Primary and Lower Secondary School Teachers: Teachers’ Attitudes and Perceptions about Traditional Teaching Methodologies and Modern Teaching Methodologies according to RWCT

Abstract

Reading and Writing for Critical Thinking (RWCT) is a modern teaching philosophy which is based on the philosophy of constructivism, according to which the students actively participate in build- ing up knowledge through involvement in research activities (Kosova Education Center, 2011). Aim of the investigation: The aim of the study was to investigate the differences between attitudes and perceptions of the teachers of primary and lower secondary schools in regard to a traditional and modern teaching methodology such as RWCT. Method: This is a quantitative and a qualitative study. Questionnaires were utilized for the quantitative data collection, whereas a focus group discussion was conducted for qualitative data collection. The study was implemented in a sample of 473 9th grade school teachers in Kosovo. The sample was selected using a random sample selection with inclusion of urban and rural areas proportionally. Results: The data suggest there is a significant difference in attitudes and perception of primary and lower secondary school teachers, in all three measured scales: attitudes about traditional methodologies (t = 2.358, p = .019); attitudes about modern methodologies as RWCT (t = 3.077, p = .002) as well as teachers’ perception about the teaching process (t = 2.981, p = .003). Differences in primary and lower secondary school teachers’ attitudes and perception were also reflected in the qualitative data findings. Conclusion: Based on the quantitative and qualitative data, it can be noted that there is a significant difference in primary and lower secondary school teachers’ attitudes and perceptions towards teaching methodologies.