The evaluation of the integrated-subjects approach in the Maltese primary schools

Abstract

This study investigates the extent to which the integrated-subjects approach is being practised in Maltese state, private and church schools. It also tries to make it easier for the teachers to use this approach. Both the advantages and disadvantages of the integrated-subjects approach are seen with special reference to the Maltese context. This has been done through a national questionnaire amongst teachers. The questionnaire has been analysed, compared and contrasted with research in other countries as well as theoretical foundations of pedagogy at the primary level.