Improvement of self-organization, relations and learning motivation of different age students by integrative teaching methodology

Abstract

An integrative teaching methodology was developed by qualifiedspecialists and implemented in 17 Latvian schools during one study year.Students who participated in the learning of integrative teachingmethodology were divided into 3 age groups: 3-4; 5-7 and 8-12 gradestudents. Students and teachers who participated in the teaching ofintegrative teaching methodology were questionnaire before and afterusing of this methodology. The questionnaires about self-organizationproblems, relations between students and behaviour of students werefilled by teachers but the questionnaire about the learning motivationof students was filled by students themselves. The results ofquestionnaire showed that problems of self-organization, motivation,hyperactivity, attention deficiency, social anxiety, communication anddepressive symptomatic of students who were taught according to theintegrative teaching methodology of general schools have reduced in allage groups but in 5-7 and 8-12 grade groups of student's aggressivebehaviour reduced as well. Self-organization and behaviour problems ofstudents from special schools after realizing integrative teachingmethodology have less reduced in comparison with students of generaleducation schools. In general education schools as well as in specialschools external learning motivation and internal learning motivation ofall age students increased but am motivation or lack of motivation tolearn decreased.