Teaching methods and instructional means in pupil’s school performance (Bachelor thesis)

Μπάλτου, Δήμητρα/ Τζαμάλ-Ιωαννίδου, Μαρία/ Baltou, Dimitra/ Tzamal – Ioannidou, Maria


This paper deals with a topic that has been addressed by many educators, as well as teachers, both active and non-active. Its main purpose is to study the contribution of teaching methods and instructional means, to the school performance of elementary pupils. In more detail, the key elements of this paper are the characteristics and attitude that teachers and pupils are showing in the implementation of the various teaching methods, which may be direct and indirect, and how these can limit or develop the performance of the latter. We also focused on the importance of the various instructional means that teachers use in teaching and influence the performance of pupils. Teaching methods are distinguished in direct and indirect methods. Direct method includes frontal, questionnaire, interactive and experimental teaching. The teacher plays the key role in this, since he is the author, leaving little room for participation to the pupils. Pupils do not have many opportunities for active action, taking initiatives and taking responsibilities. Indirect method includes individual, cooperation in pairs, group teaching and Project method. In the above-mentioned teaching methods, the core of the educational process is the pupil, who acts freely by taking initiatives and creating his own framework of action. On the contrary, the teacher plays an auxiliary role, as it reinforces pupil participation and explains where and when it is necessary. In the empirical part, we will present a survey that were conducted in the city of Alexandroupolis and in the city of Drama, to 51 teachers of Primary Education. The conclusions we reached showed that the participants rarely use frontal teaching and focus on the other teaching methods that they consider to benefit pupils’ performance, increasing their interest and participation and a better comprehension of the course. Due to the same reasons, there is also an increase to the use of instructional means by the respondents in their teaching
Institution and School/Department of submitter: Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης
Subject classification: Teaching
Academic achievement
Keywords: Μορφές διδασκαλίας,Μέσα διδασκαλίας,Σχολική επίδοση,Teaching methods,Instructional means,School performance
URI: http://83.212.168.214/jspui/handle/123456789/10858
Appears in Collections:ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΔΗΜΟΤΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ

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