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In this paper attempt is made to investigate the impact of Art Integrated Learning on the academic achievement of grade 5 students in mathematics. Total 80 students participate in the study, 40 students in the Experimental group and 40 in the control group.  Two different Art Integrated Learning activities are designed for experimental group.  The same teacher teaches both the experimental and the control group.  The teacher uses Art Integrated Learning methods for teaching grade 5 students and traditional chalk and talk method for control group students. At the end of each unit (four tests), Mathematical Achievement Test (MAT) is administrated to determine the difference between the knowledge of the students in the experimental group and the control group. The result of all four tests is consistent.  Art Integrated Learning has improved the academic achievement of students of experiential group.

In this paper attempt is made to investigate summative examination questions of grade 11 according to cognitive complexity. Total 12 senior secondary schools grade 11 question papers of the academic year 2018-19 end exams are considered in the present study. Total 384 questions are asked. In the present study conducted - theory based content analysis and qualitative methodology is employed by using revised Bloom’s taxonomy of cognitive objectives.  Higher order thinking, middle order thinking and lower order thinking skills based questions are structured.  The present research is guided by research question “What kind of cognitive skills and knowledge do grade 11 examination questions require?”  Result of the study reveals that year end examinations are demanding.  52% questions are from higher order cognitive skills.  Revised Bloom’s Taxonomy is used for designing the assessment tool.  The two higher order thinking skills categories should be more evenly present in the exam.

Lewis dot structure is taught in Chemistry at senior secondary school level. The competence to draw the Lewis dot structure and its interpretation lays foundation for advance learning.  In the present paper attempt is made to investigate the impact of teacher made model to enhance deep conceptual understanding of Lewis dot structure in Chemistry.  The concept is taught by using expository and discussion method but these teaching methods do not improve the students’ ability to construct their knowledge - as a result learners do not have deep conceptual understanding. An optional way to increase learner’s understanding in cognitive aspect is by using teaching aids developed by the teacher.  Feasibility percentage of these models is 95%. The present research uses one group (pre-formative and post formative assessment) experimental design. Totally 35 students of Grade 12 partake in the study. Purposive sampling technique is used to draw the sample. Data is collected by using formative assessment before and after the treatment. Test score and t-test are the statistical tools used for the analysis of data.  The content test validity is 96% and the reliability co-efficient is 0.86 on Spearman- Brown.  Result of the present study illustrates that the model developed for teaching-learning of Lewis dot structure is effective to enhance the deep conceptual learning and to acquire intended learning outcomes.  It is illustrated by the paired analysis of sample t with t score (-38.52) is less than the critical - t value (-2.03). There is a major difference in the scores of learners before and after the treatment.  The effectiveness of teacher made Lewis dot structure model is determined by formative assessment both before and after the treatment. The score of cognitive skills (0.658) is categorized under moderate gain.