pedagogical strategies thesis

8 Theories and pedagogical strategies for teaching

by Katrina | Mar 12, 2024 | Pedagogy

Today there are many different ways to teach and different approaches to learning that are widely accepted. Throughout history there have been many theories that have helped shape these pedagogical strategies for teaching and learning.

From inquiry-based learning and project-based learning to student-led classroom or teacher-led, there are many ways to engage students in learning.

By understanding these theories and strategies, teachers can build their own pedagogical content knowledge to develop a philosophy of teaching and their own teaching style.

In this blog post, we will explore a variety of pedagogical practices and effective teaching strategies that have helped to shape current practices and impact student learning. 

pedagogical strategies for teaching

Importance of pedagogical approaches

Effective pedagogical strategies for teaching are crucial components of a successful classroom environment, impacting student learning outcomes, engagement, and overall academic achievement. Pedagogy involves the science and practice of teaching.

The pedagogical approaches a teacher uses shapes the learning of their students. This is important for:

1. Student Engagement: 

• ​ Active learning strategies such as group discussions, hands-on activities, and interactive lectures keep students engaged and interested in the subject matter.
• Varied teaching methods cater to diverse learning styles, ensuring all students have opportunities to participate and learn effectively.

2. Understanding and Retention :

• Effective pedagogy promotes deeper understanding and retention of concepts through techniques like scaffolding, where complex ideas are broken down into smaller, manageable components.
• Utilizing visual aids, real-life examples, and analogies help students grasp abstract concepts and make connections to prior knowledge.

3. Critical Thinking and Problem-Solving Skills :

• Encouraging inquiry-based learning and problem-solving activities fosters critical thinking skills.
• Providing opportunities for students to analyze, evaluate, and synthesize information promotes higher-order thinking skills essential for success in academia and beyond.

4. Personalized Learning :

• Differentiated instruction allows teachers to tailor their approach to meet the individual needs and abilities of each student.
• Assessment for learning strategies, such as formative assessments and peer feedback, help teachers identify areas where students require additional support or challenge.

5. Technology Integration :

• Leveraging educational technology tools and resources enhances teaching effectiveness and expands learning opportunities.
• Interactive multimedia presentations, educational apps, and online resources can supplement traditional instruction and engage digital-native students.

6. Teacher-Student Relationships :

• Building positive and supportive relationships with students creates a conducive learning environment where students feel safe to take risks, ask questions, and seek assistance.
• Effective communication and empathy foster trust and collaboration, enhancing students’ motivation and academic performance.

Effective teaching strategies and pedagogy are essential for creating a dynamic, engaging, and inclusive classroom environment that promotes student learning, critical thinking, and personal growth.

By employing a diverse range of pedagogical strategies for teaching and learning, teachers can cater to the individual needs and strengths of their students, fostering a love for learning and preparing them for success in an ever-changing world.

9 Theories and pedagogical strategies for teaching

There are many theories and pedagogical strategies for teaching, and I won’t be able to cover them all in this blog post, but I have chosen those which revolutionized teaching at the time of their publication and still influence teaching practice today.

1. Gagne’s 9 instructional events  (Published 1965)

The nine instructional events outline a structured approach to designing and delivering instruction effectively:

1. Attract Attention: This involves captivating learners’ interest through relevant stimuli or posing thought-provoking questions.

2. State Objectives: Clearly communicate the learning goals to focus learners’ attention and motivate them.

3. Activate Prior Knowledge: Engage learners by connecting new information to what they already know.

4. Deliver Content: Present the instructional material in a logical sequence using various strategies such as lectures or multimedia.

5. Provide Guidance: Support learners by offering explanations, examples, and instructions to aid understanding.

6. Encourage Practice: Offer opportunities for learners to apply newly acquired knowledge or skills actively.

7. Offer Feedback: Provide feedback on learners’ performance to reinforce correct understanding and identify areas for improvement.

8. Evaluate Performance: Assess learners’ progress using quizzes, tests, or practical exercises to gauge achievement of learning objectives.

9. Facilitate Retention and Transfer: Employ strategies like review and application in different contexts to promote long-term retention and application of learned material.

For example:

Gagne’s pedagogical strategies for teaching focus on a teacher-centered classrooms, as they outline a structured sequence of actions for the instructor to follow in order to effectively deliver instruction. The events highlight the teacher’s role in planning, organizing, and facilitating learning experiences for students. Each event is designed to guide the teacher in engaging students, presenting content, providing guidance, and assessing learning.

join the tribe

Enter your email below to stay in the loop with new blog posts, products, freebies and discounts!

You have successfully joined our subscriber list.

2. Bruner’s theory of constructivism  

(published 1960 & 1968).

Jerome Bruner’s significant discovery was the concept of “discovery learning” and his theory of “constructivism.”

Constructivist pedagogy emphasizes the active role of learners in constructing new knowledge and understanding through exploration and discovery rather than passive reception of information. This involves learning-centered instruction with a focus on the student being the driver of their own learning.

