3.4 Design of the study---------------------------------------------43
3.5 Population and Sampling-------------------------------------44
3.6 Arrangement and Management for experiment---------46
3.6.1 Variables------------------------------------------47
3.6.2 School Selection---------------------------------48
3.6.3 Standard Selection-------------------------------49
V
3.6.4 Content Selection----------------------------------49
3.6.5 Lesson Planning------------------------------------50
3.6.6 Time – Table----------------------------------------52
3.7 Tool Selection and Construction----------------------------54
3.7.1 Tool Selection IQ – Test-------------------------54
3.7.2 Tool Construction--------------------------------54
3.7.2.1 Development of NLP--------------------------54
3.7.2.2 Instructional Objectives----------------------54
3.7.2.3 Procedure for developing NLP--------------55
3.7.2.4 Validation Process-----------------------------56
3.7.2.5 Implementation of NLP----------------------56
3.7.3 Post – Test---------------------------------------------56
3.8 Validation of Experimental Design with Reference to
present study ---------------------------------------------------57
3.9 Research Procedure and Data analysis--------------------59
3.10 Over all Observation-----------------------------------------60
Chapter - 4
Data analysis and interpretation
4.1 Introduction------------------------------------------------------62
4.2 Construction of equivalent groups---------------------------62
4.2.1 Comparison of both Groups with context to score
VI
of first examination in English of std.11-------------62
4.2.2 Comparison of experimental and controlled groups
with context to IQ. --------------------------------------65
4.3 Testing Hypothesis--------------------------------------------64
4.3.1 An Analysis and Interpretation of score of
Post – test of Experimental and controlled
Group students----------------------------------------67
4.3.2 An Analysis and Interpretation of scores of the
Post- Test score of Experimental group boys and
Girls-----------------------------------------------------70
4.3.3 An Analysis and Interpretation of score of post
test of Experimental group boys and controlled
group boys ---------------------------------------------73
4.3.4 An Analysis and Interpretation of score of post
test of experimental group and controlled group
girls-------------------------------------------------------75
4.3.5 An Analysis and interpretation of score of retention
Test of experimental and controlled group
Students--------------------------------------------------78
VII
Chapter - 5
Summary, findings and suggestions
5.1 Introduction-----------------------------------------------------83
5.2 Summary---------------------------------------------------------84
5.2.1 Title of the study-------------------------------------84
5.2.2 Objectives of the study-----------------------------84
5.2.3 Hypothesis of the study----------------------------85
5.2.4 Variables----------------------------------------------86
5.2.5 Sample selection------------------------------------86
5.2.6 Tools---------------------------------------------------87
5.2.6.1 IQ test------------------------------------------87
5.2.6.2 NLP program ---------------------------------87
5.2.6.3 Post test ----------------------------------------88
5.2.7 Research Design (Experimental Design)----------88
5.2.8 Research procedure and Data Analysis------------88
5.2.9 ‘t ‘ value table--------------------------------------------89
5.3 Finding of the study---------------------------------------------90
5.4 Suggestion--------------------------------------------------------92
5.5 Scope for future research--------------------------------------92
5.6 Conclusion--------------------------------------------------------94
VIII
Reference--------------------------------------------------------------94
Appendix – A snap shot NLP-------------------------------------96
Appendix – B Post – Test
Appendix – C IQ Test
1. IQ Test
2. Answer sheet
Appendix – D List of experts
Appendix – E Consent letter
Appendix – F Score sheet
1. First examination
2. IQ test
3. Post test
4. Retention test
Appendix – H CD
List of Tables
Sr. no. Table no. Content Page no.

1 1.1 Activity and Notation 17
2 1.2 Variable of the study

3 3.1 Group formation and treatment 45
4 3.2 The sample selected for experiment

5 3.3 Variables in the present study 47
6 3.4 Time scheduled of exp. In school 52
7 4.1 Comparison of both groups with 63
context to score of first exam marks
8 4.2 Mean, SD, and SED and ‘ t ‘ value of 63
IX
both groups with context to first
exam marks.
9 4.3 Frequency distribution of Exp. Group 66
and controlled group students
10 4.4 Mean, SD, SED and ‘ t ‘ value of both 67
the group student with context to IQ
test
11 4.5 Frequency distribution of Post – Test 68
score exp. and controlled group
students.
12 4.6 Post test mean, SD, SED and ‘t’ value 69
of experimental Group[ boys and
girls]
13 4.7 Frequency distribution of the Post – 71
Test score of experimental Group
boys and girls
14 4.8 Post – Test mean, SD, SED and ‘t’ 72
value of exp. Group boys and girls.
15 4.9 Frequency distribution of post-test 73
score experimental Group and
controlled group boys
16 4.10 Post – test mean, SD, SED and ‘t’ value 74
0f experimental group and
controlled group boys
17 4.11 Frequency distribution of post-test 76
score of experimental Group
controlled group girls.
18 4.12 Post – test mean, SD, SED and ‘t’ 77
value of experimental Group
controlled group girls.
19 4.13 Frequency distribution of retention 79
test score of experimental Group
controlled group students
20 4.14 Retentions test Mean, SD, SED and ‘t’ 80
value of exp. group controlled group
students.
21 5.1 Variables in the present study 86
22 5.2 ‘ t ‘ value 89
X
1
Chapter - 1
Introduction
1.1 What is Neuro Linguistic Program Importance of NLP in
school teaching
1.2 Objectives of teaching NLP method in school
1.3 Different models of presenting NLP
1.4 Wider benefits and impact of project
1.5 Rationale of study
1.6 Statement of problems
1.7 Significance of the title
1.8 Objectives of study
1.9 Research hypothesis
1.10 Research Method
1.11 Importance of research
1.12 Population and sampling
1.13 Variables1.15
1.14 Delimitation of study
1.15 Scheme of remaining
2
Chapter - 1
Introduction
1.1 What is Neuro – Linguistic programming?
Neuron linguistic programming is the study of how interaction of your brain

(NEURO) your language (LINGUISTIC) and body produce pattern of behavior
(programming).
The NLP modeling process involves finding out about how brain is (Neuro) is operating
by analyzing language pattern (Linguistic) and non verbal communication. The result of
this analysis are then put into step by step strategies or programs that may be used to
transfer the skill to other people and areas of application so how “NLP” create the
knowledge necessary to learn how to create our minds.
Neuro linguistic programming studies the structures of how human think and experience
the world obviously the structure of something, so subjective does not lend it to increase,
statistical formula but instead leads to models of how these things work from this
models techniques for quickly and effectively changing thoughts, behavior and belief that
limit you have been developed.
Neuro linguistic programming is a wonderful rich mixture of perfective and perceptual

and behavioral skills and tools for personal development and enhances interaction with
others. It is about the ability to discover, understand and change our own and other
process of decision making communication motivation and learning simply, elegantly
and effectively.
“NLP” is a model for understanding and working with human behavior. NLP has the
ability to get direct access to internal map of reality and to shift them to re-assemble the
connection to update them and to correct mistaken representation so that our life
experience reflects more of what we want personality in our relationship and on the
“NLP’S” ultimate objectives is to contribute to increased choice leading to more fulfilling
lives put another way NLP’s ultimate objectives is to assist you to change your mind
about what is possible for you.
3
The most important thing we learnt from NLP is “SWOT”. It’s very important in NLP.
SWOT stands for-
S-strength, W-weakness, O-opportunity, and T-threats and the something being evaluated
could be a business ,a person, place, product, process or industry.
1.2 Importance of NLP in school teaching
NLP has many uses. It shows how would you be able to communicate in a way that
enables you to easily get your messages across to people at all different levels of an
organization? How would you like to be able to motivate someone to do something just
by your use of specific language pattern ?how would you like to overcome the problem in
order to make them more efficient and productive .how would you like to be able to
influence students.
NLP can help you do all of this NLP teaches is that we all have certain preference in how
we think, how we represent the world to ourselves.
If we can understand the way that we think then we can influence how we think. We all
have a preferred system for translating what goes on in our lives into our thoughts. We
either prefer to use our sense of sight, sound or touch. If we have preferred sense of sight
then we will translate easily what we experience into pictures in our head. If we have
preferred sense of touch, then we will easily translate those internal feelings.
Let’s say that we have a preference for sight or pictures this will become evident among
other things in the things that we say “see you later” is can see that happening “out of
sight out of mind ”etc. all phrases that involves sense of sight.
If we have preference for touch then we might say things like “catch you later” you can
hold on to that thought.
My suspicion was that getting student to explore each other’s good practical and
encouraging them to use an NLP modeling framework to look beneath the surface at the
way students performed tasks well, would be a fruitful way to bring mental strategy and
meta cognition into students awareness by providing a framework for students to explore
4
the good practice of several of their peers I believed that students could come to
appreciate that different people who perform well in a particular learning task may do so
in different say on the other hand there are likely to be common elements or
generalization we can make about the strategy for those that do well in a particular task
for example in writing an essay they may all seek to understand precisely the nature of
the task although they may have different ways of testing their understanding.
Some of the benefits of using this approach included recognition that we are all
individual with our own preferred styles of learning. The approach would encourage
students to explore each other’s practice so that peers are acknowledging as learning
resources. It would enable all participants to enter the learning process-staff as much as
students.
NLP is effective for the exam preparation and classroom modeling.NLP, modeling offers
a framework for students to explore their own and other students learning preference and
strategies so that they can develop their own best practice.
1.3 Objectives of teaching NLP method in school
 Use NLP approach to prepare an examination-preparation program use in school.

The program had an emphasis on students modeling the good practice of other
students.
 Explore the subjective learning of students on this program and determine which
of its elements are regarded by students and who participants –observers, as most
beneficial are.
 Use value added criteria to compare the examination result of participating
students with non participating students at the school level as a tool for helping
evaluate the efficacy of the present.
1.4 Different models of presenting NLP
“Representational system” is a postulated model from Neuro linguistic Programming a

pseudoscientific collection of theories regarding how the human mind supposedly
5
processes and store information. The central idea of this model is that experience is
represented in the mind in sensorial terms i:e in terms of the putative five senses.
According to ‘Bandler and Grinder’ our chosen words, phrases and sentence are
indicative of our referencing of each of the representational system.
At the core of NLP is the belief that when people are engaged in activities they are also
making use of representational system that is they are using some internal representation
of the material they are involved.
For many practical purposes according to NLP mental processing of events and memories
can be treated as if performed by five senses.
NLP asserts that for most circumstances and most people three of the five sensory based
models seem to be dominating in mental processing.
The table 1.1 is useful for teaching how to identify and access each representative system
in context.
Table – 1.1
Activity and Notation
steps Activity Notation What is being used for

