The aim of Master's thesis was to find out what impact teaching with creative movement has comparing to frontal teaching. We focused on students in the second trimester and teachers in an adapted primary educational programme with a lower educational standard. We were particularly interested in students’ well-being and teachers’ experience in teaching, students’ experience of their own knowledge and the acquired knowledge immediately after teaching.
The first part of the Master's thesis consists of the theoretical part, which includes definitions of the concepts of children with mild intellectual disability, adapted educational programme with lower educational standard, movement, creative movement as a teaching method, creative movement and children with mild intellectual disability. The empirical part comprises qualitative-quantitative research using an experimental method, which was carried out in two 5th grade classes in one of the Ljubljana primary schools with an adapted educational programme with a lower educational standard. The effects of creative movement were assessed by teaching the experimental group with creative movement and the control group in a traditional, frontal way. Students were given a general mathematical test, a scale for assessment of well-being and knowledge and a final knowledge test. The quantitative part consisted of the teacher’s diary notes of teaching experience in both groups, which were analysed by fields.
While teaching with elements of creative movement we found out that students statistically do not feel better and do not experience feelings of better competence. Additionally, they do not achieve statistically significant higher results on the final test of knowledge. In our research both methods of teaching have been proven effective. We recommend to intertwine both methods of teaching. While teaching with creative movement, teacher perceives a more positive atmosphere and more communicative interactions with the whole class.
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