COMPARATIVE STUDY OF MODERN AND INDIGENOUS
METHODS OF TEACHING AND DEVELOPMENT OF AN
INTEGRATED MODEL OF INSTRUCTION

 

Abstract  The purpose of this research was to compare modern and indigenous methods of teaching and development of an integrated model of instruction. Major issues relating to teaching methodologies in terms of research question were addressed. This study was carried out with forty schools. Twenty modern and twenty indigenous schools were selected through purposive sampling. In order to observe imparting of teaching, Classroom Teaching Observation Schedule (CTOS) was used by the observers. Data was analysed through frequency and its conversion into percentages. The students from respective schools perceived variety of teaching methods. The research instrument Pupil’s Perception of Teaching (PPT) was administered for measuring students’ perception. The research highlighted the similarities and differences in teaching practices across modern and indigenous schools settings. Both quantitative and qualitative methodologies were employed to analyze the data. An integrated model of instruction was developed and its validation was sought through consultation with the panel of experts. The major conclusions derived from evidences of this research indicate that classroom interaction and management of classroom in modern classrooms seem to be more effective as compared to indigenous classrooms. The indigenous classroom teachers are more affectionate and kind. This study also reveals that teachers from indigenous schools have competitive edge on competency of teaching than the modern schoolteachers. The research recommends through its integrated model of instruction that good points derived out of teaching practices followed in indigenous classrooms be incorporated in modern classrooms and vice versa.

 

Comparative Study of Modern and Indigenous Methods of Teaching and Development of an Integrated Model of Instruction

Quality education for all is our most desired goal. The realization of this goal depends on the quality of teachers working in the school system. Quality of teachers depends heavily on their capacity to use mix of different methods and techniques rightly in a particular context. This capacity of teachers can bring life and effectiveness to teaching and learning process.

 

Teaching is the real axis of education process. All the efforts are made to improve teaching and learning. To ensure effective teaching, teachers use different teaching methods. Teaching method is the result of consistencies in the behaviors of teachers and the effect of those consistencies on the learning process.

 

The endeavors to build an indigenous corpus of knowledge on teaching methodologies are under way in many national contexts. The motive is neither necessarily political nor intellectual arrogance but emerges from the desire to find meaning and relevance in the complex processes of defining individual and national intellectual and professional identities. The process of improving methods of teaching, in Pakistan, is similar to the efforts undertaken in the ASEAN region, exclusively, Malaysia, Indonesia, Brunei and Singapore (Bajunid, 1996; Hopkins, 1990).

 

Alwani (1989) purports that there is growing body of literature on Islamic perspectives of teaching-learning models and methodologies. This dynamic renewal redefinitions of existing, re-emerging and newly emerging subjects has been inspired and directed by the vast literature on Islamic perspectives by teaching methodology discipline and analysis phenomena. Doi (1992) stressed that any analysis of the phenomena is to be carried out primarily by reference to revealed verses from the Quran or references to the Hadits and Traditions of the Prophet (PBUH).

Pakistan inherited its education system from its colonial rulers. They introduced teacher training institutions of the type they liked and produced teachers equipped with so called modern teaching methods. These modern teaching methods were not of the type which were being used in the modern world but in a way these were facsimile of those. What was lost during this process, were the indigenous teaching methods which were being used by the educators in the Indo-Pak sub-continent since the arrival of Muhammad Bin Qasim in the Sindh. These teaching methods were rooted in the “Nizam-e-Tarbiya” of the Prophet Muhammad (P.B.U.H). Those teaching methods had their roots in the local culture and soil also.

 

By the passage of time local education system was replaced with foreign rooted education system, enslaved in the hands of government. Only religious institutions tried to keep alive indigenous teaching systems and methods. Heifetz (1995) observed that alternative systems other than the indigenous one has helped to change values, epistemology, aspirations and identities. Western generated categories they may create local mind-forged manacles which may be equally mindless. This may occur if the motive and means for the mindset changes are not in quest of truth but are more as a reaction to some form of foreign intellectual domination. He further argued that the exploration of indigenous perspectives are substantial to create deeper meanings and understanding towards the field of education and its various mechanics.

