Abstract
The present investigation was carried out to compare 4-6 year old Montessori and traditional school children on Cognitive Development with respect to logically related objects. The sample consisted of 4-6 year old boys and girls(sample size-72) drawn from four different schools. The tests were administered on a one-to-one basis. The task the children performed involved the recognition and recall of logically related objects i.e a seriation task. The test materials were drawn from the original work of Piaget with subsequent contribution from Yussen, Mathews and White(1980) who used these materials to determine the child’s intellectual development in the acquisition of concrete operational thought. It was an ex post facto study. The statistics employed was the ‘t’ test. The results showed no significant differences between Montessori and traditional school children on Cognitive Development.
Highlights
The present investigation was carried out to compare 4-6 year old Montessori and traditional school children on Cognitive Development with respect to logically related objects
As seen from table 2a, there was no significant difference in the performance of 4 – 6 year old Montessori and traditional school children in Memory Task (Recognition of logically related objects)
Hypothesis 1 which states that that there will be no significant difference in the performance of 4 – 6 year old Montessori and traditional school children in Memory Task (Recognition of logically related objects) has been accepted
Summary
The present investigation was carried out to compare 4-6 year old Montessori and traditional school children on Cognitive Development with respect to logically related objects. As seen from table 2a, there was no significant difference in the performance of 4 – 6 year old Montessori and traditional school children in Memory Task (Recognition of logically related objects).
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