Action Research on Impact of 21st Century Pedagogy in Teaching and Learning

Abstract

The importance of educational transition towards its reform from traditional way to modern way in teaching learning is in much demand for effective teaching and learning process for the 21st century children in school. This study begins with a discussion on the features of the 21st century pedagogy in effective teachings and learnings. It then analyses the finding of the surveys done for the students of grade IV- VI students (38 boys and 48 girls) of Rinchengang Primary School on the impact of 21st Centuray pedagogy. It was mainly focused on the general interest of the children on the new 21st century pedagogies and the old traditional pedagogies. Since the study being focused on the impact, the quantitative method has been adopted to collect data and the purposive sampling with dialectic action research spiral techniques was used for the selective groups from each section. The result was highly significant with difference between the old and new teaching learning pedagogy. For this particular study the four major components of Kagan’s 21st century Pedagogies like the CL structures, sitting arrangement, brain breaks  and traffic signals were  found effective in teaching and Learning.