Traditional Methods versus Modern Strategies of Educational Instructions

Download Article

DOI: 10.21522.TIJPY.2016.03.01.Art001

Authors : Nusrat Ara Begum


Without a doubt, the 21st century is a revolutionary era of time, the concept of globalization has broadened the vision to recognize needs across societies. The Educational system of any country is the back bone of the progress of its institutes. All these things demand us to change our traditional ways of teaching and adopt new educational strategies to keep up with these contemporary times.

Advance teaching methodology has become a very popular topic since last 50 years to develop the research oriented and problem-based learning and their effective implementation.

The main objective of education is to change the behavior of learners according to the need of society and bringing outstanding development in their personality. This task is possible only by the process of updated formal and informal teaching and learning. A teacher can teach efficiently and save time and his physical energy, if he knows the proper use of latest techniques of teaching according to students’ age and academic level.

Modern teaching methods not only helps teachers in their professional growth but also brings innovations in their thinking to make the classroom environment better and prepare students according to the economic, social and technological demand of present and future world.

This article compares the strategy, advantages and disadvantages of different types of traditional and modern teaching methods to help teachers and learner to choose the right teaching and learning method according to the need and abilities of students to get better correspondence with their life and society.

Keywords: Lecture Method, Assignment Method, Project Method, Inquiry based method, Reception Method, Dicovery Method.


[1].     Anagnostopoulo, K. (2002). Designing to learn and learning to design: an overview of instructional design models LTSN Generic design: an overview of instructional design models. LTSN Generic.

[2].     Boud, D. & Feletti, G. (1999). The Challenge of Problem-Based Learning, (2nd Ed.), London: Kagan Page.

[3].     Dick, W. (1987). A history of instructional design and its impact on educational psychology, in J. Glover & R. Ronning (eds), Historical foundations of educational psychology. New York: py gy Plenum.

[4].     Evans, T. (1994). Understanding Learners in Open and Distance Education. London: Kogan Page.

[5].     Gustafson, K.L., & Branch, R.M. (2002). Survey of Instructional Development Models, Ed 4. New York: ERIC.

[6].     Hartley, J. (1991). Designing Instructional Text, 3rd Ed. London: K PKogan Page. 21 Centre.

[7].     Reiser, R.A. (2001). A history of instructional design and hl hi f iildi diltechnology, Part II: A history of instructional design. Educational Technology, Research and Development, 49 (2), 57-67.

[8].     Romiszowski, A.J. (1982). A new look at instructional design, Part II, Instruction: Integrating one’s approach. British Journal of Educational Technology 13 (1) 15-55Educational Technology, 13 (1), 15 55.

[9].     Rowntree, D. (1990). Teaching through Self- Instruction, Rev Ed. London: Kogan Page.

[10].  Seels, B., & Richey, R. (1994). Instructional Technology: The definition and domain of the field. Washington, DC: AECT.

[11].  Shatunova, O. V., Shabalin S. V., (2014). Innovative Training Forms of Pre-Service Teachers of Technology for the Teaching the Basics of Entrepreneurship. World Applied Sciences Journal, 29(4), 1818-4952.

[12].  Shatunova, O.V., Falyakhov, I.I. (2015). Formation of the Social-Professional Mobility of Students during Their Participation in the College Innovative Activity. The Social Sciences, 10(6), 926-929. (Date of view 16.10.13)

[13].  Teo, R. and Wong, A. (2000). Does Problem Based Learning Create A Better Student: A Reflection? Paper presented at the 2nd Asia Pacific Conference on Problem-Based Learning: Education across Disciplines, December 4-7.