 

The point raised by Heifetz suggests that discourse about indigenous methodology does have international implications. In the indigenization process, local and foreign ideas, models and methods of teaching are synthesized to constitute the form, substance and strategy for new paradigms of methods of teaching harmonious with local culture and requirements.

 

At this moment consideration should be given to the idea that modern teaching systems and methods are not in totality acceptable in the local circumstances, neither indigenous teaching methods are totally obsolete. There is, therefore, a need to study modern and indigenous teaching methods and develop an integrated model of teaching suitable to the local needs of Pakistan.

 

Statement of the Problem

The purpose of this study was to describe and compare modern and indigenous methods of teaching and to develop an integrated model of instruction.

 

Objectives of the Study

The major purpose of this study was to compare modern and indigenous methods of teaching and develop an integrated model of instruction. Following were the objectives of the study:

 

1.       To identify the modern methods of teaching being used in the modern schools.

2.       To bring in light the indigenous methods of teaching being used in the religious institutions.

3.       To know the common elements of modern and indigenous teaching methods.

4.       To highlight the differences among modern and indigenous teaching methods.

5.       To separate the useful elements of different methods of teaching for Pakistani schools.

6.       To develop a useful, workable and psychologically sound integrated model of instruction.

 

Significance of the Study

There is no dearth of studies on modern teaching methods in the Western world but none is available on indigenous methods of teaching in Pakistan. A comparative study of modern and indigenous teaching methods was needed to bridge the gap between the two worlds.

 

Teaching cannot be improved without deciding about the effective methods of teaching. This study was designed to explore and identify most useful elements of the modern and indigenous teaching methods and subsequently an integrated model of instruction was formulated which is hoped is useful to improve teaching in Pakistani schools.

 

This study focused on comparison of teaching methods i.e. modern and indigenous, certainly, has helped to identify further training areas of teacher education to enhance professional competence of school teachers. The results of this study further helped to suggest improve teacher training programs of institutions, like; Provincial Institute of Teacher Education (PITE) Government Colleges for Elementary Teachers (GCETs), Government Colleges of Education (GCEs), Institutes of Education and Research (IERs) and University Departments of Education (UDEs).

 

Delimitations

This study was delimited to:

 

1.       Modern and indigenous schools of the Punjab province.

2.       The opinion of pupils studying in the modern and indigenous institutions of the Punjab province.

3.       Classroom teaching pertaining to: variety of methods, classroom climate, pupil initiative, evaluation, classroom interaction, competency, personality, Islamic morals, and classroom management.

 

Research Methodology and Procedure

This study was carried out with forty schools. Twenty modern and twenty indigenous deeni madaras were selected for observing teaching therein. In order to observe imparting of teaching, Classroom Teaching Observation Schedule (CTOS) was used by the observers.

 

The students from respective schools perceived variety of teaching methods as being used by their teachers. The research instrument; Pupil’s Perception of Teaching (PPT) was used for measuring students’ perception. The instrument (PPT) was developed in the light of Likert Scaling methodology, showing point value zero through four.

           

Both instruments CTOS and PPT were pilot tested and flaws were removed in the final versions. The data related to classroom teaching observation was arranged and analysed through frequency tables, which showed the frequency with which each variable of research instrument was mentioned. The total number of frequency in each category were changed to percentages. The categories were arranged in ascending order.

 

The variables of Pupil’s Perception of Teaching (PPT) in quantifiable terms placed school teachers of modern and deeni madaras on the scale by their pupils as perceivers. The research instrument (PPT) was expected to discover difference between observers’ observations and students’ perception about teaching of their teachers.

