The criterion variable, also called the dependent variable, is the outcome being measured, here students' achievement resulting from the manipulated teaching method.
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The independent variable is the factor manipulated by the researcher, in this case the teaching method, which is expected to influence the outcome measured.
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Control in research means holding all variables constant except the one being tested, isolating the treatment's effect and strengthening confidence in causal conclusions.
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Systematic research follows an organized, orderly sequence of steps from problem identification through data collection and analysis, ensuring logical progression and coherent methodology.
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Pragmatists judge educational ideas primarily by their practical consequences and real-world usefulness, valuing outcomes and effectiveness over adherence to tradition or authority.
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Progressivism positions the teacher as a facilitator guiding student-centered exploration and discovery, rather than an authoritarian figure who simply transmits fixed knowledge.
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Naturalism advocates minimal adult interference, believing children should develop and learn naturally according to their own inherent instincts and developmental stages without excessive control.
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Essentialism emphasizes disciplined, rigorous study of fundamental academic subjects like reading, writing, and mathematics, believing these core disciplines are essential for all students.
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Progressivism organizes learning around children's interests, needs, and real-life experiences, emphasizing active, experiential, and child-centered approaches to education rather than rigid curricula.
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Existentialism rejects predetermined meanings, asserting that individuals must create their own purpose and meaning in life through free choices and personal responsibility.
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Perennialism-based curricula center on great books and universal intellectual truths, believing certain classical works and ideas hold enduring value across all time periods.
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Essentialism grants teachers an authoritative role in transmitting core academic knowledge and skills, emphasizing structured, teacher-centered instruction of essential traditional subject matter.
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Realism asserts that the physical world exists independently of human perception or consciousness, emphasizing objective reality that can be studied through observation and science.
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Pragmatism evaluates truth based on practical consequences and real-world testing of ideas, rejecting fixed absolute truths in favor of experience-based verification and usefulness.
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Existentialism emphasizes individual freedom, personal choice, and self-determination, holding that people create their own meaning and identity through conscious decisions and actions.
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Perennialism stresses timeless truths and enduring ideas that remain relevant across generations, emphasizing classical knowledge and universal principles over changing contemporary concerns.
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Naturalism views nature as the primary source and guide for education, advocating that learning should follow natural processes and children's innate developmental tendencies.
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Pragmatism, associated with John Dewey, emphasizes learning by doing, practical experience, and testing ideas through real consequences rather than abstract theorizing alone.
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Idealism holds that ultimate reality is spiritual or mental rather than physical, emphasizing ideas, consciousness, and the mind as the true foundation of existence.
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Project method emphasizes learning through purposeful, hands-on activity where students actively engage in doing tasks rather than passively receiving information from the teacher.
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Deductive teaching begins with a general principle followed by application examples, moving from abstract rule to specific instances, contrasting with the inductive approach.
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Role play allows learners to act out scenarios from another person's perspective, fostering empathy, emotional understanding, and deeper appreciation of differing viewpoints.
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Programmed instruction breaks content into small sequential steps with immediate feedback after each response, allowing learners to progress at their own individualized pace.
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In brainstorming, criticism and evaluation of ideas should be delayed until the idea-generation phase concludes, ensuring participants feel free to share unconventional thoughts.
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Discovery learning minimizes direct teacher explanation, instead requiring students to independently explore materials and situations to construct their own understanding and knowledge.
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