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Comparative Analysis of Progressivism and Essentialism in Teaching Grade 6 Pupils in Elementary School in Los Banos

Scope and Limitations of the Study

Objectives of the Study

Hypothesis of the Study

Significance of the Study

There is a significant difference between progressive and essentialist approach to the academic performance of Grade 6 pupils in Maahas Elementary School.

1. Teachers and Pupils

2. Students

3. Parents

Respondents: the teachers using the known strategies, progressive and essential approach, and its effectiveness on the academic performance of Grade 6 pupils

Objective: to identify the teachers using progressive approach and essential approach

Location: In Maahas Elementary School, and how well it affects the academic performance of the students by comparing the first and second quarter grades of the pupils of two different section with the same progressivist and essentialist teachers.

Emphasize: the effectiveness of progressivism and essentialism to the academic performance of the learners.

Limitation: does not include the other types of teaching approach other than progressivism and essentialism. Teachers and pupils among the public and private schools are also not included in this study.

1. Identify the teachers that practice progressivism and essentialism in Grade 6 level in Maahas Elementary Schools in Los Baños

2. To compare essentialism and progressivism method of teaching based on the academic performance of their students

3. Identify the effectiveness of progressivism and essentialism in Grade 6 through their academic performance.

Conceptual Framework

Statement of the Problem

Input Process Output

ANOVA

Observation of the Progressivist and Essentialist Teachers and Comparative analysis of the academic performance of their students

Significant difference between essentialism and progressivism to identify which teacher has the most effective teaching strategy.

Observation of the Progressivist and Essentialist Teachers and Comparative analysis of the academic performance of their students

Identify teachers that practice Progressivism and Essentialism in Selected Public Elementary Schools in Los Banos using survey questions

-grades of students subjected to different teaching methods

1. Which teachers from Maahas Elementary School practice Progressivism and essentialism?

2. What are the differences of progressivism and essentialism in terms of teaching method?

3. Which philosophy is more effective in teaching grade 6 pupils?

Significant difference between essentialism and progressivism to identify which teacher has the most effective teaching strategy.

Identify teachers that practice Progressivism and Essentialism in Selected Public Elementary Schools in Los Banos using survey questions

-grades of students subjected to different teaching methods

Feedback

Likert-type Scale.

The academic performance of the pupils reflects the effectiveness of the teacher

Research Procedures

CHAPTER I

CHAPTER II

  • Permit letter
  • construction of questionnaires
  • observation of the teaching procedures
  • gathering of computed grades
  • Analysis using ANOVA

Review of Related Literature

INTRODUCTION

EDUCATION

Locale and Population of the study

Locale : Maahas Elementary School

Population: Two Sections of Grade 6 Pupils and one progressive teacher and one essentialist teacher

Progressivism

Essentialism

Philosophies in Education

Theoretical Framework

Behaviorism

Perrenialism

Perennialism

Existentialism

Research Design

and Methodology

Existentialism

Progressivism

Progressivism

Behaviorism

Comparative Analysis of Progressivism and Essentialism in Teaching Grade 6 Pupils in Elementary School in Los Banos

Comparison of the Two Philosophies

vs.

Progressivism

Essentialism

“learning by doing”

“learner-centered”

“needs and interest”

Essentialism

History of Essentialism

Essentialiat Schools in the Philippines

ESSENTIALISM

April Joy C. Balasa

Gazette I Nilo

Jenivy M. Sales

  • Ateneo de Manila University
  • La Salle Greenhills

PROGRESSIVISM

ESSENTIALIST EDUCATORS

  • William Bagley popularized the term Essentialism in 1930’s and 1940’s
  • Counteract to the student-centered curriculum
  • Focuses and prepares the students in adult life
  • Sputnik (1957), essentialism was revived
  • School should not entirely reshape the society

Arthur Bestor

Hyman G. Rickover

William Bagley

JOHN DEWEY

WILLIAM BAGLEY

Progressive Educators

John Dewey

William H. Kilpatrick

What is Essentialism?

What is Progressivism?

  • Child-centered curriculum
  • Supports the idea of learning by doing
  • Child’s needs and interest

  • “traditional way” or “back-to-the basic”
  • Students must learn gradually

G. Stanley Hal

Francis Parker

Horace Mann

  • Thinking and doing
  • Overcome obstacles

Classroom = Small society

  • Investigation
  • Problem solving skills
  • Personal interest
  • Relationship in the community

Progressive Schools

  • Explorations Preschool
  • Keys Grade School

History of Progressivism

  • Progressivism took an integral part in Europe and the United States during 19th and mid 20th century.
  • Motivation toward the reconstruction of American democracy
  • Reaction to the narrowness and formalism of traditional education.

Essentialism

Their principles are based on the approach of the Bank street School

“core skills and knowledge”

  • The schools show how pupils learn on hands on activities.
  • Pupils should learn spontaneously according to their interest

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