 

The research instruments: Classroom Teaching Observation Schedule (CTOS) and Pupil’s Perception of Teaching (PPT) highlighted the similarities and differences in teaching practices across modern and indigenous school settings. Both quantitative and qualitative (interpretive) methodologies were employed to anaylse the data. An integrated model of instruction was developed and its validation was sought through consultation with the panel of experts and subsequently the model was tested in the live classrooms.

 

Definitions of Terminology

To clearly understand the nature of teaching-learning practiced in the modern and indigenous schools, it is needed to examine the meaning of some of the key concepts and definitions of major terms related to this study as mentioned below.

 

Indigenous Schools.   Institutions started by the natives (Muslim Scholars) for religious studies, languages, literature, law and the sciences contained in Arabic after 712 A.D. in the subcontinent. By madrasa or place of lesson is meant an Arabic school from its beginning, the Quran schools (deeni madaras).

 

Modern Schools.     The schools established during the British regime in subcontinent both in public and private sectors.

 

Major Findings and Conclusions

Pertaining to variety of methods. It was found that modern classroom teachers and indigenous classroom teachers use almost similar strategy of instruction by behaving similarly on 20 out of 31 categories included in section I of observation schedule under variety of methods. These categories include; stating learning objectives of the lesson, lecturing, reading text, reading text with translation, reading text with translation and explanation, giving correction while pupil reads text, use of overhead projector by the teacher, giving demonstration, giving demonstration with explanation, involving students in demonstration, sequencing teaching activities, telling stories, asking questions from pupils, answering questions of the pupils, generating questions and answering, pointing values and morals, asking students to reflect, telling applications of lesson, desiring to plan fieldtrips, etc.

 

Modern classroom teachers showed better performance on five categories under variety of methods. These categories include; reading text with explanation, repeating concept, leaving conclusions to the students, use of work books by pupils, and problem solving by pupils. All these categories are desirable for effective teaching.

 

Indigenous classroom teachers tended to put more emphasis on six categories as compared to modern classroom teachers. These categories include; lecturing, reading text with translation, reading text with translation and explanation, giving correction while pupil reads text, inviting discussion and text book reading by pupils.

 

It was noted that on the whole modern classroom teaching and indigenous classroom teaching, within the limits of the sample of this study, is not very much different as thought of by the educators. Methods used by the indigenous classroom teachers like “teacher reads text with translation and explanation and teacher invites discussion” were considered to be more useful and interactive.

 

Pertaining to classroom climate, classroom interaction and classroom management.  Modern classroom teachers and indigenous teachers created similar classroom climate with respect to accepting criticism, focusing attention on the total class and creating relaxed atmosphere. Indigenous classroom teacher, miraculously was far more courteous, sympathetic and showing patience alongwith maintaining good discipline in the classroom as compared to the behavior of modern classroom teacher on these parameters. Modern classroom teacher seemed to be more harsh, creating punitive and tense environment as compared to indigenous classroom teachers. This result is also very much contrary to the common notion held by the critics of deeni madaras that teachers in such schools are harsh giving severe punishments.

 

Classroom interaction in both types of classrooms i.e. modern classroom and indigenous classroom was found non-existent. The only interaction which took place was “single group teacher led interaction” which infact interaction of teacher with the whole class. Indigenous classroom seems to be more comfortable with better class control by the teacher. Modern classroom is apparently better furnished with the arrangement that there is enough circulation area. Teacher has also proper place for sitting and standing. Most of the factors of classroom management seem to be almost common between modern classroom and indigenous classroom.

 

Pertaining to teachers’ personality, teachers’ competencies and use of Islamic morals and behavior by them. Teachers of modern classrooms were better dressed while indigenous classroom teachers had more pleasing way of speaking. Modern classroom teachers on the whole seemed to have uncertain personality.

