Abstract
ABSTRACT The study aims to analyse student experience in Dewey’s traditional and progressive education. The sample consisted of 39 (n=39) first-year students of the undergraduate program of sociology. A one-group quasiexperimental design was used to measure if any difference exists in the student experience in traditional and progressive education. Data collected was examined using a t-test through SPSS19.0. The investigation revealed progressive education comprising of continuity and interaction of an experience showed an upward trend as its counterpart. Moreover, different aspects of experience such as (1) knowledge construction, (2) subjectively interpreting new knowledge, (3) relatedness with the real world, and (4) conversion of experience into an educational one; seem to differ significantly based on the classroom environment, implying classroom environment plays a major role to play in creating better learning experiences for students.
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