The impact of individually planned instruction on the development of self-image and verbal creativity of pupils

english

2024

volume 75, issue 2

Zveza društev pedagoških delavcev Slovenije
(Obvezni izvod spletne publikacije)

This paper examines the related concepts of modern didactic paradigms, didactic theories and educational systems that form the foundation of individually planned instruction to identify thematically associated postulates that can update effective teaching strategies. This one-year experimental and action study aimed to identify and gauge individually planned instruction’s impact on the development of pupils’ self-image and verbal creativity. The study’s sample comprised 150 pupils, and the experimental sample comprised 16 pupils from the experimental group and 16 from the control group. Given the study’s complex subject matter, both qualitative and quantitative approaches were employed to overcome potential limitations resulting from glorification of only one approach. Once didactically based, individually planned instruction was applied, pupils from the experimental group scored significantly higher on educational testing than both their initial scores and those of the pupils from the control group who attended non-individualised classes. The present study offers a comprehensive analysis of the dissemination and innovative utilisation of individually planned instruction, which has been validated. Furthermore, potential enhancements to educational achievements resulting from implementation of these classes also are examined.

05.08.2024