Experiential versus traditional pedagogy: A study of primary school in Delhi NCR

Abstract

For too many students, schooling has not resulted in any learning. This has been recognised by National Educational Policy 2020, which suggests a pedagogical shift to curb this. This research will focus on understanding whether a pedagogical shift from traditional learning to experiential learning will lead to better learning outcome among primary school students. Using pre and post-test design, we divide forty students (n=40) of grade one in two groups. The first group experienced traditional pedagogy, while the second group experienced experiential pedagogy. Using SPSS 19, t- test was administered. The result indicates students in experiential learning (group two) have better pre-test scores than students in traditional learning. The outcome stipulates that experiential learning provides a holistic learning with better understanding which students can connect to their lives.