The influence of traditional and non-traditional educational models on children’s beliefs towards education, future expectations and resilient attitudes

Abstract

Education is considered as a protective and empowering tool against social problems. Recent studies have directed their attention to non-traditional methods of education due to their influence in positive academic and personal outcomes. In Uganda, the country where this study has been conducted, the education system has remained that which was introduced under the colonial era, predominantly the traditional model. Therefore, few schools -particularly those following international curriculums-, are promoting a non-traditional educational model, with emphasis on the child’s holistic development including focus on social skills and knowledge application abilities. The present research aimed to compare possible influences of traditional and non-traditional educational models on children’s beliefs towards education and its potential relation with their present life perceptions, future expectations and resilient attitudes. A cross-sectional and comparative case study research design was thus adopted using qualitative research methods mainly guided by grounded theory principles. Overall, eighteen children and three teachers from three different sets of schools - a public, private and an international- in Kampala district, participated in the study which was undertaken between February and March 2015. The main results indicate that there is a positive influence on learner’s perceptions and beliefs towards education within the educational model that they were under. Children’s attitudes and perceptions about education and learning favoured the model in which they were immersed and preferred the academic activities of each system because of their relation with the important elements promoted in each model. Also, children in traditional model seem to have more certainty about their future accomplishment, but the ones in non-traditional settings show a deeper reflective process towards their future. The economic status of children’s families –instead of the educational model- emerged as a factor related to how children perceived their present life and their future aspirations. Using a social constructivist and ecological perspective which emphasize the importance of the environment, study concludes by affirming a difference in how educational models can foster resilient attitudes. Non- traditional models are more likely to promote a growing mindset and resilient attitudes as opposed to traditional models which focusing on the academic excellence of the child almost exclusively, tend to promote fixed mindset and offer fewer opportunities to develop resilient attitudes. Recommendations point to changes on educational policies and interventions including teacher training on effective praising and innovative ways of promoting and integrating critical thinking in academics.