This theory of pedagogical strategies for teaching had a great impact on education as it moved away from a teacher-centred approach. Some noticeable adjustments include:

Shift from Passive to Active Learning:  Bruner’s ideas promoted a shift away from traditional didactic teaching methods toward more interactive and engaging learning experiences where students are actively involved in the learning process.

Emphasis on Problem-Solving and Critical Thinking:  Discovery learning encourages students to explore, question, and solve problems independently, fostering the development of critical thinking skills and deep understanding.

Personalized Learning:  Bruner’s emphasis on the individual’s active construction of knowledge highlighted the importance of tailoring instruction to students’ needs, interests, and prior knowledge, leading to more personalized and effective learning experiences.

Hands-On and Experiential Learning:  Educators began to integrate more hands-on activities, experiments, and real-world applications into the curriculum to facilitate discovery and experiential learning.

Promotion of Creativity and Innovation:  Discovery learning encourages students to think creatively, make connections between concepts, and generate new ideas, fostering a culture of innovation in education.

Student-Centered Approaches: Bruner’s theories contributed to the development of student-centered approaches to teaching and learning, where the focus is on facilitating students’ active engagement, collaborative learning, and self-directed learning. This includes a ample small group work, team-based learning, project work, discussion groups, and cooperative learning to build independent learners. pedagogical strategies for teaching

3. Ausubel’s reception learning  (Published 1968)

Ausubel’s pedagogical strategies for teaching consisted of the reception learning theory, also known as meaningful reception learning. This theory emphasizes the importance of meaningful learning by actively integrating new information into existing cognitive structures.

Ausubel’s reception learning involves:

Advance Organizers: Ausubel introduced the concept of advance organizers, which are introductory materials or activities designed to provide a framework for understanding new information. These organizers help learners connect new concepts with their existing knowledge and mental frameworks, facilitating meaningful learning. e.g. Venn diagrams

Subsumption: Ausubel proposed the idea of subsumption, which involves incorporating new information into existing cognitive structures or “subsumers.” When learners encounter new information that is relevant and meaningful, they assimilate it into their existing knowledge base, thereby enhancing understanding and retention.

Meaningful Learning:  Ausubel emphasized the importance of meaningful learning, where learners actively relate new information to their existing knowledge and experiences. Meaningful learning involves making connections, organizing information, and creating meaningful associations, rather than rote memorization or passive reception of facts.

Hierarchy of Learning:  Ausubel suggested that learning occurs in a hierarchical fashion, with new knowledge being integrated into existing cognitive structures in a structured and organized manner. Learners build upon their prior knowledge and understanding, progressively expanding and refining their conceptual frameworks.

Relevant and Significance:  Ausubel stressed the significance of presenting information in a way that is relevant and meaningful to learners. When new information is connected to learners’ existing knowledge and experiences, it becomes more meaningful and easier to understand and remember.

Ausubel’s reception learning theory highlights the importance of actively engaging learners in meaningful learning experiences, facilitating the integration of new information into existing cognitive structures, and promoting deep understanding and retention.

plant and animal cells crossword puzzle printable

Dry Ice Experiments 7 Demos with Worksheets – Editable

FREE dry ice halloween experiments brochure

4. pavlov’s & skinner’s theories of conditioning.

Pavlov & Skinner’s pedagogical strategies for teaching involved that of conditioning, which primarily revolves around the principles of classical and operant conditioning, which are both central concepts in behaviorism (which we will look at next).

Here’s an outline of how these principles are applied in education:

Classical Conditioning: Classical conditioning, introduced by Ivan Pavlov, involves learning through associations between an environmental (but neutral) stimulus to evoke a conditioned response.

In education, classical conditioning can be applied to create associations between neutral stimuli and learning outcomes. For example, a teacher might pair a specific tone or visual cue with positive reinforcement (such as praise or rewards) to elicit a desired response from students.

A classroom example might be that a teacher uses a bell to signal the end of a lesson. Over time, students associate the bell with the end of the lesson and begin to anticipate it, which helps in managing transitions smoothly.

Operant Conditioning:   Operant conditioning, developed by B.F. Skinner, focuses on learning through consequences. Behavior is strengthened or weakened based on the consequences that follow it. Reinforcement increases the likelihood of a behavior recurring, while punishment decreases it

In education, operant conditioning is used to shape and maintain desired behaviors in students. Teachers provide reinforcement (positive or negative) to encourage desired behaviors and use punishment to discourage undesirable behaviors. For example, a teacher praises students for raising their hands before speaking in class, reinforcing the desired behavior of waiting for their turn to speak.

The pedagogical strategies for teaching involving conditioning, emphasise the role of environmental stimuli, reinforcement, and consequences in shaping and modifying student behaviors within the classroom setting.

5. Watson’s theory of Behaviorism  (1910s-1920s)

Behaviorism was primarily developed by psychologists such as John B. Watson, Ivan Pavlov, and B.F. Skinner. Watson is often credited as the founder of behaviorism, while Pavlov’s experiments with classical conditioning and Skinner’s work on operant conditioning further shaped the theory.