1. Auditory external Ae Hear the question
2. Visual internal Vi Picture to oneself
3. Visual external Ve Look at the dress
4. Visual internal constructed Vic Create a mental image of the
dress worn by person.
5. Kinesthetic internal Ki Get on internal feeling from
looking at it.
6. Auditory internal dialogue Aid Ask oneself “Do I like that
impression?”
7. Auditory external Ae Reply
6
Logically these or similar steps must take place somewhere in consciousness in order to
cognitively make sense of the question and answer it .A sequence of this kind is known
as NLP as a streaky in this case a functional outline of the streaky used by the mind in
answering that question.
The research had a supplementary methodological aim.
To evaluate whether a multi –method approach-centering on a restricted action research

methodology, complemented by research instrument that included questionnaires, semi-
structured interviews and quantitative analysis of examination performance-is
appropriate for investigating classroom modeling.
1.5 Wider benefits and impact of the project
A key driver of the research project was the desire to facilitate teachers’ reflective
practice, and to share the learning derived from that reflection within and beyond
theoretical education community. The design of the program sought to develop a
community of practice and participants were encouraged to co-coach in their school-
based pairs, and to maintain contact with other members of the group. We believe that
this proved to be a key contributor to the success of the project. In addition teachers were
encouraged to use an online forum created specifically for members of the program
although they accessed this with varying degrees of commitment, and coaching and co-
coaching face-to-face were generally perceived as being more beneficial. Schools
reported wider benefits from using NLP in relation to improving the quality of teaching
and learning for students. This was not just because of the strategies themselves but also
because the teachers using them became more effective champions, gaining confidence
about their own skill and understanding. A number of participants consistently shared
many of the techniques they learned (such as engaging and motivating students, effective
communication skills, improved tutoring) with their peers in schools. Work has begun to
demonstrate impact in relation to raising standards of achievement as well as on helping
schools raise levels of emotional well-being in their staff and pupils. The evidence in the
case studies in combination with the experience of the trainers and coaches clearly
7
suggests that this project had a significant impact for the teachers and the schools
involved and in many ways can be said to have led to evidence at the sort of higher levels
of teacher CPD that have been argued for by writers such as Guskey (1994; 2000) and
others (Goodall, 2005). Specifically, Guskey (2000) suggests that the evaluation of
impact can be viewed at
Five different levels:
a. Participant reaction
b. Participant learning
c. Organizational support and change
d. Participant use of new knowledge and skills
e. Pupil learning outcomes
Frost and Durrant (2003) similarly argue that the outcomes of CPD should be seen not
only in terms of professional development for individuals, but also in the extent to which
there is an impact on pupils’ learning, on colleagues’
Learning and organizational learning. An important contribution made by’ Guskey’ is in

helping to identify how educators can begin to focus on ‘the bottom line’ and what
constitutes pupil outcomes. Ideas that are being increased applied to education research.
.All of the case studies demonstrated levels of impact at one of the three highest levels
(Organizational support and change (Level 3);Participant use of new knowledge and
skills (Level 4); Pupil learning outcomes (Level 5)) with the vast majority demonstrating
impact at Level 4, Level 5 or both of these. It was less common for the studies to show
impact at Level 3; however, this may well have been because of the short timescales over
which the research project ran. Also the project aimed to build a community of practice
between the teachers in the various schools rather than in the schools themselves. This
said, a number of the studies talk about the intention to move to engaging in school
improvement at this organizational level in the near future. We believe that this level of
impact was the result of two factors:
8
• The nature of NLP as a set of strategies and Techniques
1.6 Rationale of study
In relation to NLP being incorporated into teacher thinking and professional practice the
genie is now well and truly out of the bottle. This has been particularly evident since over
2,000 training places in courses including NLP have been given to teachers as part of the
Fast Track teaching program.
.We believes that the initial research evidence in our literature review and popular book
review requires those involved using NLP in education to re - conceptualize what they
do. In particular, it is important to avoid the so-called ‘neuromyth’ trap that other non-
NLP applied thinking about the brain, mind and learning.
“Many popular educational programs
Claim to be ‘brain based’ despite pleas from
The neuroscience community that these
Neuromyths do not have a basis in scientific
Evidence about the brain”
(Geake, 2008: 123).
Specifically, Geake (2008) is critical of VAK learning styles, left and right-brain
thinking, multiple intelligences and the idea that we only use 10% of our brain some of
the time. Such conflicts between the scientific community and practitioner activity arise
in teacher pedagogy, in part, because of inaccurate use of terminology in teacher
continuing professional development and training, lack of research evidence and poor
application. It is essential to ensure, where appropriate, a better alignment with the
scientific literature on learning and its language (see e.g. Blakemore and Frith, 2005;
Geake and Cooper, 2003; Geake, 2005). Bearing in mind, of course, that new evidence is
always emerging, as is demonstrated by the more recent evidence about visual and verbal
9
cognitive style and brain functioning (Kraemer, Rosenberg and Thompson-Schill, 2009)
discussed in the extended literature review.
1.7 Statement of problem
In the case of a number of NLP approaches there appears to be growing evidence to

support its impact and/or at least the perception of its effectiveness. Whether the reasons
for that effectiveness are described in the right way is perhaps the issue. For example, we
believe that the qualitative research evidence suggests that there is much that is useful to
schools in relation to understanding the nature of influential language as defined by some
NLP writing. Teachers have clearly found this useful to influence behavior and learning
in more positive ways whilst preserving the emotional climate in their classrooms. It
would be a pity to lose this body of knowledge because of poor theoretical explanations
about how this works and what is going on when such approaches are applied. If NLP is
to avoid criticism from the same perspectives as those discussed above several things are
going to need to happen.
 Firstly, there is a need to seek further research evidence of impact and critical
review.
 Secondly, NLP education practice, as it develops, will need to begin to challenge
its use of terminology and the way in which it talks about what it is doing and is
seeking to achieve – so that it aligned more effectively with the scientific
evidence.
 Thirdly, greater conceptual clarity around NLP research and research
methodology needs to emerge. In particular, it is clear that research into NLP
needs to be appropriately NLP informed and based on a full understanding of the
content of NLP and the academic literature.
 Finally, some theoretical elements and explanations of the NLP model may well
need to be dropped in the future as research evidence develops. So is there an
argument against NLP being taught to teachers before there is more research
evidence? At the end of the day, a balance needs to be struck between evaluation
and innovation. Many practices exist in education that would appear to have no
evidence base – including, for example, the use of Power point. What is to be
10
encouraged is the use of innovations such as NLP by teachers and learners within
a reflective approach to practice.
For example argues that:
NLP offers valuable insights in a technical sense on the psychological skills for
understanding and influencing people. Hence, NLP offers tools and practices for anyone
to stimulate their SI [system intelligence].
1.8 Significance of the title
“Construction and effectiveness of Neuro Linguistic Programming”
Teachers followed the teaching learning Academy framework in designing and

implementing their research. A framework of education is closely involved in the
development of students. All of the case study demonstrates significant impact in relation
to the student’s development with many demonstrative positive impact and their learning
outcomes.
1.9 Objectives of study
The current research focuses on two gaps in the research literature.
1. The lack of any substantive and teacher led classroom based action research in area.
2. To develop a programme based on NLP
3. To implement the neuro linguistic program on the student of std. XI
4. To study the effectiveness of NLP in developing students academic achievements.
5. To study the effectiveness of NLP in English in terms of achievement of std.11

students.
6. To study the effectiveness of educational achievement of experimental group and

controlled group.
11
7. To study the effectiveness of the achievement of NLP and traditional method students
with respect to retention-test.
1.10 Research Hypothesis
H01 There will be no significant difference in the mean achievement scores of

controlled group and Experimental group students in the post-test.
H02 There will be no significant difference in the mean achievement score of student
of experimental grouping the post-test
H03 There will be no significant difference in the mean achievement score of the
English medium boys of experimental group and of controlled group.
H04 There will be no significant difference in the mean achievement score of English
medium girls of experimental group and controlled group.
H05 There will be no significant difference in the mean achievement scores of students
of controlled and Experimental group in the retention test.
1.11 Research Method
A multi method approach is used with centering on a restricted action research

methodology complimented by instrument that included Achievement test, IQ test and
quantitative analysis of examination performance.
1.12 Importance of research
 The aim of the main phase of research and development carried out at Ananya
Vidhyalaya and Technology Academy in 2017 were to use NLP influence
approach to prepare an Examination – preparation program for the
studentsofstd.11.
 The program had an emphasis on students modeling the good practice of other
studies. It explores the subjective learning and non verbal learning experience of
the students on this program and determines which of its element are regarded by
students as most beneficial.
12
 To provide knowledge about NLP.

 To provide knowledge of self learning for the preparation of examination by
using NLP.
 Students can learn by their own pace and interest effectively.
 NLP based leaning method gives effective result in achievement of student’s
result as compared to traditional method.
 It can minimize the delimitation of the teachers.
 It develops good habits such as self-learning and feedback to students.
Choosing the sample of students was, of course a compromise. On the one hand, the
sample size was limited by the expense, time and accessibility in conducting the research
as part of the school’s normal operations, and in as in-depth and naturalistic way as
possible. On the other hand, the qualitative and quantitative analysis required a sample
that was large and Representative enough to enable the research to make.
The students of std.11th studying in English medium schools of Kalol Taluka constituted
as the population for the present study.
To study the effectiveness of NLP on students of std.11 for the selected units the
researcher had selected sample purposively.
One school viz. “Ananya vidhyalay and technology academy, KIRC campus, Nr.Sindbad
Hotel” was selected as the sample institution for the purpose of the present study.68
students of std 11th English medium were selected purposively as sample for the purpose
of the present study from the five divisions of 11th classes in Ananya Vidhyalay. So these
68 students constituted as the sample for the present study.
13
1.14 Variables
Table 1.2
Variables in the study
No. Types of variables variables Level of variables
Independent variables Learning 1.Neuro linguistic

1. method Programming.
2.Conventional
Method
2. Dependent variables Score of the post

Test.
3. Controlled variable 1.Student std.
2.unit
3.Time
4. Area
5.English Medium
6.Atmosphere
7.Teacher’s
Qualification and
Experience.
4. Intervening Variables 1.Interaction of inter
Group
2.Individual difference
3.Habits,I.Q,
Attitude,Personality
5. Moderator variable Gender 1. Boys

2. Girls
14
1.15 Delimitation of the study
The delimitation of the study are as follows;
1) The present study is delimitated to English medium hr.sec school of kalol city.
2) The study includes only two teaching methods i.e. Neuro linguistic programming
and Conventional Method on related topics in use.
3) The developed NLP is deliminated to only selected content and test are based on
I.Q test from the XI standard English textbook based on GSEB.
4) The self made material have their own limitations, which are accepted here by
researcher.
1.16 Scheme of remaining chapters
In chapter 2 Review of related studies are presented. Its introduction, types of

different teaching aids,Historical background, concept of NLP learning,
review and summary of review of related study presented.
In chapter 3 Research design is presented with the emergence of present study,

types of research, design of study, population and sampling, arrangement
and management for experiment,variables, tool selection etc. are
presented.
Chapter 5 gives overall review of the dissertation.

15
Chapter – 2
Review of NLP related study
2.1 Introduction
2.2 Types of aids
2.3 Neuro Linguistic program
2.4 Historical background
2.5 Concept of NLP learning
2.6 Review of related study
2.7 Summary of the review of related study
2.8 Uniqueness of the study

16
Chapter – 2
Review of NLP related study
2.1 Introduction
The review focused on the publication in the English language of academic research,
perspectives and articles on the use of Neuro linguistic programming (NLP) in education.
However, we are also aware of a developing literature in other languages, particularly in
Europe (see e.g. Hager, 1989; 1990; 1992;
Otto; 2006; Özmen, 2009; Schaefer and Schajor, 1999; Zechmeister, 2003).
There have been occasional critical academic commentaries (Marcus and Choi, 1994;
Craft, 2001), brief critical comments (Lisle, 2005; Burton, 2007) and at least one negative
discussion in the popular press (e.g. Beadle, 2008) on the use of NLP in education.
However, none of these has been based on a review of the specific NLP research
evidence and literature (as is noted by Tosey and Mathison, 2009). The purpose of this
review is to scrutinise the published evidence and academic opinion on the effectiveness
of NLP to support teaching and learning, and thereby to put the 24 teacher-led action
research case studies contained in this paper into a research context. As such, we believe
that this is the first extensive review of the literature on NLP in education to be
published. An initial literature search focused on the Australian Education Index (AUEI)
– 1979to date, British Education Index (BREI) – 1975 to date and the Education
Resources both education-related (schools, further and higher education, adult learning
and/or the use of NLP with children) and published in academic or partially academic
publications (what is sometimes known as ‘grey literature’), including conference papers
and unpublished theses. Alongside this, two online databases that list, respectively, 193
and 311 references to NLP in journal articles, papers and dissertations were analyzed and
assessed including the database which is hosted by the University of Bielefeld in
Germany.3A further cross-check was made with a list of research references hosted by
the NLP Research and Recognition Project. Four these databases contained an
additional33 unique references that fulfilled the search criteria. These data sets are
discussed below alongside 39 other references and papers that were recorded within the
17
NLP and Research Project, based at Surrey University.5 This includes three education
papers presented as part of the First International NLP Research Conference (in Tosey,
P., 2009). A total of 111 out of 171 references have been included in the formal analysis.
In the vast majority of cases we have been able to review the full publication; however,
on occasions we have
Included evidence from author abstracts alone but only where these have provided
sufficient evidence for analysis. In relation to the scope of the review we included a wide
range of sources: -Journal article.
 Conference papers.
 Articles which had some form of university afflation and articles whose writers have
some form of university afflation to track record in research.
 papers connected to government program and which presented evaluation data.
 Post graduate research finding.
These mean that informal research findings and perspectives have been presented
alongside more formal methodologies and writings. Our intention, however, was to be
comprehensive rather than to provide a detailed critical reading. A widely scope review
like this will, we hope improve and give more depth to any pre research review of
evidence prior to education research in areas where studies have already taken place.
2.2 Types of Teaching aids.
Types of Aids
------------------------------------------------------------------------------
Visual aids Audio aids, Audio visual aids
Black boards Audio cassettes Drama
Flannel Board Gramophone Video cassette
Soft board loud speaker Television
Bulletin board Computer

