A Comparative Study between Traditional an Digital Teaching Method

I. INTRODUCTION

A comparative study regarding the impact of instructional materials and technology on

traditional and distance education systems was published by the international education research
foundation in 2019. Technology may have a greater influence on distance education than on the
traditional classroom system. However, when applied appropriately, technology will also enhance
learning in the traditional classroom system. Students will comprehend faster, and it will make the
teaching task less difficult (Onyilaghha & Nhajiotor, 2016).

Traditional and modern methodologies bring results with respect to levels of encyclopedia
knowledge: but modern methodology is also more effective in encouraging children to communicate
and in creating a positive attitude to the subject. Since it appears that motivation is one of the most
important aspects of children’s education it is safe to conclude that modern methodology should be
preferred in schools, particularly in the lower years (Boumova, 2008).

Several studies provide evidence that professional development and more technology are
needed in the schools. The result of this stud can help educators to focus on improving teaching
strategies related to traditional teaching and technology integration that will benefit instructions
and the learning process in the classroom (Simpson, 2013).

However, studies that debunk these findings still exist. One experiment facilitated by
Danielle Hendricks at the Tilburg University (2016), aptly named Comparing Traditional and Learning
Methods to Improve the Learning Outcomes of Young Children. In gist, it reads as:

The study aimed to investigate if children’s learning is better when they are learning
with an interactive tablet-based learning method or when they are learning with a traditional
method. The results showed that the learning outcomes were significantly better in the traditional
learning condition in comparison to the tablet condition (page 1).

Overall, the aim of the study is whether digital method of teaching is more beneficial than its
traditional counterpart. In an article “Teaching Method: Traditional versus Modern”; Traditional
techniques have tendency to inculcate knowledge through mere memorization and repetition. This
means to say that this method does not develop critical thinking. In contrast, modern technology
promotes collaboration therefore students maybe more productive.

Thus, this study tries to find whether the digital way of teaching has an edge over the
traditional method. Does digital teaching material really promote better learning? Is it really
beneficial to shift from traditional to digital teaching method?

II. STATEMENT OF THE PROBLEM

Is there a difference between the traditional teaching method and digital teaching
method?

III. STATEMENT OF THE HYPOTHESIS

 4.1 Null Hypothesis: Ho

There is no difference between the traditional teaching method and digital

teaching method.

4.2 Alternative Hypothesis: Ha

There is a difference between the traditional teaching method and digital teaching
method.

IV. VARIABLES

IV.1 Independent Variable: Teaching method

Traditional teaching method are teacher-centered and include the use of lecture
and discussions, while the problem solving element is presented by or discussed
with the instruction syllabus, the teaching materials and the student
assessments are determined by tutor and transmit to students in various
lectures (Cottel &Millis, 1993).

Digital teaching method is the innovative use of digital tools and technologies
during learning, and is often referred to as technology enhanced learning or E-
learning (Melaughin, 2019).

IV.2 Dependent Variable: Following Direction

Following direction is a skill not limited to navigation, it is a fundamental skill
taught from an early stage (Morgan 2019).

IV.3 Extraneous Variable

There is a possibility that some of the subjects are already familiar in making
origami.
V. METHODS

V.1 Design: The study utilized the matched-subject design. According to

Shuttleworth, matched subject design uses separate experimental groups for
each particular treatment, but relies upon matching every subject in one group
with an equivalent in another (2009).

V.2 Participants: The subject of the study are randomly selected students of the
University of the Cordillera. The experiment involved 30 random respondents.

V.3 Materials: a. Questionnaire

b. Video Clip
c. Colored Paper
d. Bond paper with illustration and written instructions

5.4: Procedure: The experiment was facilitated as follows:

 1. The experimenters randomly selected 30 participants and were
given a logical pretest. The number is equally divided into two with
first half representing traditional group and the latter representing
digital group. The main difference between traditional and digital
group is that traditional group were given a paper with written
instructions in doing the origami, while digital group were given a
video clip in doing the origami.
2. The researchers discussed the following instructions to the
participants.
3. Traditional participants were given a paper with instructions while
digital group was given a video clip to finish the origami.
4. The respondents were given five minutes to finish the origami.
5. Once time is up, the experimenters collected and scored the
finished origami.

VI. DATA ANALYISIS

The data below is gathered from all the participants among the two groups. The first group
is the participants taught using the traditional method, which has paper with instructions are
used to complete the origami while the second group was taught using the modern method:
the instructions on how to complete the origami was shown through a video clip. They are
both given five minutes the origami.

Note, however that it is the first group has a higher raw score ……..

FINDING AND DISCUSSION

The computed value of 0.36 is greater than the tabulated value of 0.236 at .05 alpha level.
Therefore, the difference is insignificant. It follows there, that the null hypothesis (ho) is
accepted and the alternative hypothesis is (ha) is rejected.

In general, the researcher include that the traditional teaching method has no significant
difference between the digital teaching method. Factors such as short time for completing
the origami, not clear instructions and other ways of traditional teaching method and digital
teaching method is more dependable on measuring the difference of the methods. It means
that teaching in any method is necessary. Hence, it agrees with the experiment conducted
by Hendricks (2016) that showed no significant between traditional teaching method and
digital teaching method.

VII. CONCLUSION

There is no significant difference between traditional teaching method and digital

teaching method.

VIII. RECOMMENDATION
The researcher of this work suggest a number of recommendations listed as follows:

1. This experiment is a comparative study between traditional and digital teaching method.
The researcher used origami to test the study and the respondents was given five
minutes to complete the origami. It would be beneficial for the respondents if they were
given a longer timeframe to complete the origami.
2. The researchers made this study to know the comparison between traditional ad
teaching method. Therefore, it is recommended that instructions must be clear and
more detailed.
3. Also, aside from origami, it would be helpful to explore other ways to test the difference
of traditional teaching method and digital teaching method.
 IX. REFERENCES

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