Traditional versus Experiential Learning. A Comparative Microstudy of Instructional Techniques on Children’s Achievement in Primary School
Journal Title: Journal of Experiential Psychotherapy - Year 2019, Vol 22, Issue 3
Abstract
Introduction: In recent years, after Romania’s accession to the European Union, educational policy has become a major political priority of the entire Romanian society. As the nation struggles to attain the achievement levels necessary to compete in a global society, the national education reform continues to be in a dynamic state of change. In this context of innovation in education, the implementation of an Experiential Learning methodology has emerged as a viable option for providing students with the core competency skills needed to succeed. Objectives: The aim of this this study was to explore the differences in the achievements on standardized tests: Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMMS) obtained by students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods. Methods: The study compares performances of students in the fourth grade who used Experiential Learning methods in PIRLS and TIMMS exams, in contrast with their peers who were taught according to traditional instructional methods. The student test scores on the PIRLS and TIMMS examinations, from the session of May 2019, were analyzed both concerning the Experiential Learning and the Traditional Learning groups. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: This study found that the Experiential Learning group had statistically significant greater mean scores in overall performance on TIMMS Exam and in PIRLS Exam than the Traditional Learning group. Conclusions: This paper concludes that Experiential Learning should be considered as a comprehensive school reform model to increase students’ performance on standardized examinations.
Authors and Affiliations
Camelia Mădălina Răducu
Keywords
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