18
Pictures Video CD player
Flash cards LCD
Sketches Language laboratory
Static and working models
Graphs
2.3 Neuro Linguistic programming.
“O Connor and Seymour” (1993 p. 1) describe NLP as;
“The art of personal excellence. Art because everyone brings their unique personality and
style to what they do…… Science because there is a method and process for discovering
the patterns used by outstanding individuals in any field to achieve outstanding result.
This process is called modeling and the pattern, skills and techniques so discovered are
being used increasingly in counseling, education and business for more effective
communication, personal development and accelerating learning.”
Neuro Linguistic Programming is the study of how the interaction of your brai
(NEURO) your Language(LINGUISTIC) and body produce patterns of
behavior(Programming). The NLP modeling process involves finding out about how
brain is operating by analyzing language pattern and non verbal communication. The
result of this analysis are then put into step by step strategies or programs that may be
used to transfer the skill to other people and areas of application. So how NLP create the
knowledge necessary to learn how to create our own minds Neuro linguistic
programming studies the structure of how human think and experience the world,
obviously the structure of something so subjective does not lend itself to increase,
statistical formula but instead leads to model of how these things work from this model
techniques for quickly and effectively changing thoughts, and belief that limit you have
been developed.
19
2.4 Historical background of NLP
NLP was devised by” Richard Bundler “and “John Grinder” in (1975) and is based on
studying people who displayed excellence in field including professional communication,
psychotherapy, Hypnosis, Lawnad education.According to “Bundler and Grinder” NLP
comprises a methodology framed modeling plus a set of techniques that they derived
from its initial applications of such methods that are considered fundamental Bandler and
Grinder” claim that their methodology can codify the structure inherent to the therapeutic
“ Magic” as performed in the therapy by “Perlsand Satir” indeed inherent to any complex
human activity and then from that codification the structure and its activity can be learned
by other. Their 1975 book “The structure of Magic” is a book about language and therapy
is intended to be a codification of the therapeutic techniques of “Perls and Satir”
2.5 Concept of NLP learning
NLP grew out of activity of the “behavioral modeling activity of “frank Pucelik, John
Grinder and Richard Bandler” in study three therapist “Virginia Satire,fritz perls, and
Milton Erickson. Richard Bandler enrolled as a young 20 year old psychology student in
the University of Santa Cruz in 1970. According to John Glinder, Richer Bandler and
other early pioneers, of Neuro-linguistic programming NLP is a “Meta discipline,
meaning it exists at a higher logical level relative to disciplines pat terns of human
behavior that may be common to more than one discipline.
NLP experts urges that the Meta modal be used with rapport (a sense of relationship or
connection with the other person as evidenced by mirroring and matching vocational and
body language) and sensory activity (making fine sensory distinctions in the responses of
the other person) in other words, looking for signs that your verbal intervention is having
the effect you Luend (Seymour2002).
2.6 The review of related studies
Case Study 1 – Confidence and Attitudes

Fiona MacGregor and Robin Charlton are KS2 teachers at Stobhillgate First School.
Areas of NLP evaluated in the action research
20
• Milton model language patterns

• Visualization
• Well formed outcomes
Focus
Stobhillgate is a school for 4 to 9 year olds, with a school roll of approximately 180
pupils. The teachers decided upon a general focus of using various NLP techniques
(specifically ‘positive language’ to move pupils from a negative emotional state to a more
positive one), across whole classes of Year 3 and 4 pupils. They also decided to use NLP
language techniques with colleagues across the school to observe whether these had any
impact upon relationships with individual members of staff and the pupils. In addition
two pupils (one from Year 3 and one from Year 4) were targeted for individual focus.
Research Plan
To use NLP positive language techniques to:
 encourage more confidence and self-esteem with a Year 3 boy
 improve the behavior and attitude of a Year 4 boy
 ‘notice what we noticed’ with the attitudes of Year 3 and 4 classes, and to engage
the class as a whole into a positive state where the children would feel enthused
and able to achieve the goals set for them
 develop positive relationships with colleagues across the school
 Implement the Research Plan.
Implementation of the Research Plan
A Year 3 pupil this child was working above average in the class; he was a very able
mathematician and would join in actively in numeracy lessons. In other subjects he
tended to take more of a back seat letting other children answer and opting out of any
drama or reading aloud if he could. He was due to receive an award in front of the school
and voiced his concern at receiving this. He asked if he could avoid the assembly and
instructed his parents not to attend. After receiving the certificate in front of everyone this
child came to talk to me and identified how he felt as he went through walking up to
collect the certificate (he said he felt hot and that he couldn’t look up because he was
aware that everybody was staring at him: this resulting ‘fear’ ‘froze’ him). I started to use
some of the techniques that had been discussed during one of the NLP sessions and
21
worked with this child daily. His teacher tried getting the child to be more specific in
identifying the particular areas he was having problems with or lost confidence in. Often
he would say, ‘I don’t get this, I can’t
do it’ and his head would go down and his emotional state would then make him unable
to take in instruction. We started trying to intercept this behavior and also using the ‘yet’
word with him (e.g. ‘You can’t do this yet…’) – an approach from the influential
language aspects of NLP. He responded very quickly to the attention given and started to
realize that he could do it without much of a problem. A dance company visited the
school after a couple of weeks of us trying these techniques with this child and he joined
in all of the session. When asked to perform he did say he didn’t want to, but after we had
talked it through with him and encouraged him to believe he could do it, and visualizing
himself finishing it he had a go and danced the whole sequence with his head held high.
This was a considerable achievement for this child and at the end of the day he said to his
Grandma that it had been one of the best days of his life.
Case Study 2 – Improving
Attainment
Simon Potter teaches at Tweedmouth Community Middle School.
Focus
Tweedmouth Community Middle School is in Berwick, Northumberland. The main
reason I attended the NLP training was to learn more about how to build pupils’
motivation for learning there by impacting upon their behavior, and so leading to an
improvement in attainment. It has also become apparent that NLP can have a direct
impact on pupil welfare as it allows the practitioner a greater understanding of pupil
behavior without the need to know the details of the problem. Added to this is the
training of how to build rapport and the use of effective
questioning – key skills in counseling.
Areas of NLP evaluated in the action
Research project
 Anchoring
 Meta model questioning
 Milton model language patterns
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 Non-verbal communication
 Rapport
 Sub modalities
 Well formed outcomes
Research Plan
The initial focus was to look at ways to improve the pupil’s motivation; however, as the
course progressed this was altered to look at different ways that information can be
presented thereby making it accessible to all and challenging the ‘I can’t’ culture.
Through support from the coach and working alongside a peer who I had invited to attend
the course with me, we focused on the key aspects of sub modalities, effective
communication (including body language; tonality; ‘yes sets’; embedded commands;
rapport and using effective language to elicit an expected response) and designer states.
By putting these key skills into place it would allow the user to develop, build and
strengthen learning styles approaches and contribute to improving pupil welfare.
Implementing the Research Plan
The initial plan was for me and another colleague to attend the 4-day ‘Leading Thinking’
course. The course was made up of two sets of two days and it was during the break in
between them that my plan was amended, because both I and my colleague realized that
this course could have huge benefits to all involved (I say this from a personal experience
whilst attending the course). It was agreed that we would hold a ‘learning lunch’ so that
other staff who were interested could find out more. After a meeting with our coach we
reviewed the plan again and it was decided that these skills should be implemented across
the school. Our attendance on a further four days of training that enabled us to become
NLP Practitioners was supported by the head teacher who asked that we provide
feedback in a staff meeting – extending the plan to accommodate all colleagues,
regardless of their role in school. The plan has been further modified as both I and my
colleague felt that one staff meeting would be insufficient time to give to the skills we
had learned, as such a session is to be set aside at the next in-service day.
Case Study 3 – Improving
Behavior
Rachael Coull teaches at Northburn Primary School.
23
Focus
Northburn Primary caters for pupils between the ages of 3 and 11 years. My specific
project focus was on the use of anchoring, and the impact this has on behavior.
Throughout the research my aim was for the children to become more aware of
expectations in relation to behavior, at specific points in the nursery session. I was
interested to see if the children’s behavior improved, thus helping them to better access
the curriculum.
Areas of NLP evaluated in the action
research project
• Anchoring
Research Plan
After the first two days of the NLP course, it became apparent that I had already tried out
some of the techniques used in NLP on previous courses, such as the use of music.
However, it occurred to me that I had never delved deeper into the reasons why I was
using these techniques and because of this I didn’t ever have a real purpose in mind, let
alone an expected outcome. The needs within my own class led to the focus on anchoring
with a view to having a positive impact on behavior at what were more challenging parts
of the daily routine. I intended to influence others in my school mainly through modeling
practice. As I began the course and my research, I aimed to share any new learning with
the colleagues in my classroom and ask them to observe my practice with a view to
encouraging them also to take strategies on board. As a result of this, team discussions
took place in which we evaluated practice.
During my morning nursery class, since the January intake, the behavior of some children
had become increasingly challenging especially at times where it was necessary to gain
whole class attention and calm in order to carry out a routine task such as home-time or
tidy-up time. I had been previously introduced to the use of music in my teaching through
Thinking for Learning and Accelerated Learning courses but had never really associated
it with the concept of anchoring, let alone begin to think about why I was doing it beyond
‘well, it helps some children to focus and make links!’ As I attended the NLP course, the
techniques and reasons for using anchoring became apparent and I felt that they could
24
work within my class by simply extending my everyday practice. Firstly I pinpointed two
particular times where the class were not as calm or organized as I would have liked. I
already use a countdown technique in order to get whole class attention whilst they are in
the middle of play; although this worked for the majority, there were still some children
who consistently did not follow this routine and would carry on playing or chatting,
making it a more lengthy process
Case Study 4 – Influencing Behavior
Michell Whall teaches at Astley Community High School.
Focus
Astley Community High is a 13–18 school, in a semi-rural area of Northumberland. My
focus was to use Neuro-linguistic programming techniques with an aim to improve
pupils’ learning experiences and their engagement within lessons. The expectation was
that application of particular NLP techniques would result in improved pupil behavior in
class leading to increased engagement within lessons.
Areas of NLP evaluated in the action research project
 Anchoring
 Non-verbal communication
Research Plan
The overall aim has been to develop my professional practice using suitable techniques
such as NLP. Shortly after the first NLP training session I noticed that there appeared to
be pupils within a particular class whom other pupils modeled their behaviors upon.
These pupils seemed to have quite an influence over the behavior and mood of the rest of
the class who appeared to be taking quite overt behavioral cues from these pupils. Often
these behaviors were low-level distractions such as giggling, pen tapping, whispering and
chair rocking; however, on occasion these influencing pupils would seem to take cues
from me and would ‘shush’ their fellow pupils or discourage them from other distracting
behaviors. To give some context, this was a Year 9 food technology class of 30 pupils
whom I saw once a fortnight last lesson on a Friday; since I saw them so infrequently my
rapport with this class was not as strong as with other classes.
A considerable amount of time was devoted to classroom management and I seemed to
spend a lot of the lesson repeating instructions over and over, giving out demerits (as per
25
assertive discipline policy) and consequently making a lack of progress through the
curriculum. I thought it would be of benefit to the class, and my practice, to harness the
influence certain pupils had in a positive manner using NLP techniques, hoping that these
pupils would positively influence the rest of the class. I also wondered whether the
behavior of some of the influencing pupils might improve since these pupils were the
ones with frequent demerits.
Implementing the Plan
Lesson 1
I identified four pupils who appeared to have an influence over the behavior of their peers
and arranged the class into four groups (the room has four static clusters of work spaces),
each with an influencing pupil. These influencing pupils were placed in a position in
which they had a clear view of me at all times (something which the static seating in the
food room precludes for the majority of the pupils, possibly contributing to the low-level
disturbances in this class). The pupils identified as having influence were not told this,
nor were the rest of the class.
The first thing I experimented with was the tonality of my voice, which I have always
thought to be a little high, pitched. I ensured that when I gave commands I lowered the
tone of my voice at the end and paired it with a downward sweep of my hand. This was
done whilst making clear eye contact with the four influencing pupils and in full view of
them. I was aware that just lowering my voice at the end of a command had a powerful
effect on pupils from trying this out with other classes but this class in a previous lesson
had been a little resistant and still chatted etc despite my using this technique. I thought
that both use of lowered tonality and the downward hand sweep would lead to a
quietening down of the class and an adherence to my requests, but my problem was that
the seating stopped most of the class from seeing the hand action. I thought if the
influencing pupils saw this they would generate a change in the other pupils’ behavior.
The desired effect was almost immediate with the influencing pupils nudging the other
pupils or instructing them about what I wanted them to do.
Case Study 5 – It’s Good to Talk

