Unlike traditional teaching methods, the non-traditional teaching approach involves active participants in the education process. Different non-traditional teaching methods have been introduced to create a learning environment that may appeal to the students at the elementary level. Each method is unique to meet the needs of the students. This study will investigate the impact of non-traditional teaching methods such as gamification, self-learning, and music on the learning outcomes of third-grade students.
Research Question
What is the impact of using non-traditional teaching tools during a one-day lesson session on third-grade students’ academic performance?
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Variables
The independent variable will be non-traditional teaching tools while the dependent variables will include the acquisition of new knowledge, comprehension, application, analysis, and synthesis of information.
Methodology
Subjects
This study will feature a sample of 100 third grade students. Their parents will receive emails informing them about the study and its potential outcomes. Only the participants whose parents have consented will take part in the research. A one-week confirmation period will be given so that the parents can prepare themselves and their children. Besides, the school will approve the eligibility of the study.
Study Design
An experimental approach will be used. There will be control and experimental groups. While the experimental group will be exposed to non-traditional teaching methods, the control group will stick to the traditional teaching methods. The experimental group will be divided into three sections. One group will learn using self-learning, the second group will learn through music, and the final group will play video games. I will monitor the students’ response to different tasks. Also, I will ask them to write down a story about the learning experience.
Data Collection Method
This study will feature different data collection strategies. They will include quizzes, interviews, and instructor reflection (Safarpour et al., 2019). These methods are vital since they provide first-hand feedback from the study participants. The quiz will feature five simple questions about the effectiveness of non-traditional teaching methods. Besides, I will also interview the students to understand their perspectives. A critical part of this will entail monitoring the students as they are performing their tasks.
Learning Outcomes
I will use the linear aggression analysis tool to determine the correlation between the non-traditional teaching methods and the learning outcomes. The tool will feature the background, age, and race of the participants ( Huebner et al., 2019 ). By the end of the study, the students are expected to developed different skills. They include high order thinking skills, such as writing reports on a story (Tran, 2019). Also, their work should be neat and easy to read. They should be able to identify the physical forms of the earth, including wind, water, and fire. Another learning outcome is increased vocabulary and knowledge. Music will provide them with an opportunity to learn and apply new words while games will enable them to learn how to cooperate with their counterparts and use critical thinking skills. I will assess the self-taught student’s ability to discuss books, short stories, and articles.
Study Limitations
One of the limitations of this study is the small sample. Hence, the findings of the study cannot be generalized for every third-grade student. A large sample would have improved the quality of the collected data. Another issue is the objectivity of the instructor’s reflection. An instructor may rely on their pre-existing knowledge when investigating the learning outcomes of different non-traditional teaching methods. Besides, the open-ended questions may elicit from the students’ responses. Some of them may have negative attitudes toward the given teaching method. This issue may affect the study’s ability to determine the effectiveness of the teaching methods. In the future, the study should include other multimedia forms such as magazines and videos to enhance the learning outcomes.
References
Huebner, D. M., Roche, K. M., & Rith, K. A. (2019). Effects of family demographics and the passage of time on parents’ difficulty with their lesbian, gay, or bisexual youth’s sexual orientation. Archives of Sexual Behavior , 48 (5), 1581-1588. https://doi.org/10.1007/s10508-019-1430-9
Safapour, E., Kermanshachi, S., & Taneja, P. (2019). A review of non-traditional teaching methods: Flipped classroom, gamification, case study, self-learning, and social media. Education Sciences , 9 (4), 273. https://doi.org/10.3390/educsci9040273
Tran, Y. (2019). Computational thinking equity in elementary classrooms: What third-grade students know and can do. Journal of Educational Computing Research , 57 (1), 3-31. https://doi.org/10.1177/0735633117743918
