| dc.description.abstract | The objective of this study was to determine, empirically, whether, as
claimed by its adherents, the Progressive Classroom is superior to the
Traditional Classroom in terms of Teacher-Pupil interaction and the use of
social communication techniques.
The study, carried out among 240 sixth-grade pupils from eight different
schools, compared paired groups of four Traditional Classrooms and four
Progressive Classrooms, on the eleven variables of Flanders' Interaction
Analysis Categories (FIAC) in four subjects - Geography, English, Nature
Study and History.
Statistical comparisons of the data using the Wilcoxon Matched-Pairs
Signed-Ranks Test indicated that the Progressive Classroom was superior to
the Traditional Classroom in a total of eight variables while the remaining
three variables showed no significant difference between the two types of
classrooms.
The results are in the same direction as those of the few empirical
tests which have been done in this area previously. They are discussed not
only in terms of their relevance to the objective of devising methods of
effective communication in Kenyan classrooms but also as a tool for national
development by engendering creativity among pupils. | en |