These psychologists proposed that behavior could be understood and predicted through observable stimuli and responses, without necessarily considering internal mental processes. These proposals led to pedagogical strategies for teaching that involved manipulating and encouraging certain behaviors in students.

This concept of behaviorism had significant implications for education. Here’s an outline of behaviorism’s key principles as applied to education:

Focus on Observable Behavior:  Behaviorism emphasizes observable behaviors rather than internal mental processes. In education, this means focusing on measurable outcomes such as students’ responses, actions, and achievements.

Stimulus-Response Associations:  Behaviorists believe that learning is the result of associations formed between stimuli and responses. In education, teachers use various stimuli, such as prompts, cues, and instructional materials, to elicit desired responses from students.

Reinforcement:  Behaviorism highlights the role of reinforcement in shaping and maintaining behaviors. Positive reinforcement, such as praise or rewards, increases the likelihood of desired behaviors, while negative reinforcement involves removing unpleasant stimuli to strengthen behaviors.

Operant Conditioning:  Behaviorism introduces the concept of operant conditioning, where behaviors are influenced by their consequences. Teachers use reinforcement techniques, such as rewards or punishments, to shape students’ behaviors and encourage desired outcomes.

Drill and Practice:  Behaviorist approaches often involve repetitive drill and practice to reinforce learning. This repetitive practice helps students strengthen associations between stimuli and responses, leading to improved performance.

Behavior Modification: Behaviorism advocates for behavior modification techniques to address undesirable behaviors. These techniques include identifying specific behaviors to be modified, implementing reinforcement strategies, and monitoring progress over time.

Teacher-Centered Instruction:  Behaviorist approaches to education tend to be teacher-centered, with the teacher controlling the learning environment and directing students’ behavior through instructions, prompts, and reinforcements.

Behaviorism in education emphasizes the importance of observable behaviors, stimulus-response associations, reinforcement, and operant conditioning techniques in shaping learning outcomes.

While behaviorist principles have influenced educational practices, they are often critiqued for overlooking the role of cognition, motivation, and social factors in learning. 

Body Systems Escape Room Digital Bundle

Body Systems Worksheets, Stations and Activities Bundle

Body Systems Activities Ultimate Mega Bundle

6. gardner’s theory of multiple intelligences (1983).

The educational theory of multiple intelligences, proposed by Howard Gardner, suggests that intelligence is not a single, fixed entity but rather a set of multiple distinct abilities or intelligences. 

The theory of multiple intelligences proposes that individuals possess different types of intelligences, each representing a unique way of processing information and solving problems.

Gardner initially identified seven intelligences:

1. Linguistic intelligence: sensitivity to language, words, and communication.

2. Logical-mathematical intelligence: ability to reason logically, analyze problems, and think abstractly.

3. Spatial intelligence: capacity to perceive and manipulate visual-spatial information.

4. Musical intelligence: sensitivity to rhythm, melody, pitch, and timbre.

5. Bodily-kinesthetic intelligence: ability to control body movements and handle objects skillfully.

6. Interpersonal intelligence: understanding and interacting effectively with others.

7. Intrapersonal intelligence: self-awareness, self-understanding, and introspection.

Gardner later proposed additional intelligences, such as naturalistic intelligence (sensitivity to nature and the environment) and existential intelligence (contemplation of the ‘big questions’ of life).

According to the theory of multiple intelligences, individuals exhibit varying strengths and weaknesses across the different intelligences. Some individuals may excel in linguistic and logical-mathematical intelligence, while others may demonstrate strengths in bodily-kinesthetic or musical intelligence.

The theory of multiple intelligences has several implications for pedagogical strategies for teaching:

• Instruction should be differentiated to accommodate students’ diverse intelligences and learning styles.
• Teachers can use a variety of instructional methods and activities to engage students across different intelligences.
• Assessment should be broad and varied, allowing students to demonstrate their understanding and skills through different modalities.

Educators should foster a supportive learning environment that values and respects students’ unique strengths and intelligences.

The theory of multiple intelligences has faced criticism regarding its empirical support, definitions of intelligences, and practical implications for education. Some argue that the concept of multiple intelligences lacks sufficient scientific evidence and may oversimplify the complexity of human cognition.

pedagogical strategies for teaching  

Digital Lab Equipment Escape Room Middle School Science

Scientific Method Digital Escape Room Science Middle School

Science Graphing Skills Escape Room Middle School

 7. sweller’s cognitive load theory, (first suggested 1980s).

Cognitive Load Theory (CLT), proposed by John Sweller, focuses on the cognitive processes involved in learning and how the cognitive load imposed on learners affects learning outcomes.

Sweller proposed three types of cognitive load:

Intrinsic Load: The inherent difficulty or complexity of the learning materials or tasks. Intrinsic load is determined by the complexity of the content and the learner’s prior knowledge.

Extraneous Load: Additional cognitive load imposed by the instructional design, such as irrelevant information or poorly designed instructional materials.

