Perceptions of Didactic Strategies among Pupils and Teachers in Primary School
Abstract
The quality of educational work is inextricably linked to many factors at the system, school, teacher, and student levels. This research was carried out within the project ‘Education of Teachers as a Factor of Providing High-quality Life-long Learning in the Learning Society/The Society of Fast Socio-economic Changes and Unsure Future’, funded by the Slovenian Research Agency. This paper provides a basic overview of the characteristics of open instruction, an umbrella term that combines active and learner-centred didactic strategies. The empirical section focuses on the use of didactic strategies. The survey was carried out with 1,536 primary school[1] pupils in Grades 7 and 9 and 263 of their teachers. Both pupils and teachers cited problem-based learning and research-based learning as the most commonly used didactic strategies, while project-based learning was the least frequently used. Despite the agreement on the most and least frequently used didactic strategies, there are statistically significant differences between pupils’ and teachers’ perceptions of all selected didactic strategies. Teachers reported that they used these strategies more often than was perceived by their pupils. We also found a statistically significant impact of better learning performance on the perception of certain didactic strategies. The results of the study raise new research questions, especially in the design of more detailed analyses of the use of didactic strategies in pedagogical practice.
[1] Slovenian basic education lasts nine years. Students enter primary school at the age of 6 and complete it at the age of 15.
Downloads
References
AgwuUdo, D. (2019). Comparative effects of individualized and cooperative learning instructional strategies on senior secondary school pupils’ academic performance in organic chemistry. Electronic Journal of Science Education, 22(2), 1–14. https://files.eric.ed.gov/fulltext/EJ1188015.pdf
Alvia, E., & Gillies, R. M. (2020). Promoting self-regulated learning through experiential learning in the early years of school: A qualitative case study. European Journal of Teacher Education, 44(2), 135–157. https://www.tandfonline.com/doi/full/10.1080/02619768.2020.1728739
BlažiÄ, M., IvanuÅ¡ Grmek, M., Kramar, M., & StrmÄnik, F. (2003). Didaktika: VisokoÅ¡olski uÄbenik [Didactics: Higher education textbooks]. VisokoÅ¡olsko srediÅ¡Äe, InÅ¡titut za raziskovalno in razvojno delo.
CenciÄ, M., CotiÄ, M., & Medved UdoviÄ, V. (2008). Pouk v družbi znanja [Education in knowledge society]. In V. Medved UdoviÄ, M. CotiÄ, & M. CenciÄ (Eds.), Sodobne strategije uÄenja in pouÄevanja [Modern learning and teaching strategies] (pp. 8–15). Univerza na Primorskem, PedagoÅ¡ka fakulteta.
CotiÄ, N., Plazar, J., IsteniÄ StarÄiÄ, A., & Zuljan, D. (2020). The effect of outdoor lessons in natural sciences on pupils’ knowledge, through tablets and experiential learning. Journal of Baltic Science Education, 19(5), 747–763. http://oaji.net/articles/2020/987-1602524649.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). Sage Publications.
Crook, D. J., & Cox, P. (2022). A case for complexity-informed participatory action research with young people. Education, Citizenship and Social Justice, 17(2), 188–202. https://doi.org/10.1177/174619792199515
Darhim, D., Prabawanto, S., & Susilo, B. E. (2020). The effect of problem-based learning and mathematical problem posing in improving pupil’s critical thinking skills. International Journal of Instruction, 13(4), 103–116. https://www.e-iji.net/dosyalar/iji_2020_4_7.pdf
Deslauriersa, L., McCartya, L. S., Miller, K., Callaghana, K. & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. PNAS, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116
Fernandes, H. V. J. (2021). From pupil to tutor: A journey in problem-based learning. Currents in Pharmacy Teaching and Learning, 13(12), 1706–1709. https://doi.org/10.1016/j.cptl.2021.09.037
Ferrero, M., Vadillo, M. A., & Leo´n, S. P. (2021). Is project-based learning effective among kindergarten and elementary pupils? A systematic review. PLoS ONE, 16(4), 1–14. https://doi.org/10.1371/journal.pone.0249627
Filippatou, D., & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. International Journal of Special Education, 25(1), 17–26. https://files.eric.ed.gov/fulltext/EJ890562.pdf
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement. Potential of the concept, state of evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Gerhana, M. T. C., Mardiyana, M., & Pramudya, I. (2017). The effectiveness of project-based learning in trigonometry. Journal of Physics: Conference Series, 895(2017), 1–6. https://iopscience.iop.org/article/10.1088/1742-6596/895/1/012027
Harris, R., & Bilton, H. (2019). Learning about the past: Exploring the opportunities and challenges of using an outdoor learning approach. Cambridge Journal of Education, 49(1), 69–91. https://doi.org/10.1080/0305764X.2018.1442416
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to performance. Taylor & Francis.
Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. Routledge.
Holt-Reynolds, D. (2000). What does the teacher do? Constructivist pedagogies and prospective teachers’ beliefs about the role of a teacher. Teaching and Teacher Education, 16(1), 21–32. https://doi.org/10.1016/S0742-051X(99)00032-3
Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015). Pupil participation in elementary mathematics classrooms: The missing link between teacher practices and pupil performance? Educational Studies in Mathematics, 90(3), 341–356.
Ivanuš Grmek, M., Čagran, B., & Sadek, L. (2009). Eksperimentalna študija primera pri pouku spoznavanja okolja [An experimental case study in environmental education]. Pedagoški inštitut.
Ivanuš Grmek, M., Javornik, M., Vršnik Perše, T., Rutar Leben, T., Kobal Grum, D., & Novak, B. (2007). Gimnazija na razpotju [Grammar school at the crossroads]. Pedagoški inštitut.
Ivanuš Grmek, M., & Hus, V. (2006). Odprti pouk pri predmetu spoznavanje okolja [Open instruction in environmental education]. Sodobna pedagogika, 57(2), 68–83. http://www.dlib.si/stream/URN:NBN:SI:doc-ZYTIDKSW/0737a990-5119-482d-8cda-0da43eeaaa5f/PDF
Jahan, F., Siddiqui, M., AlKhouri, M., Ahuja, A., & Alward, M. (2016). Active teaching and learning strategies in medical education: Perception and barriers among faculty members at Oman Medical College, Sohar/Bowshar Sultanate of Oman. Turkish Journal of Family Medicine & Primary Care, 10(1), 13–18. https://dergipark.org.tr/en/pub/tjfmpc/article/256211
JanÄiÄ HegediÅ¡, P., & Hus, V. (2019). Representation of teaching strategies based on constructivism in social studies. International Journal of Innovation and Learning, 25(1), 64–77. https://www.researchgate.net/publication/330048759_Representation_of_teaching_strategies_based_on_constructivism_in_social_studies
Javornik, M., IvanuÅ¡ Grmek, M., & VrÅ¡nik PerÅ¡e, T. (2008). DidaktiÄnometodiÄne znaÄilnosti pouka v sploÅ¡nih gimnazijah [Didactic-methodological features of teaching in general grammar schools]. PedagoÅ¡ka obzorja, 23(2), 62–77. http://www.dlib.si/listalnik/URN_NBN_SI_doc-Q86EZ7B4/63/index.html#zoom=z
Kaldi, S., Filippatou, D., & Govaris, C. (2009). Project-based learning in primary schools: Effects on pupils’ learning and attitudes. International Journal of Primary, Elementary and Early Years Education, 39(1), 35–47. https://doi.org/10.1080/03004270903179538
Kalin, J., Peklaj, C., PeÄjak, S., Puklek LevpuÅ¡Äek, M., & ValenÄiÄ Zuljan, M. (2017). Elementary and secondary school pupils’ perceptions of teachers’ classroom management competencies. Center for Educational Policy Studies Journal, 7(4), 37–62.
Košir, K., Vršnik Perše, T., Ograjšek, S., & Ivanuš Grmek, M. (2020). Spodbujanje aktivnega študija, kot ga zaznavajo študenti [Promoting active learning as perceived by pupils]. Andragoška spoznanja, 26(2), 33–46.
Kozina, A., & VrÅ¡nik PerÅ¡e, T. (2015). Aktivnosti uÄencev in dijakov pri pouku v povezavi z njihovimi dosežki: Mednarodna primerjava [Pupil active engagement and academic performance: International comparisons]. In D. Hozjan (Ed.), Aktivnost uÄencev v uÄnem procesu [Pupil active engagement in the learning process] (pp. 29–44). Univerza na Primorskem, PedagoÅ¡ka fakulteta. https://www.pef.upr.si/mma/Aktivnosti%20u%C4%8Dencev%20v%20u%C4%8Dnem%20procesu/2015100113044717/
Lazić, B. D., Knežević, J. B., & MariÄić, S. M. (2021). The influence of project-based learning on pupil performance in elementary mathematics education. South African Journal of Education, 41(3), 1–10. http://dx.doi.org/10.15700/saje.v41n3a1909
McPherson-Geyser, G., de Villiers, R., & Kavai, P. (2020). The use of experiential learning as a teaching strategy in life sciences. International Journal of Instruction, 13(3), 877–894. https://eric.ed.gov/?id=EJ1259307
Mithans, M. (2017). Participacija uÄencev pri pouku in na Å¡oli [Pupil participation in the classroom and in the school]. [Doctoral dissertation, Faculty of Education, University of Maribor]. https://dk.um.si/IzpisGradiva.php?id=65569
Mithans, M., & IvanuÅ¡ Grmek, M. (2012). Spreminjanje položaja uÄenca v Sloveniji v 20. stoletju [Changes in pupilsʹ situation in Slovenia in the twentieth century]. Revija za elementarno izobraževanje, 5(2/3), 55–72.
