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A quantitative examination of two different teaching paradigms in a Germiston based pre-school: A pilot study

The purpose of this paper is to determine if there is value in performing studies comparing a cybernetic approach over a traditional teaching approach in regards to improved pre-school tuition. Design/methodology/approach -- A two independent groups design was implemented with each group receiving a different treatment. The first group had their lesson presented in the traditional teaching approach while the second group were part of a cybernetic approach. After each group had their lesson, each child was assessed and asked a series of ten questions. The total correct answers for the traditional group was compared to the total correct answers of the cybernetic group. The results were statistically examined using a t-test and Pearson r correlation. Findings -- The group who took part in the cybernetic lesson had a 46 per cent increase in the total number of correct answers. The cybernetic approach to the pre-school lesson was an improvement in terms of memory retention. This initial study justifies a series of further experimental designs. Research limitations/implications -- This study provides a basis for further studies of comparative educational approaches to pre-school education and learner memory performance. A cybernetic approach to pre-school instruction has a lot to offer and is especially beneficial for children who are learning language, whether first or second language. This is a model to develop further, for use in the teaching-learning environment. Practical implications -- The use of Teachback within a pre-school context may have additional benefits such as improved language acquisition through additional practice of verbal expression. A practical method of addressing the challenge of cybernetics training was also presented in this study. Social implications -- When the Teachback is performed, the person creates a verbal expression based on their language and background. As the Teachback occurs in a social context amongst peers, an opportunity for an exploration into the diverse backgrounds of the individual pre-school children can take place, especially beneficial when in a multi-cultural setting. Originality/value -- There are few cybernetics studies conducted on pre-school aged children. This is the first study whereby cybernetic tools such as Teachback have been used in pre-school education. (author abstract)
Resource Type:
Reports & Papers
South Africa

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