Germane Load: Cognitive load related to the processing and integration of new information into existing mental schemas, which facilitates learning and long-term retention.

According to CLT, effective learning occurs when cognitive load is managed appropriately. High cognitive load can overwhelm learners’ working memory capacity, leading to cognitive overload and impairing learning.

CLT suggests that learning tasks should be designed to minimize extraneous cognitive load and optimize germane cognitive load, allowing learners to focus their cognitive resources on understanding and integrating new information.

Implications for pedagogical strategies for teaching:

Reducing Extraneous Load: Instructional materials should be carefully designed to minimize extraneous cognitive load. This may involve:

Simplifying instructions and explanations.

Using clear and concise language.

Presenting information in a structured and organized manner.

Minimizing distractions and irrelevant information.

Managing Intrinsic Load: Teachers should scaffold learning by breaking down complex concepts into smaller, more manageable chunks. This may involve:

Providing worked examples or step-by-step demonstrations.

Gradually increasing the complexity of tasks as learners gain proficiency.

Optimizing Germane Load: Learning tasks should promote active engagement and deep processing of information to optimize germane cognitive load. This may involve:

Encouraging elaboration and reflection on new concepts.

Providing opportunities for practice, feedback, and reinforcement.

Fostering metacognitive awareness and self-regulated learning strategies.

Cognitive Load Theory provides valuable insights into the cognitive processes involved in learning and offers practical guidelines for instructional design and educational practice aimed at optimizing learning outcomes.

8. Mezirow’s Transformative Learning Theory (late 20th Century)

Transformative Learning Theory, proposed by Jack Mezirow in the late 20th Century, explores how learners (study was on specifically adults) undergo significant cognitive shifts or transformations in their beliefs, perspectives, and assumptions as a result of critical reflection and experience.  

Transformative Learning Theory (TLT) suggests that learning is not simply the acquisition of new information or skills but rather a profound process of perspective transformation.

Transformative learning involves critically examining one’s beliefs, assumptions, and perspectives, and reevaluating them in light of new information or experiences.

4 Key Concepts for TLT:

1. Perspective Transformation: Transformative learning involves a fundamental shift in how individuals perceive themselves, others, and the world around them. This shift often results in changed attitudes, values, and behaviors.

2. Critical Reflection: Transformative learning is driven by critical reflection, where individuals critically examine their beliefs, assumptions, and worldviews, often in response to disorienting dilemmas or conflicting experiences.

3. Frames of Reference: Mezirow identified frames of reference as the mental structures that shape individuals’ interpretations of experiences. Transformative learning involves challenging and reconstructing these frames of reference to accommodate new perspectives.

4. Dialogue and Discourse: Transformative learning can be facilitated through dialogue and discourse with others who hold different perspectives. Engaging in meaningful dialogue and exchanging ideas can stimulate critical reflection and perspective transformation.

4 Phases of Transformative Learning:

1. Disorienting Dilemma: Transformative learning often begins with a disorienting dilemma or crisis that challenges individuals’ existing beliefs or assumptions, leading to a sense of confusion or discomfort.

2. Self-Examination: Individuals engage in critical reflection, questioning their assumptions and exploring alternative perspectives in response to the disorienting dilemma.

3. Exploration of Options: Individuals explore new ways of understanding and interpreting their experiences, seeking out new information and perspectives to make sense of the dilemma.

4. Integration and Action: Through reflection and dialogue, individuals integrate new perspectives into their worldview, leading to a more comprehensive understanding and potentially changes in behavior or action.

Transformative Learning Theory has implications for adult education, particularly in fostering critical thinking, self-reflection, and personal growth.

Educators can create learning environments that encourage dialogue, reflection, and the exploration of diverse perspectives, facilitating transformative learning experiences.

Experiential learning, case studies, and reflective writing assignments are examples of instructional strategies that can promote transformative learning in educational settings.

Many of these theories and pedagogical strategies for teaching are still used in the classroom today and inform many teacher’s practice.

Which of the different theories and pedagogical strategies for teaching have influenced your teaching style? Comment below!

ATEŞ, A. (2010). The Conditions of Learning and Theory of Instruction Robert Gagné Holt, Rinehart and Winston, Inc., Florida-ABD, 4th edition, 1985, pp.361 ISBN 10: 0030636884. Ilköğretim online, 9(3), 5–9.

Gardner, H. (2004). Frames of mind : the theory of multiple intelligences (2nd paper ed.). BasicBooks.

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3

About the Author

Katrina Harte is a multi-award winning educator from Sydney, Australia who specialises in creating resources that support teachers and engage students.

Recent posts.

Check out my best selling no-prep lesson activities!

