Memorized axioms do not mesh together to create a conceptual framework of knowledge that leads to application of the framework in different contexts. Problem-solving skills are not present. Students may find it difficult to absorb and apply concepts as they are being taught in a traditional classroom. Quantitative performance may not always indicate that students have failed to grasp concepts because quantitative performances are generally required in known, or previously encountered, contexts. However, the problem becomes apparent in qualitative contexts when students must apply concepts in an unknown context and reason to draw conclusions from the conceptual framework for analysis.
Traditional instruction encourages the assessment in quantitative terms.
Qualitative reasoning is not addressed as a criterion for problem solving. In teaching to the test, instructors often concentrate on those concepts that are needed to demonstrate proficiency on known, standardized assessments and fail to incorporate reasoning strategies that allow students to adapt conceptual information to qualitative reasoning contexts. In the traditional model, where the delivery method consists of lecturing, students become lazy and lack motivation to actively grasp conceptual information. Students learn by doing . Applying concepts and actively participating in the learning experience reinforces the factual material presented in lecture.