Mithans, M., Ivanuš Grmek, M., & Čagran, B. (2017). Participation in decision-making in class: Opportunities and pupil attitudes in Austria and Slovenia. Center for Educational Policy Studies Journal, 7(4), 165–183.
Mithans, M. & Ivanuš Grmek, M. (2019). Open Classes and Participation in Decision-Making in Class. Croatian Journal of Education, 21(Sp.Ed.No.1/2019), 167–180. https://doi.org/10.15516/cje.v21i0.3432
Pelc, S. (2008). Vpliv zahtev sodobne družbe na strategije uÄenja in pouÄevanja [The influence of modern society on learning and teaching strategies]. In V. Medved UdoviÄ, M. CotiÄ, & M. CenciÄ (Eds.), Sodobne strategije uÄenja in pouÄevanja [Modern learning and teaching strategies] (pp. 3–7). Univerza na Primorskem, PedagoÅ¡ka fakulteta.
Peschel, F. (2010). Freiraum statt Einschränkung: Offener Unterricht muss konsequenter umgesetzt werden. In T. Bohl, K. Kansteiner-Schänzlin, M. Kleinknecht, B. Kohler, & A. Nold (Eds.), Selbstbestimmung und Classroom-Management. Empirische Befunde und Entwicklungsstrategien zum guten Unterricht (pp. 93–114). Julius Klinkhardt Verlagsbuchhandlung.
PleÅ¡ec GaspariÄ, R. (2019). UÄne oblike v tradicionalnem uÄnem procesu in pri didaktiÄni inovaciji obrnjeno uÄenje in pouÄevanje [Within-class pupil grouping in traditional instruction and in flipped learning and teaching innovation]. Doctoral dissertation. Univerza v Ljubljani, PedagoÅ¡ka fakulteta. http://pefprints.pef.uni-lj.si/id/eprint/5781
Revelle, K. Z. (2019). Teacher perceptions of a project-based approach to social studies and literacy instruction. Teaching and Teacher Education, 84(2019), 95–105. https://doi.org/10.1016/j.tate.2019.04.016
Rowe, K. (2003). The importance of teacher quality as a key determinant of pupils’ experiences and outcomes of schooling. In Proceedings of the Australian Council for Educational Research (ACER) Research Conference, “Building teacher quality: What does the research tell us?†(pp. 15–23). ACER. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1000&context=research_conference_2003
StrmÄnik, F. (2001). Didaktika: Osrednje teoretiÄne teme [Didactics: Central theoretical topics]. Znanstveni inÅ¡titut Filozofske fakultete.
Sutrisna, G., & Artini, L. P. (2020). Does problem-based learning affect pupils’ speaking skill and attitude toward ELL? RETORIKA Jurnal Ilmu Bahasa, 6(2), 131–138. https://doi.org/10.22225/jr.6.2.2315.131-138
Šorgo, A., & Heric, J. (2020). Motivational and demotivational factors affecting a teacher’s decision on whether to do research. Center for Educational Policy Studies Journal, 10(3), 77–97.
Tahirsylaj, A., Smith, W. C., Khan, G., & Wermke, W. (2021). The conceptual and methodological construction of a ‘globalʼ teacher identity through TALIS. Center for Educational Policy Studies Journal, 11(3), 75–94.
Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328–369. https://journals.sagepub.com/doi/10.3102/0091732X07308968
Torres-Cladera, G., Simó-Gil, N., Domingo-Peñafiel, L., & Amat-Castells, V. (2021). Building professional identity during pre-service teacher education. Center for Educational Policy Studies Journal, 11(3), 35–54.
ValenÄiÄ Zuljan, M., & Kalin, J. (2020). UÄne metode in razvoj uÄiteljeve metodiÄne kompetence [Teaching methods and the development of teacher’s methodology compentence]. PedagoÅ¡ka fakulteta, Agencija za raziskovanje RS.
Yar Yildirim, V. (2021). The opinions of effective teachers about their preferred teaching methods and techniques. International Online Journal of Education and Teaching, 8(1), 76–94. https://eric.ed.gov/?id=EJ1286677
In order to ensure both the widest dissemination and protection of material published in CEPS Journal, we ask Authors to transfer to the Publisher (Faculty of Education, University of Ljubljana) the rights of copyright in the Articles they contribute. This enables the Publisher to ensure protection against infringement.
