A STUDY ON THE ROLE OF REMOTE LEARNING AS A BARRIER TO A COMMUNICATIVE CURRICULUM APPROACH

Abstract

This research examines the deterrents that are faced by rote learners, such as difficulties that are not voiced either by students or by the teacher and are ignored because of the awe-inspiring results from the students that all parties are entirely content with, i.e., teachers, parents, and, of course, students. It is basically divided into two phases. The first phase includes the theoretical part, i.e., introduction, statement of the problem, objective of the study, hypothesis, rationale of the study, and literature review, while the second phase includes the practical part, i.e., research methodology, sampling techniques, measurement instruments, data collection, and data analysis. For this qualitative research, the researcher decided to conduct an activity where a single class of elementary school students, specifically in the 5th grade, participated in a week-long study. The study commenced with the introduction of a new concept, followed by an immediate test to measure the students' initial grasp of the material. After a week's time, the students returned for a follow-up test to assess the impact of rote memorization on their understanding. By comparing and analysing the results of both tests, the study aimed to uncover any notable differences, providing insight into how various learning methods affect academic achievement. Throughout the testing process, careful attention was given to the students' behaviour to mitigate any potential factors that could influence the study's findings. Finally, the outcome of the study claims that if the pedagogy had focused on delivering knowledge through abstract methods to the students, the outcomes would have been significantly improved. This reinforces the hypothesis that rote learning is ineffective and constraining, hampering learning and constraining imaginative thinking. Instead, endorsing conceptual learning is advocated for superior and long-lasting outcomes.