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Pedagogical strategies and challenges of multigrade schoolteachers in Albay, Philippines

2020, Pedagogical Strategies and Challenges of Multigrade Schoolteachers in Albay, Philippines

Purpose-This paper aims to examine the pedagogical strategies and challenges of selected multigrade (MG) schoolteachers in Albay, Philippines. Design/methodology/approach-This study utilized a case study design using a validated semi-structured instrument with in-depth interviews to ten MG teachers, observation and document analysis. Qualitative data analyses such as content and thematic analyses were used in analyzing the data. Findings-The results show that MG teachers use a variety of overlapping and supplementary instructional strategies such as (1) teaching one topic to all grades and at varying levels of difficulty using differentiated activity, (2) "jump-jump strategy"/teaching one grade while others work independently and (3) peer teaching or tutoring. However, there are several pedagogical challenges that MG teachers are faced with: (1) conflict between the medium of instructions and grade grouping, (2) problems with lesson planning, (3) unfocused instruction, (4) insufficient learners' materials, (5) absence of training prior to MG teaching and (6) the negative perception of the effectiveness of MG instructions. Research limitations/implications-The research is limited within the context of the participants and focuses on the pedagogical strategies and challenges in the implementation of MG teaching. Practical implications-The results of this study can serve as a reference on how to support and strengthen MG instruction. Originality/value-This study provides a research-based overview of MG schools from the grassroots level and adds to the limited studies of MG education in the Philippines.

Related Papers

Publisher Psychology and Education: A Multidisciplinary Journal

Psychology and Education

The study focused on the Quality of Pedagogic Strategies in Teaching Multigrade Classes in the Division of Quezon. The study applied descriptive survey method for the study with the Questionnaire as the main data gathering tool. A total of 81 respondents participated in the study. Statistical tools were utilized such as frequency count, mean scores, Mann Whitney U-Test and Kruskal Wallis H-Test. The study revealed that a typical respondent comprised of age 21 to 30 years old, female-dominated, married individuals, with Master's Units, were in Teacher I position, and served the school for 1 to 5 years. Also, the study concluded that quality of pedagogic strategies in teaching multigrade classes was given a very good rating in the Division of Quezon. When it comes to Peer Teaching or Tutoring, it showed that the administrators and teachers apply differentiated learning instruction to ensure learning will take place in school. According to Competency-based Learning, it stated that competency-based education is applied by the Multigrade teachers following the K-12 Curriculum and MELCs based competencies. In terms of Direct Instruction, it elicited that multigrade Instruction is evaluated or assessed through formative and summative assessments for the period. In addition, the study concluded that the respondents often encountered the problems in using pedagogic strategies in teaching multigrade classes in the Division of Quezon. This showed that the students lack gadgets to be used for internet classes for differentiated learning approach. Next item elicited that there are problems with the internet connectivity for differentiated approach. This was followed by the statement which said that the location of Multigrade schools are the reasons why facilities and other construction are not readily available. And, there is no significant difference on the respondents' assessments on the quality of pedagogic strategies in teaching multigrade classes in the Division of Quezon according to profile except for Teacher's Rank on Peer Teaching or Tutoring which is statistically significant on the respondents' assessments on the quality of pedagogic strategies in teaching multigrade classes in the Division of Quezon according to profile.

SSRN eJournal (https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3652738)

JOEL D POTANE

This project study aimed to identify the opportunities and challenges encountered by the Kagay-anon 1 teachers' utilizing direct and indirect teaching methods cultivated in Japan; facilitate the multigrade teachers' practices for continuing professional development; and determine the observed patterns of behavior of learners in the teaching and learning process. The participants of this project were purposely selected based on the prioritization matrix. Document analysis, In-depth interview (IDI), and Focus group discussions (FGDs) served as sources of information. Coding and thematic analyses were employed. Findings revealed that teachers have learned new concepts in multigrade teaching, improved teaching competence, boosted self-esteem, enhanced the structure and organization in lesson planning, understood the dynamics of lesson study, initiated proactive actions for the learners, shared responsibility through student learning facilitator, given technical assistance from superior, and empowered to be resourceful and innovative. However, teachers affirmed that they have encountered challenges in their classroom such as physical setup , class size, boards, and IMs preparation. Despite the challenges, multigrade teachers have observed positive changes in the behavior of learners. It is recommended that the identified challenges could be addressed with the help and support of the internal and external stakeholders as well as other existing professional learning communities.

Consortia Academia

Argie Magpatoc

The study is all about the travails of the Multigrade Teachers in the Division of Southern Leyte with which the quality education may be at stake. The phenomenological research design was utilized to explore, narrate and document the experiences of teachers in the three Cs: content, connection and character. With the travails narrated by the teachers, the study focused on how they effectively delivered the content; how connection was maintained with the learners in different grade levels in one classroom; and how the teacher ethically and professionally conducted the self-inside and outside the classroom to uphold quality multigrade education. The data were gathered from 31 multigrade teachers. The findings of the study revealed that the multigrade teachers gave their best effort to deliver quality multigrade education; the teachers could hardly have enough time to prepare appropriate instructional materials and learning activities to effectively maintain connection with the learners in different grade levels; and the teachers ethically and professionally conducted their character as they instrument for strong foundations of quality education. In conclusion, the quality of multigrade education depends on the teachers' professional skills and attitude.

