AN ANALYSIS OF LEARNING BY DOING (TEACHING PEDAGOGY) AND ITS IMPACT ON STUDENTS’ SCORES AT ELEMENTARY LEVEL
Keywords:
Teaching Pedagogy, Learning by Doing, Academic Scores, Elementary Level
Abstract
Traditional education system is in common practice in our education system. In this situation students’ show zero participation while teacher is only the resource of knowledge. There are so many interactive teaching methods have been presented by different school of thoughts. Learning by doing is one of them, this study carried out to analyze this teaching pedagogy and its impact on the students’ academic scores and making them a self-learner. This study also dig out the ways for effective use of this theory. This theory was applied on the sample of 250 students, which was drawn through simple random sampling procedure from 10 primary schools. The pre-test and post-test design was used for data collection. Data was collected through pre-test and post-test, and analyzed by applying statistical packages paired sample t-test, paired samples correlations, one sample t-test and univariate analysis of variance. Major findings of the study show the very significant and positive impact of the learning by doing teaching. The students were engaged in different activities through which they can clarify their concepts, understand the concepts by their own efforts. Result also show that the female got high scores as compared to the males, it means that female learn and enjoy the learning by doing more than male.References
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Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Brock and Adrian. (2014). History of Psychology: Self-Esteem. In T. Teo, Ed., Encyclopedia of Critical Psychology, (pp. 872-878). Springer.
Churchill, D. (Ed.). (2003). Effective design principles for activity-based learning: The crucial role of “learning objectives”. In Science and Engineering Education. Singapore: Nanyang Technological University’s National Institute of Education.
Dewey, J. (1938). How we think. Bastion Houghton Mifflin.
Dick W., Carey L., & Care, J.O. (2005). The systematic design of Instruction. (6th edition). New York: Longman.
Dignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can Primary school students Learn self-Regulated Learning Strategies most effectively: A meta-analysis on self -Regulated Training Programs, 3, 101-129.
Peel, E.A. (2017). Psychology and the Teaching of Science, British Journal of Educational Psychology Banner, 25(3).
Foxall, G.R. (2007). Intentional Behaviorism, Behavior and Philosophy. Cambridge Center for Behavioral Studies, 35, 1-55.
Grinder, R.E. (1989). Educational Psychology: the master science. In M.C. Wittrock & F. Farley (Eds.), The Future of Educational Psychology (pp.3-18). Hillsdale New Jersey: Lawrence Erlbaum Associates.
Kizza. J.M. (2007). Ethical and Social Issues in the Information Age. London: Springer-Verlag.
Locke, J. (1693). An Essay concerning Human Understanding. Alexander Camell Faster.
Monroe, P. (1925). A Textbook in the history of education. New York, NY: MacMillan Company.
Montessori, M. Ed. (1912). The Montessori Method, Scientific Pedagogy as Applied To Child Education. In the Children’s Houses” With Additions and Revisions (Mcmxii), Second Edition. New York Frederick A. Stokes Company.
Williams, M.K. (2017). John Dewey in the 21st Century. Journal of Inquiry & Action in Education, 9(1).
Rachlin, H. (2000). Teleological behaviorism. In W. O’Donohue & R.Kitchener (Eds.), Handbook of Behaviorism (pp. 195-215). San Diego: Academic Press.
Rockmare, T. (2005). On Constructivist Epistemology. Rowman & Littlefield.
Published
2020-07-01
Section
Articles