Joanna Dobson and Helen Fuhr teach at St Benet Biscop High School.
26
Focus
The main aims of this project were to improve pupil behavior and achievement by using
specific NLP language and communication strategies and to give pupils strategies for
voicing their ideas and building confidence in their own ability, allowing them to take
more responsibility for their own learning.
Areas of NLP evaluated in the action research project
 Milton model language
 Meta model questioning
 Anchoring
 Rapport
 Visualizations
 Relationship rewards (management of behavior and learning through positive
reward and the maintenance of positive relationships)
Research Plan
The focus was to:
 gain a broader understanding of NLP and its use in the classroom
 develop skills in using NLP techniques and make them a part of our everyday
teaching
 share our learning, understanding and experience of NLP with other staff through
CPD sessions.
 combine our learning of NLP strategies with strategies employed through the
Raising Achievement and IQEA groups to further enhance the learning and social
and emotional experience of students within our classrooms. Assessment of the
success of the strategy is based on both subjective assessments of students’
behavior and achievements, and objective tests in either result gained in mock
GCSE tests prior to their June examinations or levels achieved in coursework and
project work. However, a longer-term aim will be to assess the improvements in
behavior and attainment of all students in classes where NLP strategies have been
implemented. The project is also designed to improve attitude and motivation for
pupils in relation to their own personal learning, research skills and standard of
homework.
27

As this was a joint project we decided to choose a student we both teach and have
experienced problems with. We chose the
focus student because she was already on report and was seen to be having difficulties in
other subject areas. We produced an NLP lesson assessment sheet where we could record
information about the student’s focus and concentration, work rate, communication with
both staff and pupils and her tendency to distract others. We also gave the student an
overall mark for her compliancy in lessons (4 being fully compliant and 1 being refusal to
follow directions). We decided to introduce more positive phrases into our classrooms.
We focused on the use of the use of language in lessons. Commonly used phrases such as
‘Why?’ questions were changed to more positive phrases such as:
‘Can you explain how you came to that conclusion?’
‘What is it that you don’t understand?’
Positive reinforcement was used regularly to elicit more thoughtful responses from
students, for example:
‘I like that answer, can you tell me more about your thoughts on this?’
‘You have made an excellent start on this task, what do you think you could do to improve
this piece of work?’
2.7 Summary of the review of related study
Although much of what the teachers noticed was subjective they found that by
implementing some of the NLP techniques, it gave much benefit within their own
classrooms (both generally with a whole class and with specific individuals).
Additionally the teachers identified that by using positive language with their colleagues
the ambience in the staffroom was much less stressful and much calmer. One of the
teachers recognized that their relationship with some members of staff became more
professional and genuine, rather than the sarcastic (negative) banter that it had been
previously. Both teachers recognized that they have become more observant of other
people’s behavior and language, and this has led to more reflection on their own actions
and language. Following the NLP training both teachers have undertaken additional
reading about the subject. Anecdotally one of the teachers has used many of the NLP
positive talk techniques in their own private life and it has benefited both family and
28
social relationships. From a personal level I can say that this has been a life-changing
experience. I have been able to change my way of thinking about a number of different
situations; this has resulted in a much more calm approach to my family life. I have also
used the skills acquired in both my personal and work life. The key skills I use are
rapport and ‘noticing what I notice’, listening carefully and asking effective questions to
promote thinking. I feel that I have a greater understanding of the way people (especially
children) learn, interpret, process, reinterpret and restate/communicate information and it
has resulted in me wanting to develop my understanding of NLP and psychology further.
My teaching practice has changed and I use more of the skills learnt in my lessons. For
example, the use of embedded commands and tag questions promotes thinking both
subconsciously and consciously and results in an immediate response. the use of sub
modalities, and meta model questioning in an English lesson led to all pupils producing
an excellent piece of creative writing using personification. I have a greater awareness of
what I do in the classroom and why it works – before I would have just said that that was
what I did and it worked for me. For example NLP states that you can anchor things to
places (i.e. build an association between a specific state and a specific place in the
classroom). I have always stopped the class in a specific way, using a countdown and
moving to a specific spot in the classroom: this is an example of anchoring and the pupils
were aware of this before. They knew that when I started to move to the place, that I was
going to ask pupils for their attention.
I have now taken this a step further and use different points in my classroom for different
things e.g. a specific place for explaining and a specific place for discussing behavior –
this consistency has resulted in the pupils knowing the expectations before they are
requested. I feel that I have a greater understanding of the pupils I teach; why they
behave in the manner they do; why they react the way they do, and how I can affect their
emotional state (both positively and negatively). Through learning about rapport I am
more competent at putting people at ease – being approachable, this has had benefits both
inside the classroom with pupils and outside in meetings with parents, in particular in my
new role as SENCO. I am also more aware of how my state can affect others and have
learnt skills that I can use to change my emotional state and help others to change their
state.
29
It is possible to create ‘designer states’ whereby the individual can choose to change their
current state for one that will serve them better. I have been working with a number of
pupils helping them to create their own designer states; the principle is fairly
straightforward and content is not important to know as long as the pupils know it. I ask
them to think of a time when they were really happy and to visualize this; using meta-
model questions the individual can embellish this situation, adding
Colors, sounds, temperature, etc. They can manipulate this image to make it stronger and
move it closer to themselves, increasing the intensity of the experience. The individual
– using a key word or a visual anchor, for example, can then anchor this state. This
allows the person to ‘carry’ the state with them (metaphorically) and use it when they
need to. Again, I have had personal experience of this – I used to get upset every time I
heard a particular hymn in church: it has the lines ‘God gave us ears so we could hear’.
My eldest son is deaf and this line always brought a tear to my eye. I created a state using
an image of my son that made me smile and feel happy, and now when I hear this hymn I
recall this image and can sing the hymn without getting upset. Of course not all states are
beneficial to learning. For example if a pupil is angry or annoyed then this state is
inappropriate for learning. For an NLP practitioner, through the use of rapport, it is
possible to break this state and put in place a more productive state. I tend to use humor
to break the state and through well thought-out questions, allow the pupil to come up with
other alternatives that perhaps they had not considered. A specific example of this was
when one child, who was upset, told me that he had no friends. Using a ‘surprised and
slightly unbelieving’ tonality I asked him ‘what, no friends?’ His reply was ‘of course
not, no friends!’ as if I was stupid for asking! This resulted in him breaking his state and
he was able to carry on with the lesson in a productive manner. Admittedly this doesn’t
always work on the first occasion and it can be necessary to spend a little more time,
using the same techniques with the individual. This also works well when faced with the
‘I can’t do this’
2.8 Uniqueness of the study
This research paper reports on evidence from teacher-led action research case studies
and builds on the 2008 CfBT Education Trust published paper by Richard Churches and
30
John West-Burnham ‘Leading learning through relationships: the implications of

Neurolinguistic programming for personalisation and the children’s agenda in
England’.The current research focused on two gaps in the research literature:
 The absence of any formal and systematic literature review of evidence in relation
to the impact and use of NLP in education
 The lack of any substantive teacher-led and classroom-based action research in
this area. Teachers followed the Teacher Learning Academy framework in
designing and implementing their research – a framework that CFBT Education
Trust was closely involved in the development of. All of the case studies
demonstrate significant impact in relation to teacher development, with many
demonstrating positive impacts on pupil learning outcomes. The paper also
contains the first systematic and comprehensive literature review of research
evidence into the impact of NLP in education and discusses the content of 111
papers and references including quantitative and qualitative research evidence.
The majority of published work was found to be supportive of the use of NLP in
schools and education although, as the authors point out, this should only be
considered as an interim finding because of the wide range of methods used and
variations in the quality of some of the research.
To reference this research: Carey, J., Churches, R., Hutchinson, G., Jones, J. and Tosey,
P. (2009) (foreword by John West- Burnham) Neuro-linguistic programming and
learning: teacher case studies on the impact of NLP in education, Reading: CfBT
Education Trust.
31
Chapter – 3
Research design
3.1 Introduction
3.2 The emergence of the present study
3.3 Types of research
3.4 Design of the study
3.6 Arrangement and management for experiment
3.6.1 Variables
3.6.2 School selection
3.6.3 Standard selection
3.6.4 Content selection
3.6.5 Lesson planning
3.6.6 Time table
3.7 Tool selection and construction
3.7.1 Tool selection: IQ test
3.7.2 Tool construction (NLP)
3.7.2.1 Development of NLP
3.7.2.2 Instructional objectives
3.7.2.3 Procedure for developing NLP
3.7.2.4 Validation process

32
3.7.2.5 Implementation of NLP
3.7.3 Post-test
3.8 Validation of Experimental Design with reference to
Present study
3.9 Research procedure & Data Analysis
3.10 Over all Observation

33
Chapter – 3
Research design
3.1 Introduction.
“I believe finally that education must be conceived as a continuing Reconstruction of

experience” John Devy (1897) The first aim of the main phase of research and
development under the title the “Construction and Effectiveness of Neuro Linguistic
programming” as introduced in ch.1 was to Use NLP influenced approaches to prepare
an examination-preparation program for use at school. The program has an emphasis on
process of students modeling the good practice of other students.
In response to this aim, this chapter explains the reasoning behind the content and
process of the Learning Toolkit course design. It begins by providing background
information on the school where the learning toolkit was run. Alongside this it briefly
review key lesson learnt from the Raising Achievement test and their influence on course
design and its accompanying research. The current chapter revisits classroom modeling,
the major focus and innovation of the learning toolkit, before marshalling support to the
course design on theoretical, research and practice ground.
Applying key lesson learnt from the Raising Achievement Pilot project the main phase of
research was carried out alongside six hours NLP influenced Learning Toolkit course
with two classes of students in a school “Ananya Vidhyalay and technology Academy”
students of std. 11th English medium .
At the time of research 2017 students were selected from English medium .There were
total 68 students. The subjects selected for the test were English literature, general
English usage, English grammar and word formation.
Choosing such representative classes also increase the probability of making

generalization that might apply to the subject year cohort beyond the school.
Doing so would also provide good practice reviled by the project to be applied by
participating students in preparing for the examination. The learning toolkit would have a
34
much greater emphasis on NLP concept and method. With class room modeling as its
focus my role would concentrate a recherché and class room practices focusing on
classes mint that monitoring my own practice and that of student involve could be
conducted greater depth and with a wider range of research method. This would yield
researcher narrative for what happen during the examination- preparation program, and it
would unable greater triangulation between different method and prospective so
strengthen validity and reliability.
3.2 The emergence of the present study
We believe that the initial research evidence in our literature review and popular book
review requires those involved using NLP in education to re-conceptualize what they do.
In particular, it is important to avoid the so-called ‘neuromyth’ trap that other non-NLP
applied thinking about the brain, mind and learning has fallen into in recent years.
(Institute for the
Future of the Mind, 2007: TLRP, 2007)). Geake, for example, notes that
Many popular educational programs claim to be ‘brain-based’, despite pleas from the
neuroscience community that these neuromyths do not have a basis in scientific evidence
about the brain.
Teachers have clearly found this useful to influence behavior and learning in more
positive ways whilst preserving the emotional climate in their classrooms. It would be a
pity to lose this body of knowledge because of poor theoretical explanations about how
this works and what is going on when such approaches are applied. If NLP is to avoid
criticism from the same perspectives as those discussed above several things are going to
need to happen.
 Firstly, there is a need to seek further research evidence of impact and critical
review.
 Secondly, NLP education practice, as it develops, will need to begin to challenge
its use of terminology and the way in which it talks about what it is doing and is
35
seeking to achieve – so that it aligned more effectively with the scientific