Science and Education

Hamed Bakhshi

IJAR Indexing

In this modern age when the world is discovering life on Marse, the educational system is key point to success for every nation of the world. Any nation which does not follow modern and partially good teaching techniques will not be contending the rest of world. The teaching profession is considered as the best and perfect duty in the world as they give caring obligation to shape somebody\\\'s life. Before going to the classroom, a great teacher guarantees his/her objectives of training on regular routine. Each teacher has diverse characteristics of showing their understudies. They change in their insight, abilities, and mentalities in showing particular subjects. They attempt their best and do all endeavors in helping us to accomplish our objectives in life. The aim of present study is to investigate and compare the effectiveness of multi-grade teaching with that of mono-grade teaching at primary level. The objectives of research study were: (1) To find out the effectiveness of multi-grade teaching. (2) To find out the effectiveness of mono-grade teaching. (3) To compare the effectiveness of multi-grade teaching with that of mono-grade teaching. It was descriptive comparative survey research study. The population was comprised of one thousand five hundred and seventy six (five hundred and thirty one male and one thousand and forty five female) primary teachers of government schools. A sample of two hundred teachers from government primary schools was taken. Two teachers from each school were selected for the study interest by convenience sampling technique. Research questionnaire was developed on likert scale for teacher?s perception on the organizational effectiveness of multi-grade teaching and for perception of teachers on the effects of mono-grade teaching. The collected data were analyzed through SPSS 21 and Minitab 14. The score of responses were tabulated in to the frequencies and represented in percentage. Z test was performed for equality of two proportions, the results were significant, which means that the effect of two teaching methodologies on student?s learning is not equal and majority of teachers are supporting to mono-grade method of teaching.

Journal of Educational Leadership and Policy Studies (JELPS)

Pınar ÇAKIR

The purpose of this qualitative, phenomenological research was to gather primary school teachers' views regarding multi-grade classrooms in detail. Data was collected during the first semester of the 2019-2020 school year from 20 primary school teachers in Izmir, Turkey who taught in multi-grade classrooms in the past. The snowball sampling method was applied. Semistructured interviews with seven open-ended questions, developed by the researchers basing on the related literature, were used. The content analysis technique was applied during the analysis. MAXQDA-18 was used to organize, code, and analyze the data.

Frank Emboltura

Multigrade Teaching, which is the method of teaching as one class students belonging to different age groups or grade levels, is not a new educational innovation nor a recent method presented by education specialists and has in fact been historically practiced far longer than Monograde Teaching. However, in the Philippines, Monograde Teaching is the predominant practice for formal school education and Multigrade Teaching is often perceived as a backwards, ineffective strategy and has been relegated as the instruction method of choice due to economic necessity in remote, far flung, and geographically-challenged areas. This ethnographic research aims to study how Multigrade Team Teaching was successfully used in an urban location by a small progressive inclusive private school, where at least 50% of the enrollees are medically diagnosed as children with special needs, and to examine and explore the practices and experiences of the educators and young learners involved. This study part...

Educational Research For Policy and Practice

Amelita de Mesa

Teaching is an imperative device used for guideline in various circumstances. It is the method for correspondence received in a dynamic and solid environment. Teacher is likewise the coordinator of learning circumstances and transmits science to social community. Some time teacher might be called as a pioneer who assumes a part to change the awful standards of society into the great one. For his past encounters they offer information to understudies and make the establishments of country. Teachers are extraordinary wellsprings of learning, thriving and edification to which anybody can be profited for entire life. They serve as the genuine light in every body\'s life as they help the understudies to make their courses in the life. The aim of present study is to investigate the effects of multi-grade teaching and learning at primary level schools. The objectives of the study were: 1) To find out the effects of multi-grade teaching and learning in primary schools. 2) To find out which method is easy for learning outcome of students in primary school. 3) To discover in which method students can improve their grade and develop their social skills. The descriptive survey method was used in study. The target population was comprised of One thousand five hundred and seventy six (five hundred and thirty one male one thousand and forty five female) primary teachers of government schools. A sample of two hundred teachers (both male and female), two teachers from each government primary schools were selected. Research questionnaire was developed on likert scale for gathering the data on the basis of teacher?s perception on the organizational effects of multi-grade teaching and learning. The collected data were analyzed through SPSS 21. The score of responses were tabulated in to the frequencies and represented in percentage, mean values the standard deviation and chi square test were performed. The results and findings of the study reveal that the majority of 70% teacher?s perception regarding the student learning in multi-grade teaching strategies is statistically low indication.

International Journal of Education Humanities and Social Science

Elizabeth Farin

When the COVID-19 pandemic hit the Philippines, a lot of changes happened. It affected the economic status of our country, changed the way we live, and transformed the traditional teachinglearning process into the emergent "New Normal". The researcher used descriptive research, devoted to the gathering of information about prevailing conditions or situations for the purpose of description and interpretation. There is significant difference on their respondents’ perceptions when grouped according to civil status towards, Pedagogical, Economic and Financial, and Learning Environment Demands respectively; significant on highest educational attainment towards Time, Pedagogical, Economic and Financial, and Learning Environment Demands respectively; and significant on number of children towards Time, Economic and Financial, and Learning Environment Demands respectively. There is significant difference on the challenges the respondents experienced in Time Demand, Pedagogical Dema...

