Improvement of self-organization, relations and learning motivation of different age students by integrative teaching methodology
1 Rīga Teacher Training and Educational Management Academy, Latvia
2 Research Institute of Cardiology of the University of Latvia, Latvia
An integrative teaching methodology was developed by qualified specialists and implemented in 17 Latvian schools during one study year. Students who participated in the learning of integrative teaching methodology were divided into 3 age groups: 3–4; 5–7 and 8–12 grade students. Students and teachers who participated in the teaching of integrative teaching methodology were questionnaire before and after using of this methodology. The questionnaires about self-organization problems, relations between students and behaviour of students were filled by teachers but the questionnaire about the learning motivation of students was filled by students themselves. The results of questionnaire showed that problems of self-organization, motivation, hyperactivity, attention deficiency, social anxiety, communication and depressive symptomatic of students who were taught according to the integrative teaching methodology of general schools have reduced in all age groups but in 5–7 and 8–12 grade groups of student's aggressive behaviour reduced as well. Self-organization and behaviour problems of students from special schools after realizing integrative teaching methodology have less reduced in comparison with students of general education schools. In general education schools as well as in special schools external learning motivation and internal learning motivation of all age students increased but am motivation or lack of motivation to learn decreased.
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