Jerk Technology.pdf

of 8 Paper ID: EIJ20110000795
Education India: A Quarterly Refereed Journal of Dialogues on Education, A UGC- CARE List
Journal, ISSN 2278-2435, Vol. 12, Issue-1 February-2023. http://www.educationindiajournal.org
795. Effect of Jerk Technology in Teaching of Grammar among Higher Secondary School Students
• Dr. M. Deivam-Assistant Professor, Department of Education, the Gandhigram Rural Institute
(Deemed to be University), Gandhigram, Dindigul District, Tamil Nadu. Email:
deivammuniyandi@gmail.com
• Dr. Philomina M. J -Assistant Professor, Department of Education, the Gandhigram Rural
Institute (Deemed to be University), Gandhigram, Dindigul District, Tamil Nadu. Email:
srphilomsmi@gmail.com
ABSTRACT
The term €Jerk Technology (JT) is widely used to get the attention of the learners and provides the
active, lively, interactive classroom atmosphere. Jerk Technology breaks out the boredom way of
traditional teaching by implementing the active learners. Each learner is unique and the way of
learning is divergent because of an Individual difference (Shobana.S, 2014). In teaching – learning
process, attention plays a vital role which the source for transferring the knowledge. The overall
outcomes of the study show that the effect of Jerk can use easily without any strain for teaching
grammar.The main purpose of the study is to find out the €Effect of Jerk Technology in Teaching of
Grammar among Higher Secondary School Students‚. The researchers adopted a single group pre
and post - test design. The sample for the present study is of 32 pupils selected from the Government
Model Higher Secondary School, Allinagaram, Theni District. The pre – test is conducted using the
traditional fact to face instruction, but the post test is conducted using effect of Jerk Technology (JT).
The statistical procedures were employed descriptive analysis, mean S.D and t – test. The findings of
the study reveals that implementation of Jerk Technology is very effective for teaching Grammar.
Hence, the Jerk Technology (JT) is potentially the most powerful tool for extending platform in
Educational process.
Keywords: Jerk Technology (JT), Higher Secondary School Students. Teaching Grammar, Powerful
Tool, Educational Process
Introduction
As teaching is an art, it must be accompanied by a variety of skills, some of which are as follows: The
Skill of Introduction, The Skill of Questioning, The Skill of Reinforcement, The Skill of Stimulus
Variation, The Skill of Explaining, and The Skill of Classroom Management (Zahorik, J. A. 1986).
The skill can be acquired through continuous practice. Teaching should be for all without any bias. It
should serve three domains: cognitive, affective, and psychomotor (Blooms et. al, 1956)
EDUCATION has long been seen as a key component of CHANGE, MODERNIZATION,
and DEVELOPMENT around the world (Mohan, R, 2019). As a result, governments are attempting to
make education more successful by introducing and employing the most up-to-date technology in
accordance with their capabilities. It shows that individuals are dissatisfied with the type and quality of
schooling available. In India, the situation is similar. It is clear from the fact that many commissions
like Kothari Commission (1964) were formed in the hopes of receiving recommendations for
educational development. Not only is that, but the Indian government, with its limited resources,
attempting to improve education by utilizing cutting-edge technology.
Consider a technology that can enhance education, is affordable, and is applicable everywhere.
These are the characteristics that the JERK TECHNOLOGY was designed to have. One of the modern
methods for keeping students' attention during the conventional lecture format is jerk technology
(Sugirdha. T, 2002). A jerk is a quick, abrupt motion. It can be challenging to prevent the jerk and
lurch when shifting gears when you're beginning to drive a stick shift. Jerk is an extremely
unfavorable term for someone who is obnoxious. Sansanwal's (2000) Jerk Technology is a
breakthrough in the world of teaching. By eliminating passive listening, which contributes to boredom
in the classroom environment, this device encourages more active learning. Shrinivasanan, T.(1999)