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

European Journal of Education Studies

Gerasimos Koustourakis

Research Article

baris kalender

Zenodo (CERN European Organization for Nuclear Research)

ENERIO EBISA

Angela Little

Ruth Ortega-Dela Cruz

Levi E Elipane

VIVIAN B A N D O L E S FLORES

Jeffri Idris

Journal of Education and Learning

mohammad reza nili

Francis Alexa Go

IOER International Multidisciplinary Research Journal

IOER International Multidisciplinary Research Journal ( IIMRJ) , JOANNA MARIE DE BORJA , Eivan Mark Sigua

Aljon Galang

International Journal of Theory and Application in Elementary and Secondary School Education

Silvia Ambag

The preparation in the direction of learning in a multigrade group in students of the Bachelor of Primary Education (Atena Editora)

Atena Editora

EAS Journal of Humanities and Cultural Studies

Hungarian Educational Research Journal

Ayça KARTAL

Innovare Journal of Education

Maricel A. Gomez

International Journal of Educational Development

Bawa Kuyini

Charles Kivunja , Ahmed Bawa Kuyini , Tom Maxwell

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

To read this content please select one of the options below:

Please note you do not have access to teaching notes, pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in peru.

Journal of Applied Research in Higher Education

ISSN : 2050-7003

Article publication date: 21 March 2023

Issue publication date: 2 January 2024

Writing a thesis is a difficult endeavor for undergraduate students, especially in management careers, due to the highly practical approach of the discipline. Students often find difficult to understand and apply research methods in concrete research projects, so a proper set of teaching-learning strategies is critical. This study aimed to examine the effect of these strategies on the academic performance of students in two research seminars in an undergraduate management program in Peru.

Design/methodology/approach

The research adopted a mixed approach. The quantitative component included a survey of 249 students in both seminars, while the qualitative one involved only some of the students using three focus groups. The corresponding data analysis included stepwise linear regression models and content analysis.

The study found that a clear course structure, adequate research methods literature, good advisor–student communication and goal planning and achievement were the key determinants of the students' final grades.

Originality/value

This research fills a gap in previous studies on the subject by including a broader set of strategies and by statistically estimating the strategies' effects on academic performance.

• Research methods
• Academic performance
• Teaching-learning strategies
• Thesis writing

Acknowledgements

A first exploration of the effects of teaching-learning strategies on the formulation of the students research project in RS1 was presented in the 15th Annual International Technology, Education and Development Conference INTED 2021 (Pasco-Dalla-Porta et al. , 2021). A preliminary and partial version of this paper was also also presented in the 16th Annual International Technology, Education and Development Conference INTED 2022 (Pasco-Dalla-Porta et al. , 2022).

The authors are thankful to the management program at the private university where this study was conducted for helping them to contact the students. The authors also thank all the professors of RS1 and RS2 for their support in resending the questionnaire to their former students. Lastly, the authors are indebted to all the students that participated in this research.

Pasco-Dalla-Porta, M.M. , Lau, M. , Ponce-Regalado, F. and Pacheco Mariselli, M.M. (2024), "Pedagogical strategies and academic performance in theses seminars: a study in an undergraduate management program in Peru", Journal of Applied Research in Higher Education , Vol. 16 No. 1, pp. 104-119. https://doi.org/10.1108/JARHE-06-2022-0199

Emerald Publishing Limited

Copyright © 2023, Emerald Publishing Limited

Related articles

All feedback is valuable.

Please share your general feedback

Report an issue or find answers to frequently asked questions

Contact Customer Support

Approaches to pedagogical innovation and why they matter

Subscribe to the center for universal education bulletin, david istance david istance former nonresident senior fellow, center for universal education.

January 23, 2019

Across the world there is the outstanding challenge of innovating schools that too often are rigid and old-fashioned. The world is changing rapidly. Far too many students are disengaged and achieve well below their potential. At the same time, global expectations for education systems are growing ever more ambitious. For all these reasons, schools and systems must be ready to move beyond the comfort zone of the traditional and familiar. Innovation is essential.

Major shifts in curriculum policy in turn argue for pedagogical innovation. Curriculum policy strategies in many countries promote the development of competences, as well as knowledge, including those often called “21st century skills.” Competences such as collaboration, persistence, creativity, and innovation are not so much taught as intrinsic to different forms of teaching and learning through pedagogy. If the 21st century competences are to be systematically developed, rather than left to emerge by accident, then pedagogies must deliberately foster them.

Innovation is fundamental, therefore, and it must reach right into the pedagogies practiced in schools and classrooms around the world. Pedagogical expertise is at the core of teacher professionalism, and so promotion of such expertise is fundamental. Patterns of pedagogical practice are extremely hard to grasp at a system level (never mind internationally), however, given the lack of agreed definitions and the sheer number and dynamism of the relationships involved. Yet, it is so important that it cannot be left as a “black box” hidden behind classroom doors.

