@misc{10481/81106,
year = {2023},
month = {3},
url = {https://hdl.handle.net/10481/81106},
abstract = {The Indian education system has been struggling with forming a foundational sense of numeracy
among children. The draft of the Indian National Education Policy (NEP) that was released in early
June 2019 makes a very clear statement about the "severe learning crisis." The long policy document
states that there are a significant number of children in elementary school who don't have the basic
reading and math skills and recommends a "pedagogical shift" to change this. Therefore, the research
will focus on understanding whether a pedagogical shift from traditional pedagogy to experiential
pedagogy will lead to better learning outcomes among primary school students. Using a pre- and
post-test, we divided forty students (n = 40) from grade one into two groups. The first group
experienced traditional pedagogy, while the second group experienced experiential pedagogy. Using
SPSS 19, a t-test was administered. The result indicates students in experiential learning have better
pre-test scores than students in traditional learning. The outcome stipulates that experiential learning
provides holistic learning with better understanding that students can connect to their lives},
publisher = {Universidad de Granada},
keywords = {Learning outcome},
keywords = {Mathematics},
keywords = {Primary Education},
title = {Experiential versus Traditional Pedagogy: A study of primary school in Delhi NCR},
doi = {10.47750/jett.2023.14.01.009},
author = {Mathur, Ayushi and Singh, Shruti},
}