Motivation to Learn. The system
has helped develop among the children an intrinsic desire to learn.
As programmed teacher or peer-group leader stands before a group
or among his/her peers, he/she would want to assure himself/herself
of some mastery of his or her assignment. Thus, children become
more motivated to learn inspiring other learners as well.
Self-confidence. Children under the system are more confident
particularly in taking tests and in interacting with visitors.
Skill in Self-study. As children are exposed to modular learning,
their skill for self-study is enhanced that even when they are absent from
class due to unavoidable reasons, the children make up for it through self-study.
A Sense of Responsibility and Commitment. The system has developed
in the pupils a strong sense of responsibility and commitment through the
group-contracting scheme. In group contracting, a peer group signs out a
number of modules to be finished at a specified time and for which they are
responsible for monitoring the progress of the members in the group. The
peer-group members take it upon themselves to assist an absent member,
to tutor the slow, and to visit and help the sick.
Development of Leadership. As children are given the chance to become
programmed teachers or peer-group leaders, they experience being looked up
to, obeyed, and respected. These opportunities make them stand tall in the
eyes of the younger children. Thus, the desire to excel as a group leader
enters consciously or unconsciously in the mind of the young programmed
teachers and the peer-group leaders. In the process, they nurture those qualities
of leadership in which in time will be their asset in the adult world.
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