engleski

The influence of receptive learning on teaching and learning

The work deals with the results obtained by means of experimental testing of receptive learning’ s influence on teaching and learning. The experimental testing was accomplished on Nature Sciences and Life Sciences subject’ s contents taught in the 4th year of primary school. It was a matter of the pedagogical experiment of intensive type with parallel and previously well homogenised groups. The sample consisted of 170 pupils. The following results have been obtained: (1) figures obtained on the knowledge test at the final measuring shows significant differences in favour of the experimental group in all relevant values ; Critical ratio amounts to 6.67 and is statistically significant at the level of 0.01(df – 162 ; P0.01 = 2.61). (2) E-group creativity test’ s results are better than C-group’ s ; results show that the differences between groups are statistically significant at the level of 0.05, which indicates that the experimental programme influenced the overall creativity. (3) receptive learning significantly contributed to the awakening of pupils’ interest, (4) and significantly contributes to pupils’ motivation for teaching and learning ; (5) by the application of receptive learning pupils acquired self-confidence, they revealed their own hidden potentials and possibilities of faster, more decisive and more confident advancement ; (6) almost two thirds of the E-group pupils (63.5%) have well established attitudes for above average and high creativity, while the number of such pupils in the C-group is rather low (11.7%).

creativity; motivation; pedagogical experiment; potentials; testing; self-confidence; ability; interest.

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