evidence.
 Thirdly, greater conceptual clarity around NLP research and research
methodology needs to emerge. In particular, it is clear that research into NLP
needs to be appropriately NLP informed and based on a full understanding of the
content of NLP and the academic literature.
3.3 Types of research
Research can be divided in to two broad categories; Quantitative and Qualitative

research. Quantitative research consist of those data that concern, can be analyzed in
terms of number. In the present study, researcher could investigate the Hr.sec. School
student’s achievement in self learning through
NLP, it based more directly on its plans such as defining objectives and formulating
hypothesis. Thus, the present study is Quantitative research. Researcher had selected
experimental Method for the purposive.
3.4 Design of the study
Experimental design is an important aspect of experiment. Time, Method, revision and

validity can be determined by the experimental design. This way design is the blue print
of whole experiment for the experimentalist. Which type of design is to be selected
depends on the objectives of experiment.
In this present study effectiveness of NLP program on student’s achievement is to

measure so Equivalent group post-test design was prepared. The researcher had selected
equivalent group only post – test design for present study.
In this design to equivalent groups were prepared according to the increasingly

achievement score. Accordingly one was Experimental group and second controlled
group.
36
The students of std 11th studying in English medium school of kalol taluka will constitute
as the population for the present study.
The study encompasses such schools, as have English as the medium of instructions. The
main focus of this study is on existing Hr.sec. Schools student of std.11th in kalol taluka
and std.11th is a stage for English medium school that gives a learning program of the
students who have cleared such stage of std.10th and have yet not reached the stage of
std.12th
Koul (1997) defined sample in “Methodology of Educational Research” as;
“Sampling is the process by which a relatively small number of individuals or

measure of individuals, object or events is selected and analyzed in order to find out
something about the entire population from which it is selected.” Was taken purposively.
One school viz. Ananya vidhyalay and technology academy school was selected as the
sample institute for the purpose of the present study, as it fulfilled the following
requirements of the present study.
- Availability of NLP model chart

Availability of five sensory organ chart
Explaining the use of five sensory organs
Use of explanation method.
Use of language laboratory.
68 students of std.11th were selected randomly as the sample for the purpose of the
present study from five divisions of std.11th classes in Ananya vidhyalaya high school. So
these 68 students constituted as the sample for the present study.
37
Table 3.1
The sample selected for experiment
No. Name of Boys Girls
school
Exp. Cont.
group group
1 Ananya Boys Girls Boys Girls

Vidhyalay,Kalol
17 17 17 17
34 34
Total 68
3.6 Arrangement and Management for experiments.
It is very essential requirement to have systematic and
Chronological arrangement and management to get perfect result in Experimental

research and for that purpose there should be arrangement of activity such as aims,
objectives, tool construction etc.
To get appropriate and accurate result the information collected should be standardize
and validated. There are certain benefits of strategic planning.
 The difficulties can be identified directly during the experiment.

 The research work becomes more rapid and easy.
 The problems created by Research action can be overcome.
 Perfect direction can be got in research.
 It saves the time energy and money.
 In this present study the research planning is done in following phases.
38
3.6.1 Variables
“Variables is any factor in research which influences the observation or

management of an educational phenomenon.
Types of variables.
1. Independent variables
2. Dependent variables
3. Controlled variables
4. Moderator variables
5. Intervening variables
Table 3.2
Variables in present study
No. Types of Variables Variables Level of variables
Independent Learning 1. Neuro linguistic program.

1. Variables Methods 2.Conventional
Method
Dependent Score of the post
2. Variables Test
Controlled 1. Student std.
3. Variables 2.Unit
3.Time
4.Area
5.English medium
6 Atmosphere
7 Teacher’s Qualification and
experience
4. Intervening 1. Interaction of Inter groups
Variables 2. Individual difference, habits,
IQ, Attitude, Personality
5. Moderator Sex 1.Boys
Variables 2.Girls
39
3.6.2 School selection
The researcher had selected Ananya vidhyalaya and technology academy of kalol.
It is English medium school which provides co-education. The students of this school
belong to upper middle and middle class. Both the classes were same.
3.6.3 Standard Selection
Generally we interpret that there is direct coordination between educational development

and mental development. But meanwhile we can’t ignore the possibilities of physical
development and mental development. Generally the students of standard 11 are in their
adolescence (16 years) period. At this stage the students have enriched their vocabulary
so they can solve new problems by using their leading insight and by their inner talent.
Sometimes their behavior is just like as matured person. In this teenage they have
maximum strength to grasp the experience of explanation method and use of different
sensory organs.
Considering these points the researcher had selected std.11th for the study.
3.6.4 Content selection
In the present study Experimental and Controlled group are given teaching by different
methods on the same unit. So keeping these points in the mind the researcher has to
select the topic (unit) which acquires the teaching points containing maximum utility of
sensory organs chart and descriptive speaking.
Keeping these aspects in mind the researcher had studied the different G.K books in
detail. The researcher had selected the topics, general knowledge, reasoning mental
ability, English language, and Guajarati language, on verbal from different G.K books.
These topics were considering the model, charts, special effects, explaining etc. types of
effects utilized in maximum number for the effectiveness of NLP.
40
3.6.5 Lesson Planning
Lesson planning means “dividing the particular units in the segments (periods.”
chronically for teaching according to the principles of teaching and pre-defined
objectives. It includes;
General specific objectives

Teaching (content Points)
Teaching aids
Behavioral changes
Teacher – student activity
References
Chalk – Board work
Evaluation
Assignment
The investigator has approached teachers of different subjects and with their help and
discussion, divided the topics in the segment (periods).
[1] Period;-1 Old man at the bridge
Introduction
Old man
Old man and his animals
Situation of war
[2] Period;-2 Cloud and Waves
Introduction of poet
Fantasy created by poet
Cloud and boy

41
Waves and boy
Mother and boy
[3] Period;-3 Start where you stand
Introduction
Importance of present
Figures of speech
Comparison of new beginning
[4] Period;-4 Active/Passive
Change in auxiliaries
Change in subject
Change in object
Use of past perfect (v3)
Having two verbs
[5] Period;-5 Indirect speeches
Change in tenses
Change in pronouns
Use of connectives in different sentences
Use of R.V in different sentences
3.6.6 Time schedule
Time schedule was prepared for the investigator to complete the experimental
task in time keeping the selected topics in mind.
42
Table 3.3
Time schedule of experiment in school Group 1 (NLP)
Period Date Time Experiment

1 2/1/17 9:45 AM to 10:30 AM IQ Test
2 3/1/17 9:45 AM to 10:30 AM Topic – 1
3 4/1/17 9:45 AM to 10:30 AM Topic – 2
4 5/1/17 9:45 AM to 10:30 AM Topic - 3
5 6/1/17 9:45 AM to 10:30 AM Topic - 4
6 7/1/17 9:45 AM to 10:30 AM Topic – 5
7 9/1/17 9:45 AM to 10:30 AM Post – Test
8 16/1/17 9:45 AM to 10:30 AM Retention-test
Group 2 (Conventional Method)
Period Date Time Experiment

1 2/1/17 10:45 AM to 11:30 AM IQ Test
2 3/1/17 10:45 AM to 11:30 AM Topic – 1
3 4/1/17 10:45 AM to 11:30 AM Topic – 2
4 5/1/17 10:45 AM to 11:30 AM Topic – 3
5 6/1/17 10:45 AM to 11:30 AM Topic – 4
6 7/1/17 10:45 AM to 11:30 AM Topic – 5
7 9/1/17 10:45 AM to 11:30 AM Post – Test
8 16/1/17 10:45 AM to 11:30 Am Retention Test
3.7 Tool Selection and Construction.
3.7.1 Tool selection: IQ Test
For measuring IQ of the students selected in two groups, the investigator had
selected Desai Verbal- Non Verbal group Intelligence test. The test contains 88 items and
43
reliability of the test is0.88. The test was standardized on 5654 student’s std-8 to 11 of
Ahmedabad city. The Desai group Intelligence test was given in appendix.
The main objective of the study as to study the effectiveness of NLP for the student of
STD XL on the selected topics for that researcher had decided to prepare NLP and post-
test. The detail of tool construction was given in the following paragraphs.
3.7.2 Tool construction ( NLP)
A good program required hold over the subject and insight to present before the learner.
3.7.2.1 Development of NLP
In the present study of Neuro linguistic programming material was prepared by the
investigator which was used in the experimentation. For developing NLP, the investigator
had taken the topics from English text of std.XI
3.7.2.2 Instructional objectives
The investigator had kept in the mind the following learning instructional objective while
developing NLP
1) The students know about the useand application of English language for IQ test
2) The student will be able to understand the transformation of sentences.
3) The student will acquire the skill of vocabulary
4) The student will develop their vocabulary with the help of word formation
5) The student will be able to self learning
6) The student will be able to acquired the knowledge of converting the sentence
7) The student will be able to understand the use of indirect speech
8) The student will be able to know the various way of expression
9) The student will be able to know about the narration
During the devolvement of NLP and teaching- learning process using NLP attempt had
been taken to see that this instructional objectives are achieved
44
3.7.2.3 Procedure for developing NLP
After considering the instructional objective, the investigator has used and prepare
questionnaire on the selected topics this was chosen on the principal of the self learning
material.
The questionnaires allowed students to widen and deepen their response beyond those
given in the questionnaires and enabled some checking they had understood the questions
contained in the questionnaires.
3.7.2.4 Validation process
For validation, the questionnaire was send the six expert in whom two expert were of
English subject two are expert of English literature and three were experts of research
work. The researcher had accepted all the suggestion and the correction made. The
suggestions were about its presenting mode.
3.7.2.5 Implementation of NLP
In this phase, the effectiveness of develop NLP was to be measured. for this purpose the
investigator had taken the necessary permission from the school principle to carry out the
experiment after taking the permission and with the help of teachers, the investigator had
implemented the entire program of developed NLP. All the questioner had checked by
the investigator.
After implementing the NLP the detail instruction about how to go through NLP were
given to by the investigator. The students interacted with the NLP for about 55 to 60
minutes. The investigator and SS teacher gave instruction to the student and guided the
student through the session
3.7.3 Post-test
For measuring the achievement of the students of two groups the teacher made Post-test
was used in the present study. The test was prepared by the researcher keeping in mind
the content of the selected topics. The test had the weight age 25 marks. The researcher
had considered 55 minutes of them for solving it. The prepared test was referred to the
45
experts in the field of education. Finally the validated Post-test and experts list is
presented in the appendix.
3.8 Validation of experimental design with reference to Present study
It is necessary to maintain the validity of the present research. Effectiveness of

independent variables on dependent variable is to be studied. The validity of the
experimental study is to be tested in two ways.
(I) Internal Validity
The investigator had considered following;-
a. Contemporary history
During the study there were no contemporary incident such as;- climate changes,
conspiracy, wars were added which can affect the achievement of the learner. So it can be
controlled. And if these types of any had affected it would have affected to both the
groups.
b. Maturation
The threats of maturation would be very less because the study period consisted seven
days in which the interest, personality, attitude could be changed in both the groups.
c. Pre – Test testing
In this present study any type of pre – test was not given to the students. But first
examination marks of English subject of both the groups were considered. So the threat
of pre-test testing was easily avoided by the researcher.
d. Selection Bias
Both the groups were randomly formed. Marks of First test exam and IQ test of both the
groups were considered and according to the mean of both the groups the‘t ‘value was
calculated which was not significant so there was not so wide difference in the selection
of the groups.
46
e. Experimental morality
During the experiment 34 – 34 students were present in both the groups. No morality was
remarked during the experiment.
f. Statistical regression
In this present study the groups were randomly formed so this threat was easily controlled
by the researcher.
(II) External Validity
1) Interaction effect of pre – testing
In this present study first examination of std, 11th was considered which differ in
unit selection, content and method as compared to post – test.
1) Interaction effects of selection biases and treatment.
This threat was controlled by the randomized selection of learners.
1) Multiple treatment interference. In this present study two groups were formed for
two different methods testing. Both the methods were not applied on each group.
One group was given only one treatment by applying one method only.
2) Novelty effects
Generally experimental method differs from conventional system of education due to its
innovative approach. In this present study NLP method was used. So, total emphasis was
laid on NLP.
3.9 Research procedure and Data Analysis
1) The study was conducted on 68 students of class 11th.
The researcher had first approached the principle of the school which was the sample of
the present study. She collected the marks of pre test of both the group students. These
47
marks were collected to form both the equivalent groups according to their achievement.
In addition to that IQ was also measured of both the groups’ students to compare whether
they were equal in concern of IQ or not. Pre – Test marks of both the groups and IQ score
of both the groups is presented in the appendix.
2) After the implementation of experiment both the
group students achievement was measured by teacher made post-Test. The post-Test is
presented in the appendix.
According to both 1 and 2 phase the data of both the groups was collected. The
mean, standard deviation and ‘ t ‘ value of both the groups were computed. Details of the
analysis of data and on interpretation are presented in chapter 4.
3.10 Over all Observation
During the implementation of experiment the researcher had faced some difficulties and
observation which are observed as below:
1) Before starting the teach in experimental group or to
Implement NLP in Experimental group before time needed to arrange the charts.
2) One assistant was required for help during the implementation of experiment.
3) Basis of time was observed by the researcher to prepare the tools and to send to
the experts for approval.
48
Chapter – 4
Data Analysis and Interpretation

