Comparative Study Of Teaching Method On Educational Effects

2003 Fiscal Year Final Research Report Summary

• Project/Area Number: 14800002
• Research Category: Grant-in-Aid for Special Purposes
• Allocation Type: Single-year Grants
• Research Institution: National Institute for Educational Policy Research
• Principal Investigator: TAKAURA Katsuyoshi NIER, Dept. for Elementary and Secondary Education, Director, 初等中等教育研究部, 部長 (40110093)
• Co-Investigator(Kenkyū-buntansha): ASANUMA Shigeru Tokyo University of liberal Arts, Dept. for Education, Professor, 教育学部, 教授 (30184146) ; KATO Yukitsugu Sophia University, Dept. for Literature, Professor, 文学部, 教授 (00000084) ; SHIMIZU Katsuhiko Tokyo University of Science, Dept. for Science, Assistant Professor, 理学部, 助教授 (00192609) ; SHOUNO Keiko University of Kagoshima, Dept. for Education, Professor, 教育学部, 教授 (10315385) ; SATOU Yu Hokkaido University of Education, Dept. for Education, Professor, 教育学部, 教授 (10125370)
• Project Period (FY): 2002 – 2003
• Keywords: size-reduced learning group teaching / whole-class teaching / team teaching / proficiency-dependent teaching / mastery learning / 教育効果

Research Abstract

The two series of studies were conducted in this project to investigate actual conditions among the sized-reduced learning group teaching under the policy that MECSST notified in 2001.
The result of the first study uncovered that the size-reduced learning group teaching is in force in elementary school math class and in lower-secondary school math and English classes more than other subjects, and it is often in case that proficiency-dependent teaching with splitting regular classroom or team teaching were addressed as the size-reduced learning group teaching. It is also revealed that teachers who are engaged in the size-reduced learning group teaching instructed their students with corresponding to their achievement and/or interest.
In the second study, it is examined that the effect of size-reduced learning group teaching on students' achievement, attentiveness, and learning attitude] inquiring into 4th and 6th math and 8th grade math and English classes. The result indicated that some of size-reduced learning group teaching methods were more efficient than traditional whole-class teaching through the grades and subjects. Furthermore, the importance of contriving ways to instruct students was discussed.
More information could be got in these reports ; Actual conditions of size-reduced learning group teaching and its' effect-with Referring to the result of the survey on principal, teachers, and students (March, 2003) for the former study, and Comparative study of instructional methods-Achievement, attentiveness, and learning attitude (March, 2004), for the latter study.