The impact of successive Montessori programmes on cognitive achievement
The Montessori Method of Education, renowned for its child-centred approach, is divided into three key sub-programmes corresponding to distinct developmental planes: the Primary Programme (Casa) for ages 0−6, Cosmic Education for ages 6−12, and Erdkinder for ages 12−18. Despite numerous studies at...
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| Format: | Article |
| Language: | English |
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University of Gdańsk
2024-12-01
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| Series: | Problemy Wczesnej Edukacji |
| Subjects: | |
| Online Access: | https://czasopisma.bg.ug.edu.pl/index.php/pwe/article/view/11462 |
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| Summary: | The Montessori Method of Education, renowned for its child-centred approach, is divided into three key sub-programmes corresponding to distinct developmental planes: the Primary Programme (Casa) for ages 0−6, Cosmic Education for ages 6−12, and Erdkinder for ages 12−18. Despite numerous studies attesting to the superiority of Montessori over other educational systems, research exploring the cumulative impact of successive Montessori programmes on cognitive achievement remains limited. This study addresses this gap by evaluating the cognitive outcomes of students who have experienced varying durations of Montessori education. This empirical research, derived from a 2017 doctoral dissertation at the Xavier University/Ateneo de Cagayan, Philippines, utilized a longitudinal dataset from The Abba’s Orchard School in Bukidnon. The study spanned academic years 1999 to 2015, involving 105 students who graduated from the school’s adolescent programme beginning from 2007−2008. Students were categorized based on their exposure to Montessori programmes: Group A (37 students) attended all three programmes (Casa, Cosmic Education, Erdkinder), Group B (48 students) attended Cosmic Education and Erdkinder, and Group C (20 students) attended only Erdkinder. Cognitive performance was measured using Grade Point Averages (GPA) and College Admission Test (CAT) results from top Philippine universities. The findings demonstrated that previous Montessori experience significantly enhances cognitive performance. Group A students, who attended the full spectrum of Montessori programmes, achieved the highest GPAs (92−93), followed by Group B (90−91), and Group C (87−88). Statistical analysis revealed highly significant differences in GPA scores among the groups (alpha ≤ 0.01, P = 0.000 to 0.001). Additionally, the number of Montessori Programmes Attended (MPA) and Erdkinder Academic Rating (EAR) were positively correlated with CAT success. Group A had an 89% pass rate for at least one CAT, compared to 52% for Group B and 35% for Group C. Further analysis indicated that each additional Montessori programme attended increased the likelihood of passing a CAT by 3.5 times, while a unit increase in EAR enhanced CAT pass odds by 28 times. The results underscore the importance of successive Montessori Programmes Attended (MPA) in fostering cognitive development. Students who progressed through the complete Montessori spectrum exhibited superior cognitive outcomes and higher success rates in college admissions. These findings align with Dr Montessori’s philosophy that education should be an integrated continuum, where each developmental stage prepares the child for the next. This study provides robust evidence supporting the efficacy of the Montessori Method in enhancing cognitive achievement. The significant cognitive benefits observed in students with extensive Montessori exposure are advocates for the continuity of Montessori education across all developmental planes. Future research should explore broader samples and additional outcomes to further validate these findings.
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| ISSN: | 1734-1582 2451-2230 |