Comparative Analysis of NEP 2020 Instructional Pedagogy and Traditional Learning on Academic Achievement in Chemistry

This paper involves a comparative analysis of NEP 2020 pedagogy on instruction and traditional learning approach on academic performance of students in the science of chemistry. The results indicate that, students who are taught using NEP 2020-based teaching methods achieve significantly higher results compared to those taught using traditional methods. The comparison of the post-test scores and gain scores through statistical analysis shows that there exist a significant difference and thus null hypothesis is rejected and alternate hypothesis is accepted. The better performance of the experimental group can be explained by the fact that the strategies employed, e.g. the learner centered ones, i.e. experiential and inquiry-based learning, provide better conceptual knowledge, critical thinking and retention. Conversely, conventional learning restricts student involvement and further learning. The research indicates the usefulness of innovative pedagogies in enhancing academic performance and justifies the use of NEP 2020 in classroom activities. Nevertheless, there are drawbacks like the sample size and duration. Research in the future ought to be done in larger samples, longer periods, and using cross-disciplinary to further validate and generalize the findings.

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