Effects of Inductive Learning Based on Data-Driven Learning at Elementary Schools in Japan

Abstract

This study explores the effects of a method based on data-driven learning (DDL) for elementary school children learning English. Participants were two separate classes of sixth grade elementary school students in Japan. One class was assigned as the oral-practice group and the other the DDL group with oral practice. To investigate the effects of DDL, both groups’ pretest, posttest, and delayed posttest scores were statistically compared. The results showed that the activity based on DDL significantly improved their knowledge of plural affix -(e)s usage between countable and uncountable nouns, and they successfully retained this knowledge even after more than two weeks. In addition to these gains, the participants generally gave favorable responses to the DDL-based activity, which was probably due to its game-like format with group members. These results highlight the great potential of inductive learning based on DDL principles as an effective method for elementary school English curriculum planning.