and Tourani (2006) have experimented with Jerk Technology. They discovered that Jerk Technology
provided a moderately satisfactory level of achievement gain. In a comparison of the conventional
approach and Jerk Technology, Touravi (2006) discovered that Jerk Technology is more efficient than
the lecture method. Verma (2007) compared the efficacy of the JT embedded modular technique and
the conventional approach and discovered that the JT embedded modular approach was superior to the
conventional method.
Objectives of Jerk Technology
The JERK TECHNOLOGY (JT) can be used by teachers or trainers to achieve the
following objectives:
1. To encourage active learning in the classroom.
2. To make education enjoyable.
3. To foster a calm environment in the classroom.
4. To assist the student by letting him know what he has understood.
5. To enable students in improving their mental presence in the classroom.
6. To create a positive relationship between the student and the teacher.
7. To alleviate classroom boredom.
Tools of Jerk Technology
 Mirror Image Writing (MIW), when the students can be checked whether they are copying with
the understanding or merely copying.
 Disproportionate Word Writing (DWW), when the teacher uses the disproportionate word, the
concentration of the students can be improved and the previous knowledge of the learning children
can be known. For example, uncomfortable is correct but a lot of people are using as discomfort.
 Small Writing (SW), the students taught where to use the capital and small letter in the sentence.
The noun, universal truth should be begin in the capital letter. For example, The Moon, Rahul.
 Double Negative Sentences (DNS), makes the learners to confuse when there is a double negative.
Double negative means a positive meaning. For example, The movie is not uninteresting means the
movie is interested one.
 Unusual Sentence Construction (USC), provides the students to think about the topic for a longer
time to grasp the meaning and use the sentence. For instance, I like coffee but I dislike tea.
 Logically Illogic Conclusion (LIC), misleads the learners to get the exact topic in the clear way, as
teaching is the skill, the teacher has to be efficient with the skills. One of the most important skills
for the teacher is to make the learners for retraining the concept for the longer time is the skill of
closure. The teacher has to give the summary of the content in a nutshell at the end of the lesson.
 Use Multiple Words (UMW), often confuses the children for the comprehension. The learners
may not get the exact full, complete meaning while there is the usage of a multiple words.
 Give Misfit Example (GME), provides the platform for the students to avoid the monotonous with
the help of giving misfit example to the students enable them to think a lot and use the previous
knowledge. For instance, €They dance• is the simple present tense but misfit example can be given
as €They have dance•.
 Teacher•s Known Mistake (TKM), used to make the students to be aware and alert while the
teaching is going. The attention of the students can be gained by using teachers known mistake.
Need and Significance of the Study
Education is a potent and pervasive force for both individual and social transformation and all-around
development. Education is essential for empowering nations to become more compassionate. Teachers
can employ cutting-edge technology or state-of-the-art in their classrooms, which has the ability to
engage students (Ruchika Sharma & Jaspal Singh Warwal, 2020). This is perhaps too much to ask of
the instructor and the Institute, because teachers may not have been exposed to the most up-to-date

technology, and it may not be available everywhere. It is difficult in India to make all unequal people
equal. Furthermore, due to huge class sizes, a lack of training, a lack of facilities, a lack of interest in
teaching, a lack of time for preparation, and other factors, teachers only employ the lecture approach.
The teacher makes the activities in the classroom monotonous. It's not unreasonable to compare the
current classroom to a bus travelling down a smooth road. According to our observations, and a stretch
of the imagination, passengers on a bus travelling on a smooth route will most likely fall asleep. The
bus driver is heard telling the front seat passengers not to sleep or doze. He can switch seats if he
wishes to sleep. Passengers on such a bus can be described as inactive. To activate them, the driver
occasionally applies brakes abruptly. Not only that, but the government plays a key role in this
phenomenon by failing to repair roads, constructing roads with twists and turns, putting speed
breakers, and so on. All of this encourages passengers to be more active. JERKS cause them to
become active. Students can also be made more active in the classroom by using JERKS (Sansanwal,
2000).
Scope of the Study
Jerk Technology can enrich the process of learning and teaching in the smooth way by avoiding
boredom. It can also provide a platform for the learners to be active throughout the class. Jerk
technology replaces costly hardware and software technologies (Pooja Jaisingh, 2009). The Teaching
and Learning Material (TLM) that focuses on Jerk Technology. It produces a better rapport with the
learning children and helps a lot for both the teacher and the students to have a clear understanding on
themselves based on an individual difference. This study also does not cover the entire area of
grammar. The study shows how jerk technology presentation can be manifested, projected, and
utilised in the classroom in India and what the effect of jerk technology has on students' achievement
in grammar.
Statement of the Problem
The common observation and experience of majority of teachers, students, administrators etc. is that
the classroom activities are mostly uninteresting. Students are not at all active when teacher deliver
lecture in classroom (Singh, A, 2020). Students do not take interest in learning. For making students
active and bringing their interest in content teachers can use innovative technology that is Jerk
Technology developed by Dr.D.N. Sansanwal. The researcher made attempt to study the effect of jerk
technology and traditional teaching. Hence, the study entitled as “Effect of Jerk Technology on the
teaching of grammar among higher secondary school students”.
Review of Related Studies
Ruchika Sharma & Jaspal Singh Warwal (2020), jerk technology enhanced the students' achievement
in the experimental group more than the control group; Shrinivasan (1999) and Tourani & Sansanwal
(1997) both tested out Jerk Technology. In terms of achievement gain, they regarded Jerk Technology
to be moderately satisfying. Tourani (2006) also conducted a comparison study of the conventional
approach and Jerk Technology, concluding that Jerk Technology is more effective than the lecture
method and that the public's reception to Jerk Technology is quite positive. Verma (2007) compared
the effectiveness of the Jerk Technology embedded modular approach to the traditional approach,
concluding that the Jerk Technology embedded modular approach is more effective.
Sugirdha.T.(2002), conducted a comparative study of "Effectiveness of Traditional and Jerk
Technology Instruction in Languages and Literature" at the X standard level, and found that all but
one of the Jerk Technology group's learners achieved mastery (a minimum of 90% gain ratio), while
none of the traditional instruction group's learners did.
When Jerk Technology was compared to the lecture method, Jerk Technology was shown to be
superior. This conclusion is backed up by another finding. In studies, Shrinivasan (1999), Tourani
(2001), Verma (2007), and Maharana.N. (2017) employed Jerk Technology and discovered that the

