Lwy the Habits on Students
CHAPTER 1
Problem and Its Background
INTRODUCTION
At the beginning of last century, children were taught in a rigidly formal and stereotyped way. Education was then conceived as a process of transmission of factual knowledge only. The teacher adopted an authoritarian attitude. The facts learnt by children were tested from time to time but such tests were neither concerned with conceptual understanding nor effective performance. The main emphasis was on testing memory. A long time intervened between the child's response and the teacher's reinforcement. The teacher very often used the lecture method which was not much effective for meaningful learning. The teacher did not use other visual material to supplement his oral teaching. The teacher of today does not consider the child as a vessel waiting to be filled up with facts nor as a pliable plastic material, which can be transformed into any shape enabling him to project his ideas on it.
The modern teacher to Good (2003) considers each child as akin to a plant and helps the child to grow according to its abilities and aptitudes. He helps the child to learn. He realizes that "to teach is to nourish or cultivate the growing child or to give him intellectual exercise or to train him in the horizontal sense of directing or guiding his growth". The modern teacher sees education as a process of interaction between the child and his environment. Children learn by doing and learn how to learn in groups and also individually. Increase in population and explosion of knowledge are affecting the pattern of human life and also inflicting its full impact on education and this is possible by the use of instructional materials which can be considered as the development of educational technology. However, there’s some discrepancies occur especially the accomplishments of students whether the main factor of learning is the self or merely due to this instructional materials. This study will be testing this prevalence whether the
Problem and Its Background
INTRODUCTION
At the beginning of last century, children were taught in a rigidly formal and stereotyped way. Education was then conceived as a process of transmission of factual knowledge only. The teacher adopted an authoritarian attitude. The facts learnt by children were tested from time to time but such tests were neither concerned with conceptual understanding nor effective performance. The main emphasis was on testing memory. A long time intervened between the child's response and the teacher's reinforcement. The teacher very often used the lecture method which was not much effective for meaningful learning. The teacher did not use other visual material to supplement his oral teaching. The teacher of today does not consider the child as a vessel waiting to be filled up with facts nor as a pliable plastic material, which can be transformed into any shape enabling him to project his ideas on it.
The modern teacher to Good (2003) considers each child as akin to a plant and helps the child to grow according to its abilities and aptitudes. He helps the child to learn. He realizes that "to teach is to nourish or cultivate the growing child or to give him intellectual exercise or to train him in the horizontal sense of directing or guiding his growth". The modern teacher sees education as a process of interaction between the child and his environment. Children learn by doing and learn how to learn in groups and also individually. Increase in population and explosion of knowledge are affecting the pattern of human life and also inflicting its full impact on education and this is possible by the use of instructional materials which can be considered as the development of educational technology. However, there’s some discrepancies occur especially the accomplishments of students whether the main factor of learning is the self or merely due to this instructional materials. This study will be testing this prevalence whether the