Piaget's theory has a significant influence on conceptualizing the child-centered methods of teaching and learning. With a rapidly growing awareness of the framework and its implications on children's education, there is a need to critically measure its impact and account for challenges experienced by students in STEM subjects (Ahmad, Batool, Sittar, & Malik, 2016). Studying Piaget's Theory in children's educational context enables policymakers to analyze the cognitive strategies for teaching and learning processes critically. Piaget's framework bases on the notion that the theory focuses on child learners and elaborates on the progressive reorganization that occurs as a result of environmental experience and biological maturation. The model uses the learning context to expound on how children construct their understanding to explain discrepancies between internal knowledge and what the environment presents. Applying Piaget's theory in learning enables instructors to identify and cognitive operations structures and systems to channel how they can teach in a manner that the structures can assimilate quickly (Ahmad et al., 2016). The process enables learners to acquire knowledge that helps their procedural knowledge.
Quantitative and qualitative research questions
To assess the classical characteristics of Piaget's cognitive model, the questions fall in the categories of perceptual and cognitive egocentrism, and the concepts of centration and reversibility (Bormanaki, & Khoshhal, 2017). To question perceptual egocentrism, the child sits across the interpreter while two figures are placed in front of a table. An obstruction is placed between the toys, and after an affirmative reply, the child is asked if the two images can view each other. An affirmative response showcases that they have perceptual egocentrism. While questioning cognitive egocentrism, the interpreter shows the child different stickers and picks a favorite. A mean character is introduced, and the child is informed that the mean character picks the preferred object. The child shall be asked to point to their favorite sticker when the mean character is present. To measure the concept of centration, the child observes two beakers with one tall and one wide and asked which beaker holds more liquid. Lastly, to measure the concept of reversibility, the child is asked a straight amount of object materials are curved, and the child is asked which of the two objects has more content.
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Quantitative and qualitative data collection strategies
As a quantitative data collection strategy, the sample size estimation using the G Power software and data collection using raw data targets 300 children from 4-11 years old. The children's IQs shall be assessed through the Seguin form board test with ten geometrical figures. The Seguin board shall then be placed on a table within reach of the children, and each child given three trials to match the blocks to their respective recesses. The interpreter shall also record the time by which each child takes to make the correct match. As part of the qualitative data collection strategy, the interpreter shall seek informed consent from the parents through accenting forms given to the children to bring back signed before participation in the study. The interpreters shall hence anonymously code recorded interviews of children interpreting the various relationships existing between the materials presented to them
Quantitative and qualitative data analysis and interpretation strategies
In the quantitative data analysis and result interpretation, the research shall use the Chi-square statistics to measure how the hypothesis's level of expectations compared to the model results and the observed data (Creswell & Creswell, 2018). The Chi-square test shall also analyze inferential statistics. In the qualitative analysis technique, the research shall summarize categorical variables such as IQ to frequencies and continuous variables as mean and standard deviation. The study shall also use the Shapiro Wilk test to check data normality.
References
Ahmad, S., Ch, A. H., Batool, A., Sittar, K., & Malik, M. (2016). Play and cognitive development: Formal operational perspective of Piaget's Theory. Journal of Education and Practice , 7(28), 72-79.
Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget’s theory of cognitive development and its implication for receptive skills: A theoretical study. Journal of Language Teaching and Research, 8(5), 996-1005.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Thousand Oaks, CA: Sage Publications, Inc. Chapter 10 – Mixed Methods Procedures