treatment delivered to students was much superior to the lecture technique in terms of student
accomplishment in several topics.
Definition of the key terms
Jerk Technology
Jerk Technology refers to the process of inbuilt provision of quick / sudden / abrupt thinking
on the part of the learners in order to realize the desired specific behavioral changes individually.
Teaching of grammar
The meaning of grammar is different things to different persons. An ordinary person feels that
grammar tells about right and wrong language. It is the sum total of rules and regulations of the
language. Thus grammar follows the rules and principles established over a period of time. Grammar
presents the facts of language arranged under certain categories and deals only with what can be
brought under general laws and stated in the form of general rules.
Higher Secondary Students
In certain places, higher secondary is referred to as "senior secondary." It refers to the education
provided in schools to students in the eleventh and twelfth classes. Higher secondary schools are
schools that give specialized groups like Bio Maths, Pure Science, Computer Science with Maths,
Nutrient Science, Home Science, Commerce with Computer Science, and other more vocational
groups.
Objectives of the Study
 To give an orientation about jerk technology to the students.
 To examine the effect of Jerk Technology on the teaching of grammar among XI standard students.
 To identify the students' preparedness, either Jerk technology or jerk technology with the lecture
method and their achievements.
Hypotheses of the study
 There is no significant difference between pre and post mean scores of higher secondary school
students• achievement in grammar.
 There is no significant difference between male and female post-test mean scores of higher
secondary school students' achievement in grammar.
 There is no significant difference between jerk technology and jerk technology with lecture method
post-test mean scores of higher secondary school students' achievement in grammar.
Methodology
The effect of Jerk Technology, the pretest, treatment, posttest single group experimental design was
adopted for this study. There are 32 samples are selected from Government Model Higher Secondary
School, Allinagarm, Theni district who are undergoing the first year of the Higher Secondary
Education as a sample. The one group Pre-test and Post-test is used for the study. Achievement test
was constructed and validated by the investigators.
The one group Pre-test and Post-test
O X O
Pretest Treatment Post test
Mean score of the pretest Teaching through Jerk
Technology
Mean score of the post test
Experimentation
There are five phases of experimentation carried out in the study, which are given below :
Phase – 1
The investigators have chosen 32 samples who are undergoing their first year of higher
secondary education at the Government Model Higher Secondary School, Allinagaram, Theni.
Phase -2

The investigators used a traditional method of teaching to conduct the pre-test on grammar.
Phase -3
The investigators taught the students to about the grammar by implementing the components of
jerk technology.
Phase – 4: The post test was administered to the students after teaching them the jerk technology
elements.
Phase-5
The comparison of pre and post-test is done with the achievement score to the Secondary
School, Allinagaram students. The investigator chose the first year 32 students of the high school from
the Government Model Higher Secondary School, Allinagarm, Theni district as a sample.
Scoring Procedure
The achievement test questions are made up of 25 multiple-choice questions (MCQ), each of
which is worth one mark. The correct answer will be scored as 1, while the wrong answer will be
scored as 0.
Topic Selection
The investigator reviewed the existing and new reduced syllabus of English for the first year
of higher secondary level. In addition, the investigator discussed with the subject expert how to choose
the topic and how to develop and design the achievement test for tense. For the data collection purpose
the investigator planned tool's function, the first year of higher secondary curriculum's content, time
and resources, duration, type, nature of the item, and scoring procedure.
Experts Opinion
The constructed tool was given to the panel of experts in the field of English Language Teaching.
Out of 30 questions, 5 questions were removed. The pattern of each tense is repeated for twice to
make the question paper to fit for 25 marks and a question from taken for consideration.
Statistical Techniques
The investigators used not only a descriptive analysis but also the inferential analysis which uses
the researchers to draw inferences based on the table value and€t• values. Investigators used mean,
standard deviation, and€t• test.
Table 1.1 Pre and Post-test mean scores of higher secondary school students€ achievement in
grammar
Test N Mean S.D df t-value p-value
Pre Test
32 32.38 2.21
31 6.62 .000
Post Test 32 36.56 2.79
The above table 1.1 shows that, The Pre-test mean score 32.38 and Post-test mean score 36.56 with a
standard deviation 2.21 and 2.79 respectively. The calculate€t• value (t=6.62) which is greater than the
table value at 0.01 level with df=31. Hence, the null hypothesis “There is no significant difference
between pre and post-test mean score of higher secondary school students• achievement in grammar”
is rejected. Therefore, it may be concluded that, effect of jerk technology was found very effective and
improved higher secondary school students• achievement in grammar.
Effect Size Analysis
An effective size is simple way of quantifying the single group. The meaning of effect size various by
context, but the standard interpretation offered by Cohen (1988) is 0.8 = large, 0.5 = moderate and 0.2

