Neni Hermita, Erlisnawati, Jesi Alexander Alim, Zetra Hainul Putra, Ira Mahartika and Urip Sulistiyo
This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher…
Abstract
Purpose
This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.
Design/methodology/approach
This research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.
Findings
Hybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.
Research limitations/implications
The data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.
Practical implications
The research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.
Social implications
This research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.
Originality/value
This study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.
Details
Keywords
Kasun Gomis, Mandeep Saini, Chaminda Pathirage and Mohammed Arif
The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used…
Abstract
Purpose
The need to enhance student support is evident in higher education (HE) curricula. In addition to the complications created by the COVID-19 pandemic, the current strategies used in academia are criticised for their lack of appropriate student support in HE. The study focused on the themes under Section 4 of the National Student Survey (NSS): availability to contact tutors, receiving good advice and guidance and availability of good advice. The study aimed to provide recommendations for enhancing academic support by developing drivers that need implementation during course delivery.
Design/methodology/approach
A documental analysis and a qualitative survey were adopted for this study. A documental analysis of 334 mid-module reviews (MMRs) from levels three to six students in the built environment (BE) discipline. Critical themes identified from the MMRs were fed forward in developing a questionnaire for academics. A sample of 23 academics, including a Head of school, a Principal lecturer, Subject leads and Lecturers, participated in the questionnaire survey. Content analysis is adopted through questionnaire data to develop drivers to enhance academic support in BE. These drivers are then modelled by interpretive structural modelling (ISM) to identify their correlation to NSS Section 4 themes. A level partition analysis establishes how influential they are in enhancing academic support.
Findings
The study identified nine drivers, where two drivers were categorised as fundamental, two as significant, four as important, and one insignificant in enhancing academic support in HE. Module leaders’/tutors’ improving awareness and detailing how academic support is provided were identified as fundamental. Differentiating roles in giving advice and the importance of one-to-one meetings were identified as significant. A level partitioning diagram was developed from the nine drivers to illustrate how these drivers need to be implemented to promote the best practices in academic support in HE.
Practical implications
The identified drivers and their categories can be used to set prioritised guidelines for academics and other educational institutions to improve students’ overall satisfaction.
Originality/value
Novelty from the study will be the developed drivers and the level partitioning diagram to assist academics and academic institutions in successfully integrating academic support into HE curricula.