Angažovanost učenika u nastavi

Apstrakt

This paper presents examines the effectiveness of teaching lessons after the experimental program has been implemented, including the use of innovative learning models (interaction, self learning, play and research). The research covered two groups of respondents (experimental and control), and shows results from initial to final measurement. This paper is based on three hipotesis. First, we have assumed that the application of this models will affect the efficiency of teaching lessons, and that will achieve a statistically significant difference from initial to final measurement in favor of the experimental group, in terms of students engagement. Second hypothesis was to examine whether there is a difference in student engagement with regard to school success. The third hypothesis refers to the identification of the most effective models in student engagement. The findings obtained by this research indicate to justification for application of these models, as the students achieved greater engagement in the teaching process.