Efficiency of SRI Model of Learning

Abstract

The goal of this study is to prove the efficiency of SRI (Separate Relevant from Irrelevant) model of learning. The present paper offers two studies. One was conducted on the sample of 82 fifth-grade students (aged 11 to 12 years) attending elementary-level schools in Banja Luka, while the second study focused on 36 school lessons, with six researchers from the Faculty of Philosophy and four elementary school teachers coming from the same schools as students of the first sample. The first study findings have shown that: (a) SRImodel of learning yields better effects in fact memorization (content retention) in comparison to traditional-style teaching, (b) SRI model results in higher level of enjoyment during mother tongue lessons (statistically significant), and nature study lessons (not statistically significant), (c) SRI model contributes to decreased level of negative emotions during school lessons, and (4) students aged 11 to 12 are reported to acquire sufficient mastery of SRI model of learning. The second study has provided evidence that: (a) the SRI model results in higher level of learning efficiency, i.e. higher level of students’ engagement during lessons, (b) in SRI learning model, group interaction results are recorded better in comparison to individual work.