Traditional or Modern teaching strategies?

Hello peers! My occupation is primary school Education, i'm a primary school teacher, so i would like to design an experiment in the discipline of Educational Psychology. The main research question is:Which one is more effective teaching strategy, a traditional or a modern one?By "effective" i mean more effective in the goals of a) make students understand more wider the teaching subject, connecting it with subjects that already know and subjects from other disciplines or situations. b) make students more effective in solving real life problems related to this subject. c) make children more interested in this specific subject or discipline or scientific knowledge in general. So the a, b, c, levels are these that i would like to assess. Before the main experiment plan, i would like to define and describe what i mean with "traditional" and "modern" teaching strategy. This is nesesary because by these criteria somebody can test the experiment. Of course there is a big amount of teaching strategies but i would like to disciminate according to these levels 1) Traditional teaching strategy: a) Teacher and/or the school book are the only resources of knowledge, so b) Teacher presents the main subject while c) students remain silent and listen carefully to the new knowledge that teacher presents. d) After the main presentation, students apply what teacher has almost presented in test that teacher or/and the school book has designed. e) Cooperation and interaction between students is not supported. In fact it is percieved as obnoxious. f) Teacher asks, students answer and the ask if and only if the have something to ask about the subject, something that haven't understood. Teacher has to answer the question.

2) Modern teaching strategy.

a) Knowledge can come from many resources: newspaper, internet, books, teachers and students experience, enviroment. Teacher is not the only resource but he organises carefully the information that are discussed in the class, so b) The main subject is discussed in many different levels. Every statement or opinion has to be explained and necesarily justified to be aproved. c) As a result students interact in many different levels between themselves, teacher, materials and the produced knowledge. d) Students exercise their skills in every part of this situation, ask questions and seek justification from the teacher. e) Cooperation between students is not only supported but it is a necesary condition for this strategy. f) Teacher organises the discussion and the research, assesses students ideas, thoughts and propositions and helps them clarify the new knowledge. So i think that the distinction between these two strategies is clear. "Teaching strategy" is the indepedend variable and "Students understanding, skills and interest" is the depedend variable. Talking further about the D.V. i suggest that we could have two different situations/feedbacks for the majority of the students who participate: a) Poor understanding of the subject, few connections between the new subjects and what kids already know, low skills of solving real life problems in a variety of situations, low interest about the new subject, or b) Rich understanding of the subject, various connections between the new subject and what kids already know, high skills of solving real life problems in a variety of situations and high interest about the new subject. So, in terms of indepedend and depedend variables, the main research questions are: Does 1 leads to a? Does 1 leads to b? Does 2 leads to a? Does 2 leads to b? So we take two different classes of students in the same age, level of knowledge/skills and socioeconomic level. In the first class the teacher follows strategy 1 (traditional) and in the second class the teacher follows strategy 2 (modern). When the lesson is over, the researcher gives the students tests in which the students have to solve real life problems related to the new subject. This test permits the researcher to asses if the a and b levels of effectiveness. The questions below will be the main levels of assessement.

Do the majority of the students: a) Recall what already know to solve the problem? b) Use different types of thinking and applying what they have learned? c) Seem to have a high level of interest and motivations to solve the problems?

P.S. Thanks for reading! I know that my experiment could be more clear and organised, although i didn't have enough time for something better. I' m not an english native speaker so i hope you not to be strict. Thanks again and have a nice time!