Download pdf
A Comparative Study on the Effectiveness of Traditional and Modern Teaching Methods
- 1 McMaster University
* Author to whom correspondence should be addressed.
Abstract
With the progress of the times, traditional teaching methods are gradually fading out of view in some developed countries, followed by modern teaching methods. Traditional teaching, often teacher-centered, focuses on knowledge transmission and memorization, while modern methods emphasize student-centered learning, active engagement, individualized instruction, and the use of technology. This study compares the effectiveness of traditional and modern teaching methods in relation to child development and educational psychology. Drawing from key theories in child development, such as Piaget’s cognitive development stages and Vygotsky’s social-cultural theory and zone of proximal development, this research explores how different methods support or hinder children’s cognitive, emotional, and social growth. Furthermore, principles from educational psychology, such as motivation and learning theories, offer a framework for evaluating the effects of these strategies on students' comprehensive academic performance and growth. The study finds that a balanced strategy, incorporating both classic and contemporary methods, yields optimal results by addressing varied learning demands and fostering critical thinking, creativity, and profound knowledge.
Keywords
Teacher-Centered, Student-Centered, Modern Teaching Method
[1]. Kaur, S., & Pahuja, J. A Comparative Study of Traditional and Modern Techniques on Student Learning.
[2]. Fourie, Mariette & Schlebusch, Gawie. (2024). Cognitive psychology and the classroom: what teachers need to know. Journal of Educational Sciences & Psychology. 14 (76). 64-75. 10.51865/JESP.2024.1.08.
[3]. Ehsanpur, S., & Razavi, M. R. (2020). A Comparative analysis of learning, retention, learning and study strategies in the traditional and M-learning systems. European Review of Applied Psychology, 70(6), 100605.
[4]. Sanghvi, P. (2020). Piaget’s theory of cognitive development: a review. Indian Journal of Mental Health, 7(2), 90-96.
[5]. Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in psychology, 11, 1157
[6]. Johnson, D. (2017). The role of teachers in motivating students to learn. BU Journal of Graduate Studies in Education, 9(1), 46-49.
[7]. Miller, P. H. (2022). Developmental theories: Past, present, and future. Developmental Review, 66, Article 101049. https://doi.org/10.1016/j.dr.2022.101049
[8]. Holmes, J., & Holmes, J. (2014). John Bowlby and Attachment Theory (2nd ed.). Routledge. https://doi.org/10.4324/9781315879772
[9]. Bi, M., Zhao, Z., Yang, J., & Wang, Y. (2019). Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Medical teacher, 41(10), 1124-1128.
[10]. Nazarenko, A. L. (2015). Blended learning vs traditional learning: What works?(a case study research). Procedia-Social and Behavioral Sciences, 200, 77-82.
Cite this article
Chen,X. (2025). A Comparative Study on the Effectiveness of Traditional and Modern Teaching Methods. Lecture Notes in Education Psychology and Public Media,85,13-18.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 3rd International Conference on Social Psychology and Humanity Studies
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).