Vol. 9, Issue 2, December 2013.



Nenad Suzić1, Vera Jelić2, and Ankica Milivojac3
1Faculty of Philosophy, University of Banja Luka, Bosnia and Herzegovina
2Elementary school “Petar Kočić” Šibovska, Prnjavor, Bosnia and Herzegovina
3Pedagogue, unemployed, Bosnia and Herzegovina

doi: 10.5550/sgia.130902.en.001S
COBISS.RS-ID 4123160
UDC: 378.014.3:371.147



FULL TEXT (.pdf)

The present study shows an experimental application of the SRI model of studying in teaching. We are talking about separating the relevant from the irrelevant, i.e. the SRI model which was applied in a group rotation experiment. Namely, the first group, which included the second, the third and the fourth class, applied the mentioned model for twelve lessons, and three parallel classes represented group K, which applied traditional teaching models. After the twelve lessons the effects of the SRI model in group E and traditional teaching in group K were measured. Then, the students from group K applied the SRI model for twelve lessons, and group E applied traditional teaching models. Again, with the completion of both, measurements were conducted once again. The measurement included students motivation, the way they evaluated the material and how many important facts they memorized from the material. The results show that the application of the SRI model gives better effects when it comes to motivation, evaluation of the material and memorizing facts.

Key words: material evaluation, memorizing facts, motivation, studying, students’ activity.


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