= small effect size. In this study, the investigators used experimental treatment and then the effect size
to measure the effectiveness of the treatment.
Table 1.1 (a) Effect size between pre-test and post test
Test Mean S.D Effect size (r) Effect
Pre test
32.38 2.21
0.88 Large effect
Post test
36.56 2.79
The close perusal of the above table 4.4 (a) reveals that the mean of pretest is 32.38 and post-test is
36.56. The effect size is found to be 0.88 which represents large effect. Hence, post-test performance
is better than pre-test achievement in grammar.
Table 1.2 Post-test of male and female of higher secondary school students€ achievement mean
scores in grammar
Subjects N Mean S.D df t-value p-value
Male
17 32.65 2.39
30 1.42 .15
Female
15 31.53 1.95
The above table 1.2 shows that, the post-test of male higher secondary school students mean score
32.65 and female higher secondary school students mean score 31.53 with a standard deviation 2.39
and 1.95 respectively. The calculated€t• value (t=1.42) which is greater than the table value 0.05 level
with df=30. Hence, the null hypothesis “There is no significant difference between post-test of male
and female mean score of higher secondary school students• achievement in grammar using jerk
technology” is rejected. Therefore, it may be concluded that, jerk technology was found very effective.
Table 1.3 Students liking mean scores higher secondary school students€ achievement in
grammar
Student liking N Mean S.D Df t-value p-value
Jerk Technology with lecture method 14 39.07 1.85
30 7.42 .000
Jerk Technology 18 34.61 1.53
The above table 4.6 shows that, the jerk technology linking mean score 39.07 and 34.61 respectively
with a standard deviation 1.85 and 1.53 respectively. The calculate €t• value (t=7.42) which is greater
than the table value at 0.01 with df=30. Hence, the null hypothesis “There is no significant differences
between the students linking mean score of higher secondary school students• achievement in
grammar” is rejected. Therefore, it may be concluded that, jerk technology was found very effective.
Discussion of the results with other studies

In Comparison of Jerk Technology and lecture Method Jerk Technology was found to be
superior to Lecture Method .This findings is supported by the finding Shrinivasan (1999), Tourani
(2001), Tourani (2001), Verma(2007), Pooja Jaisingh (2009) ,Maharana.N.(2011) used Jerk
Technology in researches and found that treatment provided to the students proved to be significantly
superior to lecture method in terms of achievement in different subjects of students.
Recommendations
• Jerk technology was found very effective in teaching of grammar. Hence, the teacher can be used
jerk technology for teaching of grammar and other subjects.
• Educational Institution may include jerk technology in teacher education curriculum.
Suggestions for further Researches
Jerk Technology is advancement in the education sector. There are nine resources, including mirror
image writing, excessive word writing, small writing, double negative sentences, and odd sentence
design. Logical illogical words, use several words, misappropriate examples, and intentionally
misappropriate teachers. The goals of these tools are to make the teaching and learning process
exciting, to create a stress-free classroom situation and to break the monotony in classrooms, etc.
Considering the importance of Jerk Technology, module with and without Jerk Technology can be
developed on different subjects at different levels. Teachers should try to bring out innovations in the
use of appropriate techniques like Jerk Technology to make teaching –learning process effective.
Conclusion
The investigators adopted jerk technology for teaching of grammar. The study reveals that jerk
technology is very effective for teaching grammar among higher secondary school students. The
overall outcome of the study shows that effect of jerk technology has large effect to get greater
achievement in teaching of grammar. Hence, the jerk technology is potentially powerful technique to
extend educational opportunity in teacher education programmes. The Jerk Technology helps students
compete against one another to attain a goal, which improves their higher-order thinking and
processing abilities. The study's findings suggested that Jerk Technology might enhance teaching and
learning process. Jerk Technology therefore demonstrated numerous effects on pupils' academic
performance.
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