Individualized instruction and traditional method: A comparative study

• Main Author: Barcelona, Gloria
• Format: text
• Language: English
• Published: Animo Repository 1979
• Subjects: Individualized instruction; Teaching; Education—Finance; Educational Methods
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/789; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=7627&context=etd_masteral
• Institution: De La Salle University

This study investigates whether or not there are significant differences in the academic achievement of the pupils taught under the traditional program as compared to the pupils under the individualized instruction program. The following areas were studied: Total Reading, Total Arithmetic, Total Language, and Total Battery. The participants were Grade V students from School A representing the traditional group and Grade V students from School B representing the individualized instruction group of school year 1978-1979. The study also examines whether or not there are significant differences in the attitudes towards school and learning between the traditional group and the individualized instruction group. The descriptive survey design method of research was used in the study. To measure the achievement of the respondents in Reading, Arithmetic and Language, the California Achievement Tests Form W (CAT) were used. Statistical treatment of the data used were the means, standard deviation, t-test and chi-square. Findings showed that there are significant differences in Total Reading, Total Language and Total Battery between students under traditional instruction and students under individualized instruction. There is, however, no significant difference in Total Arithmetic. The findings also showed that there were some attitudes towards school and learning that were in favor of traditional and some for individualized instruction. Some items where the responses of the students under individualized instruction were almost 50-50% were due to the fact that the students were shifted from the traditional to the individualized instruction.