Page 86 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 86
ko Rajović
Reading a lesson several times 24.6 52.6
Reading a lesson* 19.9
Some other technique
Missing answer 0.6
Figure 2 Graphical Representation of Students’ Answers to the Question ‘How Do You
Learn and Acquire the Study Material?’ (* and highlighting important parts)
Yes 58.5
No
Missing answer 0.6 41.5
Figure 3 Graphical Representation of Students’ Answers to the Statement ‘I Would not
Change the Learning Methods Used in School’
the current situation in methods of learning and acquiring the study mate-
rial. As already specified, reading a lesson and highlighting important parts is
the most common knowledge acquiring technique used by pupils.
Concerning the time pupils spend on their smartphone and PC, the follow-
ing results were obtained: on a workday, the average time spent on these de-
vices is 1.9 h using a smartphone and 1.4 h using a computer, respectively. At
weekends, pupils spend on average 3.3 h using a smartphone and 1.9 h using
a computer, respectively.
Finally, pupils were asked whether they would change the learning meth-
ods used in school. While 58.5 of them said they would not change the
learning methods, 41.5 of them said they would (Table 3). The graphical rep-
resentation is given in Figure 3.
Discussion
The obtained results give us a valuable insight. The results are rather worri-
some when we consider that 40.1 of children cannot state that they like
school and 20.9 clearly state that they don’t like school. The situation is
even more alarming when we take into consideration only the answers of the
children taught via the classical method. In the control group of 6th graders,
52.3 of children don’t like school, while this is the case in only 13.6 of 6th
graders in the experimental group. This difference demonstrates the impact
an innovative method (in this case, the NTC system of learning) of learning
and acquiring knowledge may have on children’s resistance towards school.
At the same time, a detrimental effect of methodologically classical approach
to children’s attitude towards school is implied. School, as the institution in
which young people spend most of their childhood, whose aim is to prepare
them for life, does not have the luxury to be regarded by children as some-
86
Reading a lesson several times 24.6 52.6
Reading a lesson* 19.9
Some other technique
Missing answer 0.6
Figure 2 Graphical Representation of Students’ Answers to the Question ‘How Do You
Learn and Acquire the Study Material?’ (* and highlighting important parts)
Yes 58.5
No
Missing answer 0.6 41.5
Figure 3 Graphical Representation of Students’ Answers to the Statement ‘I Would not
Change the Learning Methods Used in School’
the current situation in methods of learning and acquiring the study mate-
rial. As already specified, reading a lesson and highlighting important parts is
the most common knowledge acquiring technique used by pupils.
Concerning the time pupils spend on their smartphone and PC, the follow-
ing results were obtained: on a workday, the average time spent on these de-
vices is 1.9 h using a smartphone and 1.4 h using a computer, respectively. At
weekends, pupils spend on average 3.3 h using a smartphone and 1.9 h using
a computer, respectively.
Finally, pupils were asked whether they would change the learning meth-
ods used in school. While 58.5 of them said they would not change the
learning methods, 41.5 of them said they would (Table 3). The graphical rep-
resentation is given in Figure 3.
Discussion
The obtained results give us a valuable insight. The results are rather worri-
some when we consider that 40.1 of children cannot state that they like
school and 20.9 clearly state that they don’t like school. The situation is
even more alarming when we take into consideration only the answers of the
children taught via the classical method. In the control group of 6th graders,
52.3 of children don’t like school, while this is the case in only 13.6 of 6th
graders in the experimental group. This difference demonstrates the impact
an innovative method (in this case, the NTC system of learning) of learning
and acquiring knowledge may have on children’s resistance towards school.
At the same time, a detrimental effect of methodologically classical approach
to children’s attitude towards school is implied. School, as the institution in
which young people spend most of their childhood, whose aim is to prepare
them for life, does not have the luxury to be regarded by children as some-
86