4.1 Introduction
4.2 Construction of equivalent group
4.2.1 Comparison of both groups with context
To score of first examination in English of std. XI
4.2.2 Comparison of Experimental and
Controlled group with context to IQ
4.3 Testing of Hypothesis
4.3.1 An analysis and interpretation of score of
Post-test of Experimental and controlled group students
4.3.2 An analysis and interpretation of the post-
Test score of Experimental group boys and girls.
Post-test of Experimental group and controlled group boys.
Post test of Experimental and controlled group girls
Retention test of Experimental and controlled group students.
49
Chapter – 4
Data Analysis and Interpretation

4.1 Introduction.
The investigator had used NLP method for Experimental group and controlled group
students were taught using the traditional method. The students of Experimental group
information are presented using different methods gathered as achievement. For
Experimental group NE (No of Experimental Group) ME (Mean of Experimental group)
SED (Student division of Experimental Group). For Controlled Group NC (No of
Controlled Group), MC (Mean of Controlled Group), SD, (Student division of Controlled
Group), are used.
The score of Post – Test of Experimental and Controlled group students are attested in
the appendix.
4.2 Construction of Equivalent Group
The investigator has selected 68 students of std.11th of ‘Ananya vidhyalay ‘ and to divide
them in equivalent group the investigator had considered the following;
1) Score of first test (first Examination.) of std. 11th in English.
2) Students IQ
The two equivalent groups were prepared with keeping no wide or vast difference in
groups.
50
4.2.1 Comparison of both Groups with contrast to score of First Examination in

English of std.11th.
Table 4.1
Comparison of both groups in context to score of First Examination of std. 11th in
English
Classification of Obtained Frequency of Frequency of Controlled

Marks Experimental Group Group
15 – 19 1 6
20 – 24 3 5
25 – 29 6 6
30 – 34 8 7
35 – 39 10 14
40 – 45 6 2
Total ( N ) 34 34
Mean 33.05 32.3
Standard Deviation (SD) 6.6 5.9
The Tabulation of Mean, Standard Deviation and t- value of the first Examination Score
of std.11th are presented below in table 4.2
Table 4.2
Distribution showing First Examination Mean, SD, SED and ‘t’ value and its level of
significance
Group N Mean SD SED ‘t‘ ‘t’ value Significant

Level 6.65
34 33.05 6.6 Not significant at 6.65
Experimental 1.51 0.49 level
Controlled 34 32,3 5.9

51
To interpret it, the table 4.2 shows that‘t’ value of mean score of First Examination score
of Experimental and Controlled group which is 0.49. Here resulted‘t’ value is less than
the required significant level. So both the groups were equivalent.
4.2.2 Comparison of Experimental and controlled Group with context to IQ.
The investigator after forming equivalent group according to the First Examination score
of students in English of std. XI, she gave Desai Verbal – Non verbal Intelligence test and
got their IQ and according to that the equivalent group formation was evaluated. That is
shown in table 4.3
The tabulation of Mean, SD, SED and ‘t’ value of IQ of both Experimental
and controlled group are presented below in table 4.3
Table 4.3
Frequency distribution of IQ of Experimental and Controlled group
Classification of IQ Frequency of Experimental Frequency of controlled

group group
80-84 1 1
85-89 2 3
90-94 5 4
95-99 6 7
100-104 9 10
105-109 7 5
110-114 2 3
115-119 2 1
Total (N) 34 34
Mean 100.68 99.94
Standard Deviation(SD) 8.17 7.96
52
Table 4.4
Distribution showing IQ Mean, SD, SED, and ‘t’ value and its level of significance
Group N Mean SD SED ‘t’ ‘t’ value significant

level
Experimental 34 100.68 8.17 Not significant at
1.95 0.39 0.05 level
Controlled 34 99.94 7.96
The Table 4.4 shows that‘t’ value of mean score of IQ of Experimental and controlled
group which is 0.39. So it is not significant t at 0.05 levels. So to interpret it, the two
groups were equivalent in concern of the IQ.
4.3 Testing of hypothesis
4.3.1 An interpretation and analysis of score of post-test of Experimental and

controlled group students.
The table 4.5 shows the frequency distribution of score of post-test of

Experimental and controlled group student’s .In addition to that mean and SD of post test
are also mentioned in the table.
53
Table 4.5
The post score of Experimental and controlled group students
Classification of obtained Frequency of Frequency of controlled

marks Experimental Group Group
4-6 0 2
7-9 3 5
10-12 5 8
13-15 7 9
16-18 10 7
19-21 5 3
22-24 4 0
Total(N) 34 34
Mean 16.32 13.44
Table 4.6
Distribution showing post –test Mean, SD, SED, and‘t’ value and its level of
significance of Experimental and Controlled group

at 0.01 level
Experimental 34 16.32 4.39 Significant at 0.01
1.42 2.79 level
Controlled 34 13.44 4.11
From Table 4.6 it is that the mean score of post test of std. XI students of Experimental
group in English is 16.32 and SD is 4.39.Rrespectively the mean of post test score of std
XI students of Controlled group is 13.44 and SD is 4.11. To test whether the difference is
significant or by chance, t-test is used to test the null hypothesis. It is evident from table
54
4.6 that the t-value is 2.79. The computed value of ‘2.79’ is found greater than the table
value 2.58 at 0.01 level of significance.
So the null hypothesis H01 “ There will be no significant difference in the

mean achievement score of Students of Experimental and Controlled group students in
the post test” is not accepted at 0.01 levels.
To interpret it thus, there is a significant gain in terms of the achievement of

Experimental group in the post-test. It can also be observed from the table 4.6 that mean
score of Experimental group student is 16.32 and respectively mean score of Controlled
group is 13.44 which is 2.88 greater than the Controlled group.
So, thus Experimental group students have shown higher achievement than
the Controlled group students.
4.3.2 An interpretation and analysis of the post-test score of Experimental group

boys and girls.
Table - 4.7
Frequency distribution of the post test score of Experimental group boys and girls
Class Frequency of exp. Frequency of Exp.

Group boys Group girls
7-9 1 2
10-12 3 2
13-15 3 4
16-18 5 5
19-21 3 2
22-24 2 2
Total(N) 17 17
Mean 16.12 16.53
55
Post test score of Experimental group boys and girls
Table 4.8
Distribution showing post-test Means, SD, SED, and ‘t’ value and its level of
significance of experimental group boys and girls

level 0.05
Exp. group 17 16.12 4.50 Not significant at
boys 1.53 0.27 0.05.level
Exp. Group
girls 17 16.53 4.40
From table 4.8 it is found that the mean of the post-test score of std. XI Experimental
group boys in English is 16.12 and SD is 4.50 and respectively mean of post-test score of
std. XI Experimental group girls in English is 16.53, SD is 4.40. It is evident from the
table 4.8 that the ‘t’ value 0.27 which is found less than the table value 1.96 at 0.05 level
of significance. So the null hypothesis No-2 (Ho2) i.e. “There will be significant
difference in the mean scores of Experimental group boys and girls in the post-test.” Is
not rejected at 0.05 levels.
To interpret it, there is no significant difference in the mean score of the post-test of
Experimental group boys and Experimental group girls. So thus, it can be said that the
effectiveness of NLP program is equivalent on Experimental group boys and girls.
Thus it can be observed that the gain in terms of achievement of Experimental group
boys and girls is increasingly equivalent.
56
4.3.3 An interpretation and analysis of score of post-test of Experimental group boys

and Controlled group boys.
Table – 4.9
Frequency distribution of post-test score of Experimental group boys and controlled
group boys
Classification of score Frequency of Exp. Frequency of

Group boys Controlled group boys
4-6 0 2
7-9 1 2
10-12 3 4
13-15 3 5
16-18 5 3
19-21 3 1
22-24 2 0
Total(N) 17 17
Mean 16.12 12.88
Table -4.10
Distribution showing post-test Means, SD, SED, ‘t’ value and its level of significance
of Experimental group boys and controlled group boys
Group N Mean SD SED ‘t’ ‘t’ value

significant level
0.05
Exp. Group
boys 17 16.12 4.50 Significant at 0.05
1.51 2.15 level
Cont. group
boys 17 12.88 4.28
57
From table 4.10 it is found that the mean score of post-test of std. XI boys of
experimental group in English is 16.12 and SD is 4.50 and respectively means score of
post-test of controlled group boys is 12.88 and SD is 4.28. It is evident from the table
4.10 that the ‘t’ value is 2.15 which is found greater than the table value 1.96 at 0.05 level
of significance. So the null hypothesis No-3 (Ho3) “ There will be no significant
difference in the mean achievement scores of Experimental group boys and Controlled
group boys in the post-test “ is not accepted at 0.05 level of significance.
To interpret it there is significant gain in terms of the mean scores of the post-test of
Experimental group boys as compared to the Controlled group boys. It can be also
observed from the table 4.10 that the mean score of Experimental group boys is 3.24
greater than the controlled group boys. So thus, Experimental group boys have shows
higher achievement than the boys of Controlled group boys.
4.3.4 Interpretation and analysis of score of post-test of Experimental group and

Controlled group girls.
Table 4.11
Frequency distribution of Score of post- experimental group and controlled group
girls
Classification of score Frequency of Frequency of controlled

Exp .Group girls group girls
7-9 02 3
10-12 02 4
13-15 04 4
16-18 05 4
19-21 02 2
22-24 02 0
Total(N) 17 17
Mean 16.13 14.00
.
58
Table – 4.12
Distribution showing the post-test, Mean, SD, SED, and ‘t’ value and its level of
significance of Experimental group girls and Controlled group girls

level 0.05
Exp. group girls 17 16.13 4.40 Not significant at 0.05
1.44 1.76 level
Controlled group
girls 17 14.00 3.97
From the table 4.12 it is found that the mean score of post-test of std. XI girls of
Experimental group in English is 16.13 and SD is 4.40 and respectively mean score of
post-test of Controlled group girls is 14.00 and SD is 3.97. It is evident from the table
4.12 that the ‘t’ value is 1.76 which is found lesser than the table value 1.96 at 0.05 level
of significance.
So the null hypothesis no.4 (Ho4) “There will be no significant difference in the mean
achievement scores of Experimental group girls and Controlled group girls in the post-
test” is not rejected at 0.05 level of significance.
To interpret it there is not significant gain in terms of the mean score of post test of
experimental group girls as compared to the Controlled group girls. From the table 4.12 it
can be said that the effectiveness of NLP program is increasingly equivalent on
Experimental group girls and Controlled group girls.
4.3.5 An interpretation and analysis of score of retention test of Experimental

and Controlled group students.
The table 4.13 shows the Frequency Distribution of score of retention test
of Experimental and Controlled group students. In addition to that the Mean and SD of
retention test are also mentioned in the table 4.13.
59
Table 4.13
The retention test score of Experimental and Controlled group students
Classification of obtained Frequency of Exp. Group Frequency of controlled

marks students group students
4-6 0 0
7-9 2 4
10-12 6 11
13-15 10 09
16-18 7 5
19-21 6 4
22-24 3 1
Total(N) 34 34
Mean 15.59 13.73
Table – 4.14
Distribution showing retention test Means, SD, SED, and ‘t’ value and its level of
significance.