My former Organisation for Economic Co-operation and Development (OECD) colleague Alejandro Paniagua and I recently addressed these complex issues in a report from the OECD’s Centre for Educational Research and Innovation (CERI): “ Teachers as Designers of Learning Environments: The Importance of Innovative Pedagogies .”

A key aim of this work has been to identify concrete clusters or families of innovative pedagogical approaches, while not getting lost in the myriad of diverse teaching methods. The report outlines six approaches, which lie in the middle of the theoretical spectrum between broad principles, such as inclusiveness or cultural relevance, on the one hand, and specific teaching methods, on the other. This permits a more concrete and practice-oriented focus than considering all approaches together as if they were the same; it also focuses squarely on the pedagogies themselves rather than getting snagged on questions of whether they are necessarily innovative (which will vary widely depending on context).

The six clusters of pedagogical approaches

Blended learning rethinks established routines and sequencing of student work and teaching to enhance understanding and relies heavily on digital resources. This approach aims to be engaging and coherent for learners, as well as to optimize access to teacher expertise by reducing routine tasks. The report discusses three main forms of blending: the inverted flipped classroom, lab-based models, and “in-class” blending.

Gamification exploits how games can capture student interest while having serious purpose, such as fostering self-regulation and the abilities to handle complexity and the unfamiliar. These pedagogies explicitly build on features of games such as rapid feedback, badges and goals, participation, and progressive challenge, as well as on the human elements of narratives and identities, collaboration, and competition. The OECD report elaborates on an example of using the “Game of Thrones” series for teaching history.

Computational thinking develops problem-solving by looking at challenges as computers would and then uses technology to resolve them. Its basic elements include logical reasoning, decomposition, algorithms, abstraction, and pattern identification—using techniques such as approximate solutions, parallel processing, model checking, debugging, and search strategies. Computational thinking envisions programming and coding as new forms of literacy.

Experiential learning occurs through active experience, inquiry, and reflection. Its four main components are concrete experience that potentially extends existing understanding, reflective observation, conceptualization, and active experimentation. Guidance and scaffolding play pivotal roles. Pedagogies in this cluster include inquiry-based learning, education for sustainable development, outdoor learning, and service learning.

Embodied learning looks beyond the purely cognitive and content acquisition to connect to the physical, artistic, emotional, and social . Embodied pedagogies promote knowledge acquisition through the natural tendencies of the young toward creativity and expression,  and encourage the development of curiosity, sensitivity, risk-taking, and thinking in metaphors and multiple perspectives. The report identified three main forms: school-based physical culture, arts-integrated learning, and the construction of tools and artefacts. The OECD report illustrates this approach through an example of teaching geometry through dance.

Multiliteracies and discussion-based teaching aims to develop cultural distance and critical capacities. Critical literacies situate knowledge in its different political, cultural, and authorial contexts and deconstruct narratives. Class discussion, always valuable, becomes central in questioning ideas and dominant language. This pedagogical approach uses students’ life experiences to create meaningful classroom activities, constructive critique to create distance from received knowledge, and encouragement of students to extend their horizons. This approach also depends on active teacher scaffolding.

These clusters are not stand-alone approaches, and they can be combined in different ways. Indeed, in our OECD report we discuss the importance of combining pedagogies that work well together as well as of understanding what teachers should do to practice powerful, effective versions of the pedagogy.

In sum, innovation in teaching and learning is increasingly essential for education in the 21st century, and this needs to reach right into the pedagogies practiced in schools and classrooms. Understanding pedagogical innovation presents formidable challenges but represents a black box that must be prised open for advances to happen.

K-12 Education

Global Economy and Development

Center for Universal Education

Christine Apiot Okudi, Atenea Rosado-Viurques, Jennifer L. O’Donoghue

August 23, 2024

Sudha Ghimire

August 22, 2024

Online only

11:00 am - 12:00 pm EDT

Pedagogical Strategies and Practices

Generally defined as the theory and practice of teaching, pedagogy refers to the methodology and process of how instructors approach teaching and learning using a specific curriculum with specific goals in mind. Traditional pedagogy refers predominantly to the face-to-face teaching environment and the conceptual frameworks around how people learn in that particular space. Over the past few decades, conventional pedagogy has evolved to include other modalities; specifically, the online environment. Most of the pedagogical practices used in the traditional face-to-face classroom can be applied effectively to other modes of teaching like an online, hybrid, or blended learning environments and vice-versa.

This section provides some pedagogical guidance and suggestions for instructors teaching in different learning environments. Regardless of the approach and learning space, effective pedagogical practices must be designed with the learner in mind in order to maximize engagement and ultimately, impact mastery of student outcomes. Instructional Technology and Design Services (ITDS) has compiled research and examples of sound pedagogical practices.

Please click on the name of the strategy to learn more about it. You can also use the entries on the left-hand menu.