Perceptions of Didactic Strategies among Pupils and Teachers in Primary School
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 Soci...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2024-03-01
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| Series: | Center for Educational Policy Studies Journal |
| Subjects: | |
| Online Access: | https://cepsj.si/index.php/cepsj/article/view/1491 |
| _version_ | 1797234662345539584 |
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| author | Monika Mithans Joca Zurc Milena Ivanuš Grmek |
| author_facet | Monika Mithans Joca Zurc Milena Ivanuš Grmek |
| author_sort | Monika Mithans |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-24T16:35:38Z |
| format | Article |
| id | doaj.art-093afbcf680e457aaf408b5a250ebf18 |
| institution | Directory Open Access Journal |
| issn | 1855-9719 2232-2647 |
| language | English |
| last_indexed | 2024-04-24T16:35:38Z |
| publishDate | 2024-03-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj.art-093afbcf680e457aaf408b5a250ebf182024-03-29T15:14:00ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472024-03-01141225246https://doi.org/10.26529/cepsj.1491Perceptions of Didactic Strategies among Pupils and Teachers in Primary SchoolMonika MithansJoca ZurcMilena Ivanuš GrmekThe 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.https://cepsj.si/index.php/cepsj/article/view/1491academic performancedidactic strategiesprimary schoolpupil activity |
| spellingShingle | Monika Mithans Joca Zurc Milena Ivanuš Grmek Perceptions of Didactic Strategies among Pupils and Teachers in Primary School Center for Educational Policy Studies Journal academic performance didactic strategies primary school pupil activity |
| title | Perceptions of Didactic Strategies among Pupils and Teachers in Primary School |
| title_full | Perceptions of Didactic Strategies among Pupils and Teachers in Primary School |
| title_fullStr | Perceptions of Didactic Strategies among Pupils and Teachers in Primary School |
| title_full_unstemmed | Perceptions of Didactic Strategies among Pupils and Teachers in Primary School |
| title_short | Perceptions of Didactic Strategies among Pupils and Teachers in Primary School |
| title_sort | perceptions of didactic strategies among pupils and teachers in primary school |
| topic | academic performance didactic strategies primary school pupil activity |
| url | https://cepsj.si/index.php/cepsj/article/view/1491 |
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