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

Purpose – 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...

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