level 0.05
Exp. Group 34 15.59 4.07 Significant at 0.05
student 0.93 2.00 level
Cont. group
student 34 13.73 3.88
From the table 4.14 it is found that the Mean score of retention test of std. XI students of
Experimental group students in English is 15.59 and SD is 4.07 and respectively the
mean of retention test score of std. XI students of controlled group is 13.73 and SD is
3.88. It is evident from the table 4.14 that the ‘t’ value is 2.00 is found greater than the
table value 1.96 at 0.05 level of significance.
60
So the null hypothesis no. 5 (Ho5) i:e “ There will be no significant difference in the
mean achievement score of students of Experimental and Controlled group in the
retention test” is not accepted at 0.05 level.
To interpret it thus, there is a significant gain in terms of the achievement of

Experimental group in the retention test. It can also be observed from the table 4.14 that
the mean score of Experimental group students is 15.59 which is 1.86 greater than the
controlled group. Thus; Experimental group students have shown higher achievement
than the Controlled group.
So from the analysis and interpretation of data it is clearly visible that the effectiveness of
NLP program is higher as compared to the traditional method.
61
Chapter - 5
Summaries, Findings and Suggestion.
5.1 Introduction
5.2 Summary
5.2.1 Title of the study
5.2.2 Objectives of the study
5.2.3 Hypothesis of the study
5.2.4 Variables
5.2.5 Sample selection
5.2.6 Tools
5.2.6.1 IQ test
5.2.6.2 NLP program
5.2.6.3 Post test
5.2.7 Research design
5.2.8 Research procedure and data analysis
5.2.9 ‘t’ value table
5.3 Finding of the study
5.4 Suggestion
5.5 Scope for future research
5.6 Conclusion
62
Chapter - 5
Summaries, Findings and Suggestion.
5.1 Introduction
The investigator has given the analysis and interpretation of resulted data through various
experiments in the previous chapter. Today’s era is known as the era of science and
technology. We are living in an information and computer rich society. We are moving
from instructional technology to performance technology and from teaching culture to
learning culture. In present time importance of quality education is increasing and rapid
change has taken place in the field of education. In this fast changing technological world
NLP has occupied an important place. Science and technology have helped us for the
development of different teaching-learning method. To offer qualitative education to the
students in easy and comfortable way teachers use science and technology profoundly in
presenting different programs and materials. There are many self-learning material
prepared for effective class-room teaching and these method are used in teaching process.
Keeping in mind the goal of examining the effectiveness of self-learning materials, the
investigator has selected NLP for the purpose. The researcher has aimed to know that
whether this self-learning material NLP is more effective than the traditional classroom
teaching or not.
The researcher has made an attempt to justify the chapter by giving necessary details of
the study. The researcher has given the summary of the study, tests on null hypothesis
and conclusion of the study, implications and scope for future studies in present chapter.
5.2 Summary
5.2.1 Title of the study
The statement of the problem undertaken for the research is as follows;
Construction of NLP, and its implementation and effectiveness in English.

63
The term used in this title is explained as follows; Construction and Effectiveness of
Neuro Linguistic Programming;
In concern of the present study to construct a program with the use of five sensory
organs, importance of all the sensory organs is presented during the explanation method
with different charts and models.
5.2.2 Objectives of the study.
The research objectives are defined as follows;
1) To develop Neuro Linguistic Program in English for students of Std. XI

2) To implement the NLP learning in English for standard XI students.
3) To study the effectiveness of the NLP in English in terms of achievement of
standard XI students
4) A comparative study of NLP and traditional method
5) To study the effectiveness of the NLP program on the experimental group student
achievement which opposite to their gender.
6) To study the effectiveness of educational achievement of experimental group and
controlled group of students by taking equivalent test.
7) To study the effectiveness of the achievement of NLP and traditional method
students with respect to retention test.
5.2.3 Hypothesis of study
H01 There will be no significant difference in the mean achievement score of Controlled
group and Experimental group student in the post-test.
H02 There will be no significant difference in the mean achievement scores of boys and
girls of Experimental group in the post-test.
H03 There will be no significant difference in the mean achievement scores of boys of
Experimental group and Controlled in the post-test.
H04 There will be no significant difference in the mean achievement scores of girls in
Experimental group and Controlled group in the post-test.
64
H05 There will be no significant difference in the mean achievement scores of students
of Controlled and Experimental group in the retention test.
5.2.4 Variables
Table 5.1
Variables
No. Types of variables Variables Level of variables

1 Learning method 1)Neuro linguistic
Independent variable program
2)conventional method
2 Dependent variables Score of the post-test
3 Controlled variable 1)student std.
2)Unit
3)Time
4)Area
5)English medium
6)Atmosphere
7)Teacher’s qualification
and experience
4 Intervening Variable 1)interaction of inter
groups
2)Individual difference
Habits
Attitude
IQ
Personality
65
5.2.5 Sample selection
To study the effectiveness of Neuro Linguistic Programming of students of std. XI for

the selected unit the researcher had selected the sample purposively. One school viz.
Ananya vidhyalay and technology academy hr.sec. School was selected as the sample
institute for the purpose of present study.
68 students of std. XI were selected respectively as sample of the purpose of the present
study from the five division of the school ananya vidhyalay so, these 68 students
constituted as the sample for the present study.
5.2.6 Tools
The following tools were constructed to revise the objectives of the present study.
5.2.6.1 IQ test
For measuring the IQ test of the students selected in two groups. The researcher had
selected Desai Verbal, non verbal group intelligence test. This IQ test was used for
measuring the IQ of students learning the different group and also used to compare them
whether they were expert in concern of IQ or not.
5.2.6.2 Neuro Linguistic Programming
The researcher had made Neuro Linguistic Program was based on topic 1) “ old man at
the bridge” Topic 2) poem “ cloud and waves” Topic 3) “ poem “ Start where you stand”
Topic 4) Passive voice, Topic 5) Indirect speech of std. XI book following state
education board system.
5.2.6.3 Post-test
For measuring achievement of students of two groups the teacher made post-test was
used in the present study. This test was prepared by the researcher keeping in mind the
content of the selected topics. The test had the weight age of 25 marks. The researcher
has considered 35 minutes of time for solving the test. The prepared test was referred to
66
the experts in the field of education. Finally the validation post-test was prepared. The
post-test and expert list is presented in the appendix.
5.2.7 Research Design (Experimental Design)
The researcher had selected Equivalent group post-test design in the present study.
5.2.8 Research procedure and data Analysis
I) The study was conducted on 68 students of class XI. The researcher had first
approached the principle of the school which was the sample of the present study. She
collected the first examination marks of English subject of both the group students. These
marks were collected to form both the equivalent groups according to their achievement.
In addition to that IQ was also measured of both the group students to compare whether
they were equal in concern of IQ or not. First examination marks of English of both the
groups and IQ score of both the groups is presented in the appendix.
II) After the implementation of experiment both the group student’s achievement was
measured by teacher made post-test. The post-test is presented in the appendix.
According to both I and II phases the data of both the groups was collected. The Mean,
standard deviation, and ‘t’ value of both the groups were computed. Details of the
analysis of data and interpretation are presented in chapter 4.
5.2.9
‘t’ value table
Sr. Hypothesis ‘t’ value Significance Accepted/Not

No level Accepted
.
1. There will be no significant difference 2.79 Significant at Not Accepted
in the mean achievement score of 0.01 level
students of Experimental and
controlled groups in the post-test
2. There will be no significant difference 0.27 Not Accepted
67
in the mean score of the experimental significant at

group boys and girls in the post-test 0.05 level
3. There will be no significant difference 2.15 Significant at Not Accepted
Experimental group boys and
controlled group boys in the post-test
4. There will be no significant difference 1.76 Significant at Accepted
in the mean achievement scores of 0.05 level
Experimental group girls and
controlled group girls in the post-test
5. There will be no significant difference 2.00 Significant at Not accepted
students of Experimental and
controlled group in the Retention test
5.3 Findings of the study
I) To interpret the hypothesis No 1 there is a significant gain in terms of the mean

achievement score of students learning through NLP. So that Experimental group
students had shown higher achievement than the controlled group.
II) To interpret the hypothesis No 2 there is no significant difference in the mean score
of the post test of Experimental group boys and Experimental group girls. So thus it can
be said that the effectiveness of the NLP program is increasingly equivalent on
Experimental group boys and girls.
III) To interpret the hypothesis no.3 there is significant gain in terms of the means score
of the post test of Experimental group boys as compared to the controlled group boys. So
thus, Experimental group boys had shown higher achievement than the boys of
Controlled group.
IV) To interpret the hypothesis no.4 there is not significant gain in terms of mean score of
the post test of Experimental group girls as compared to the controlled group girls. So
68
thus, it can be said that the effectiveness of NLP program is increasingly equivalent on
Experimental group girls and on controlled group girls.
V) To interpret the hypothesis no.5 according to the mean score of the retention test the
students of Experimental group had shown higher achievement than the Controlled group
students. So thus, the students learning through NLP had shown higher achievement than
the students learning through Conventional method.
VI) The result shows that the NLP method was more effective than the Conventional
method for the selected topics of std. XII.
VII) It is also concluded that the students of Experimental group had shown higher
achievement than the students of Controlled group. So the effectiveness of NLP was
higher as compared to the Conventional method.
5.4 Suggestions
I) In concern to the result of the present study it is suggested that the self learning
material is more effective for students practice with their own pace than the Conventional
method.
2) Teachers can utilized these types of self learning modules for exercise, for drill work
and also use It as a supportive tools in routine classroom practice. So in this way it
would be a helpful aid to teacher’s classroom work.
5.5 Scope for future research
The present study may bring a new area to be studied by the future investigators.
The areas and variables that are not covered in present study may be taken for future
study.
1) Studies can be done in all the subjects of science stream by developing the NLP.
It can be used in Arts and Commerce stream too.
2) Studies regarding NLP can be developed by using branching programming.
3) NLP may be developed by using other computer software.
4) A study can be carried out to measure other variables.
69
5) A teacher is the key person in educational system. So it is more important to

investigate the attitude of teachers towards the self learning programs.
6) What is the most appropriate role of teacher while using such self learning
programs and how he/she reacts towards them are also important areas of
investigation.
7) The constraints of the Indian education system at different levels i.e. students,
teachers, class, department school, District, state, and nation should be studied
and analyzed.
8) Studies can be done by preparing such a program for teaching basic motor skills
to society and economically backwards in order to develop attitude for small scale
industries.
9) Through such programs remedial work and diagnostic work can be made in any
subject. Studies can be made for qualitative to the age group of 5 to 14 through
multimedia approach with teacher’s help in such a PLM and NLP.
10) Self learning material for literacy comparing and continuing education can be
developed and try out.
11) Studies can be done on the grammar topic, on the lesson and on the conceptual
topics in the same way in other subject’s area too.
5.6 Conclusion
Although every field of education is survive on the science and technology. In concern
of the present study, it was proved that any type of program regarding self learning
method is effective than the traditional method. New methods of learning can contribute a
lot in the field of education. The student can progress at their own capacity by self-
learning and in the understanding of the subject matter given very minutely.
70
Reference
Bateson ,G,(1979). Mind and Nature. Glasgow: Fontana/Collins.
Beaver D.(2006). NLP for Lazy Learning: How to learn Faster and More Effectively.
Revised edition. London: Collins and Brown.
Claxton, G.(2006b). Learning to learn: The Fourth Generation-Making sense of
Personalized Learning. Bristol:TLO
Cohen, I. Manion,L. and Morrison, K (2007).Research Method in Education.6th ed.
London: Routledge.
Craft, A. (2001) ‘Neuro Linguistic Programming and learning theory’ The curriculum
Journal.12 (1), pp. 125-136
Day, T. (2005) ‘NLP modeling in the classroom: students modeling the good practice of
other students.’ Paper presented at the BERA New Researcher /student
conference,14th September 2005,Glamorgan. Glamorgan: University of
Glamorgan,
Day, T., Bullock, K. and Denley, P.(2008). ‘NLP esearch conference,5 July 2008,
Guildford, Surrey. Surrey: University of Surrey.
Denscombe ,M (1998). The good research guide. Milton Keynes: Open University Press.
Dilts,R (1983)Roots of Neuro –Linguistic Programming: A Reference Guide to the
Technology of NLP . Cupertino, California: Meta Publications.
Dilts,R (1998). Modelling with NLP. Capitola, California:Meta publications.
Dilts, R. and DeLozire, J.(2000). Encyclopedia of Systematic NLP and NLP New
Coding. Scotts Valley, CA: NLP University press. http://nlpuniversitypress.com/
Dilts,R., Grinder, J., Bandler, R. and DeLozire, J. (1980). Neuro-Linguistic
Programming: The study of the Structures of subjective Experieupertino,
California: Meta publications.
Edwards, B. (1992). Drawing on the Right of the Brain. Revised ed. London: Harper
Collins.
Einspruch, E.L. and Forman, B.D. (1985) ‘Observations Concerning Research Literature
on Neuro-Linguistic Programming’ Journal of Counseling Psychology.32 (4), pp.
Gardner, H (1993). Frmes of Mind: The Theory of Multiple Intelligence. London:
Fontana.
71
Gray, J. and Densten. I (1998). Integrating quantitative and qualitative analysis using
latent and manifest variables. Quality and Quantity, 32 pp. 419-431
Hall, L. M. (1996) The spirit of NLP: The process, Meaning, and Criteria for Mastering
NLP.
Carmarthen: Crown house Publishing.
Harris, C. (1998) he elements of NLP. Shaftesbury, Dorset: Element Books.
Seymour, J. (2002). The NLP Practitioner Program. Bristol: John Seymour Associates.
Vygotsky, L. (1962). Thoughts and Language. New York:Wiley.
Dictionaries and Websites
Shukla, R. (2005). Dictionary of Education
http://www.wordweb.info
http://www.ancarta.com
Hornby, A.S. (1996). Oxford advanced learner’s dictionary ( 5th ed.) Oxford University
press.
Text books and other books
G.S.B.S.T. English (FL) Text book of std, XI
Shah D.J, Shah J.B, & B.R.Shah (2006). A Ready Reckoner in English grammar and
composition for std- XI
Vikas English Grammar and Composition (2006) Ahmedabad: Navneet Publications.
72
Appendix – A Snap shot NLP
Topic – 1 Introduction NLP

