Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools

Abstract

Emerging democracies such as Guatemala are beginning to experiment with active learning methodologies to improve learning and encourage democratic behavior among children. However, there exists little information on the effects of different classroom environments on children's behavior in developing countries. This study uses focused classroom observations to examine differences in the democratic behavior of children of different genders and ethnicity attending traditional rural schools and those attending rural schools with an experimental active learning program. Results show that children in the experimental program engage in significantly more democratic behaviors than their counterparts and these behaviors are related to participation in small group activities. Within the active learning program, greater democratic behavior and small group participation are also related to higher reading achievement at the classroom level.