 

All other personality traits like emotional stability, punctuality, smiling face, kindness and confidence seemed to be shared equally by the two types of teachers with a slight positive swing to modern classroom teachers. Modern classroom teacher is prominent in giving thorough explanation. Indigenous classroom teacher seems to lay more emphasis on proceeding from simple to complex and suggesting aids for learning.

 

Modern classroom teachers showed themselves to be using negative reinforcements and more competent in controlling odd situations. Indigenous classroom teachers showed superiority in using Islamic morals and behaviors in classroom teaching over modern classroom teachers. Indigenous classroom students behavior was also more akin to Islamic morals by showing respect to teachers through sitting quietly in the classroom and not standing up as a sign of respect to teachers.

 

Indigenous classroom was prominently different from modern classroom in pupil initiative, the indigenous classroom being dominated by teacher with no pupil participation. Modern classroom showed teacher dominated major pupil participation. However, indigenous classroom teachers showed more instances of review of lesson at the end as compared to modern classroom teachers. Modern classroom teachers had more instances of giving assignments while indigenous classroom teachers were more frequent in checking the assignments given to students.

 

Development of an Integrated Model of Instruction

Terminal objective of this study was to come up with an integrated model of instruction based on the good practices of teaching by modern classroom teachers and indigenous classroom teachers. The model developed in the light of results of this study is described below (For graphic representation, refer to the Figure).

 

The model is represented in the form of concentric circles with two arrows on both sides. The inner most circle contains the categories from variety of methods (Section A) on which both the groups of teachers i.e. modern classroom teachers and indigenous classroom teachers were found similar. This meant an agreement on these categories pertaining to variety of methods thus giving them the status of core categories and very essential for an effective strategy of instruction. This section of the model can be termed as inner core.

 

The circle surrounding the inner core contains commonly practiced categories pertaining to teacher’s personality, teacher’s competencies and integration of Islamic morals and behavior with teaching. Categories pertaining to these three sections give effectiveness and direction to the teaching strategy taking shape out of the core part of the model. Third concentric circle contains set of categories pertaining to three overlapping sections of classroom climate, classroom interaction and classroom management. In this part also only those categories are included which were found to be common to modern as well as indigenous classroom teachers.

 

The outer-most circle of the model represents categories pertaining to classroom evaluation practices found to be common among modern and indigenous classroom teachers. Arrow blocks on the right and left of the concentric circles represent the following.

 

Block on the left side. This block represents desirable elements out of the categories on which modern classroom teachers scored high. Desirable elements were identified on the basis of opinion of the experts both from modern institutions and deeni madaras. The arrow towards right suggests that these elements will permeate into the mainstream categories included in the concentric circles as and when required during classroom teaching.

 

Block on the right side. Block on the right side same meanings and implications for the indigenous classroom teachers as have been described under the above para.

 

Recommendations

Following recommendations are made on the basis of foregoing results and conclusions.

 

1.       Good points derived out of teaching practices in indigenous classrooms be incorporated in modern classrooms and vice versa.

2.       In-service training packages for the training of both types of teachers be developed to implement the recommendation at Serial No. 1.

3.       Programmes may be devised under which modern classroom teachers visit deeni madaras to observe teaching in these institutions. Likewise indigenous classroom teachers may be given opportunities to visit exemplar modern schools to learn from the experiences of their teachers.

4.       Integrated Model of Instruction may be used as a basis of programme for inservice and preservice training of teachers in the modern school system.

5.       Integrated Model of Instruction developed as a result of this study may be tried out by the Provincial Institutes of Teacher Education and by Institutes of Education & Research, Punjab University, for further refinement and validation.

6.       Further research on the topic may continue at master’s and doctoral levels with the help of Institutes of Education & Research, Government Colleges of Education and Allama Iqbal Open University.

 

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Published:     Excerpts in Journal of Elementary Education. (1999). 9(1-2), 147-158. Department of Elementary Education, Institute of Education and Research, University of the Punjab, Lahore, Pakistan.