73
Topic – 2 Effectiveness of NLP

74
75
76
77
Appendix – B
Roll No:-…………… Total marks:-25

Question paper
English(F.L.)
9/1/17 Std. XI 10:20 to 11:10
Instruction:-
1. All the questions are compulsory to answer.

2. Figure to right indicate the full marks.
Q:1 Answer the following questions in brief. (9)
1.What was the old man worried about?
2 .Comment on the vivid imagination of the child.

3.What does the poet say about the past?
Q:2 Make sentences of the given words below with giving
Meaning. (4)
1. Postponing
2. Stagger
3. Ebro
4. Mule
Q:3 Change the voice. (4)
1. Let we should eat the food.

2. We celebrate the republic day with great joy.
3. She was playing chess.
4. They had finished their work.
Q:4 Fill in the blanks with appropriate word Formation. (4)

78
1. I trust to our…………(opposite of enmity)

2. The candidate put forward a…………note.(refer)
3. He died very………….death.(opposite of pleasant)
4. A dollar earned is much more valuable the five………..(find)
Q:5 Turn the following into indirect speech. (4)
“It was hundred and two,” Schatz said
“Who said so?” asked the father
“The doctor”
“your temperature is all right,” father said
“It’s nothing to worry about.”

79
Design of the question paper

Subject:English Std.XI Total Marks:25
Time:45 minutes
Weightage of objectives
No. Objectives Marks Percentage

1 knowledge 06 24%
2 understanding 12 48%
3 Application 03 12%
4 skill 04 16%
Total 25 100%
Weightage to content(units)
No content marks Percentage

1 Long question 9 36%
2 Make sentence 4 16%
3 Change the voice 4 16%
4 Fill in the blanks 4 16%
5 Indirect speech 4 16%
Total 25 100%
Weightage question forms
No Question forms marks Percentage

1 Essay type 9 36%
2 Short type 8 32%
3 objectives 8 32%
total 25 100%
80
Blue print of the question paper
Obje Know Unders Appli skill Total

ctives ledge tanding cation
units EA SA O EA SA O EA SA O EA SA O (3)9
Long (2) (1) (4)4
que. 6 3
Make (4)4 (4)4
Sent.
voice (4)4 (4)4
blanks (4)4 (4)4
indirect (4)4 (19)25
total (2)6 (4)4(8)8 (1)3 (4)4
81
Appendix -D
List of experts
Sr.no Name Designation School/college

1 Dr. N .G. Ghose Prof & Head. M.ed college, Vadu
2 Dr. R. N. Patel Asso. Prof. M.ed college ,Vadu
3 Dr. A. J Tiwari Principal Smt.B.V.P,P.,college,

Vadu
4 Patel Pranav K Asst. English Tr. Ananya vidhyalay.Kalol
5 Patel Ridham S Asst. English Tr. Ananya vidhyalay.Kalol
Appendix – F
Score sheet of first examination
Experimental group Controlled group

Sr.no Obtained marks Sr.no Obtained marks
1 39 1 38
2 42 2 39
3 29 3 24
4 34 4 35
5 40 5 37
6 37 6 36
7 20 7 21
8 21 8 30
9 41 9 39
10 31 10 30
82
11 37 11 35
12 29 12 29
13 32 13 32
14 14 14 38
15 27 15 37
16 25 16 34
17 27 17 26
18 25 18 35
19 41 19 39
20 40 20 39
21 20 21 21
22 34 22 34
23 23 23 23
24 32 24 31
25 42 25 40
26 38 26 38
27 32 27 30
28 39 28 28
29 27 29 24
30 28 30 28
31 28 31 29
32 38 32 35
33 31 33 29
34 37 34 35
83
Score of IQ Test

Sr.No Obtained marks Sr.No. Obtained marks
1 98 1 99
2 118 2 114
3 88 3 85
4 96 4 99
5 107 5 106
6 99 6 96
7 82 7 87
8 96 8 101
9 114 9 114
10 94 10 94
11 101 11 100
12 92 12 91
13 101 13 104
14 109 14 109
15 92 15 94
16 103 16 103
17 96 17 96
18 104 18 108
19 95 19 98
20 106 20 112
21 82 21 83
22 102 22 102
23 88 23 89
24 104 24 103
25 110 25 110
26 96 26 97
27 90 27 95
84
28 105 28 109
29 92 29 90
30 97 30 95
31 93 31 93
32 106 32 108
33 91 33 92
34 95 34 98
Score sheet of post-test

Sr.No Obtained marks Sr.No Obtained marks
1 17 1 13
2 24 2 21
3 10 3 9
4 14 4 10
5 20 5 17
6 15 6 12
7 9 7 8
8 18 8 14
9 23 9 20
10 14 10 11
11 21 11 18
12 12 12 12
13 17 13 15
14 21 14 18
15 12 15 9
16 18 16 16
17 16 17 15
18 18 18 14
85
19 16 19 15
20 24 20 18
21 9 21 6
22 17 22 13
23 9 23 6
24 17 24 15
25 24 25 21
26 15 26 12
27 15 27 10
28 21 28 17
29 12 29 8
30 18 30 14
31 12 31 9
32 20 32 18
33 13 33 12
34 14 34 11
Score sheet of retention test

Sr.no Obtained marks Sr.no Obtained marks
1 14 1 12
2 22 2 22
3 09 3 10
4 15 4 12
5 19 5 16
6 13 6 11
7 09 7 09
8 16 8 14
9 22 9 20
10 15 10 11
11 18 11 16
86
12 10 12 10
13 16 13 13
14 20 14 19
15 11 15 11
16 16 16 15
17 15 17 13
18 20 18 17
19 15 19 13
20 21 20 20
21 12 21 08
22 16 22 13
23 11 23 09
24 17 24 14
25 22 25 21
26 13 26 15
27 14 27 11
28 19 28 17
29 10 29 08
30 16 30 15
31 11 31 11
32 20 32 16
33 13 33 10
34 13 34 10
87
Retention Test
Std –XI Total Marks-25
Roll No :________ Subject – English
Q-1 Answer the following question (4)
1) “I’d proved to be a moron “ Explain

2) What business did Dahyabhai have with Asit Prasad?
Q-2 Rectify the error (3)
All my life I’ll been registering scores like that, so that I had the complacent feeling that I
was highly intelligent and I expected other people to think so, too. Actually though don’t
such scores simply mean that I am very good at answer the type of academic Questions
that is considered worthy of answers by the people who make up the intelligence test
people with intellectual sent similar to mine?
Q-3 Read the passage and answer the following Questions. (2)
My mother only said
Thank god the scorpion picked on me
And spared my children
1) Who got consciousness?

2) Whom did she remember and thank first?
Q-4 Answer the following Questions. (4)
1) Why is Eiffel called the father of modern steel contraction?

2) Describe Eiffel’s bonding with his family.
Q-5 Do as Directed. (5)
1) I,ll let you know when we have finished,(use,No sooner)

2) What a week that was?(make statement)
88
3) Have a wash and relax.(Question tag)

4) You don’t get anywhere chasing stars(interrogative)
5) We could not see at all. (use ‘unable’)
Q-6 Rewrite choosing correct option. (2)
1) Get on the bus only when it stops.(to mount on, begin

journey, Bid good buy)
2) He is lame ever since his birth.( from a long time, from then until now, limitless
time)
Q-7 Indirect speech. (5)
“I’ ve come to request you to vote for me”
“Oh,sir have you ever come to see me before this?” the man asked
“Yes, I came to see you five year ago and I hope you voted for me” said the politician.
“How strange’. Now don’t expect me support you”.

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CONSTRUCTION AND EFFECTIVENESS

A DISSERTATIO SUBMITTED TO HEMCHANDRACHARYA

NITAL R PUWAR Dr. Jayendra N. Amin

M.Ed. College, Vadu Associate Professor,

M.Ed. College, Vadu

M.ED. COLLEGE, VADU

I, Puwar Nital R. hereby declare that the presented dissertation

I also confirm that the report is only prepared for my academic

Date: Puwar Nital R.

Venue: M.Ed. College, Vadu

I certify that the Dissertation entitled “Construction and

Date: Sign of Guide

Place: M.Ed. College, Vadu Name of Guide

I wish to convey my sincerely thanks to my guide Dr. Jayendra

My sincere thanks to the eminent panel of experts for advice on

A note of thanks is also to the students, faculty and principal of the

Finally I thank everyone who helped me directly and indirectly

Place: M.Ed. College, Vadu Name: Puwar Nital R.

Sr. no. Table no. Content Page no.

2 1.2 Variable of the study

4 3.2 The sample selected for experiment

Neuron linguistic programming is the study of how interaction of your brain

Neuro linguistic programming is a wonderful rich mixture of perfective and perceptual

SWOT stands for-

1.2 Importance of NLP in school teaching

1.3 Objectives of teaching NLP method in school

 Use NLP approach to prepare an examination-preparation program use in school.

1.4 Different models of presenting NLP

“Representational system” is a postulated model from Neuro linguistic Programming a

Activity and Notation

steps Activity Notation What is being used for

The research had a supplementary methodological aim.

To evaluate whether a multi –method approach-centering on a restricted action research

1.5 Wider benefits and impact of the project

Five different levels:

c. Organizational support and change

d. Participant use of new knowledge and skills

e. Pupil learning outcomes

Learning and organizational learning. An important contribution made by’ Guskey’ is in

• The nature of NLP as a set of strategies and Techniques

1.6 Rationale of study

“Many popular educational programs

Claim to be ‘brain based’ despite pleas from

The neuroscience community that these

Neuromyths do not have a basis in scientific

Evidence about the brain”

(Geake, 2008: 123).

1.7 Statement of problem

In the case of a number of NLP approaches there appears to be growing evidence to

For example argues that:

1.8 Significance of the title

“Construction and effectiveness of Neuro Linguistic Programming”

Teachers followed the teaching learning Academy framework in designing and

1.9 Objectives of study

The current research focuses on two gaps in the research literature.

2. To develop a programme based on NLP

3. To implement the neuro linguistic program on the student of std. XI

4. To study the effectiveness of NLP in developing students academic achievements.

5. To study the effectiveness of NLP in English in terms of achievement of std.11

6. To study the effectiveness of educational achievement of experimental group and

1.10 Research Hypothesis

H01 There will be no significant difference in the mean achievement scores of

1.11 Research Method

A multi method approach is used with centering on a restricted action research