TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

Sachin Mohite, Meenal Dashputre

Abstract


The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the classrooms of Government schools. Based on the empirical evidences, study can claim that Non-Traditional classrooms show more Time-on-Task (ToT) as compared to the Traditional classrooms. Study could show interesting trends of ToT throughout a session of 35mins. It also compared those trends for Mathematics and Marathi.

 

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Keywords


time-on-task (ToT), teaching-learning approaches, alternative instructional strategies

References


Cui, Y. (January 2013). An Empirical Study of Learning Outcomes Based on Active Versus. Hohai University, Nanjing, China, 210098.

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Walkup, J. R., Farbman, D., & McGaugh, K. (January 11, 2009). Bell to Bell: Measuring Classroom Time Usage.

Scheerens, J. (2014), Productive time in education: A review of effectiveness of teaching time at school, homework and extended time outside school hours, Dutch Foundation for Scientific Research.

Sarva Shiksha Abhiyan (2011), Progress Overview of Research, pp. 9-10.

Sankar, D. et al (2014), How much and what kind of teaching is there in elementary education in India? Evidence from three States, Discussion Paper Report 67, South Asia, Human Development Sector, pp. 35-41.

SSA and Tamilnadu State Mission of Education for All State Project Directorate Tamil Nadu (2009), Time-onTask of Teachers and Students in Primary Schools of Tamilnadu (http://ssa.tn.nic.in/docu/time_on_task.pdf




DOI: http://dx.doi.org/10.46827/ejes.v0i0.901

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