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JOSS:
Journal of Social Science
A CRITICAL REVIEW OF THE EFFECTIVENESS OF TEACHING
AND LEARNING IN HIGHER EDUCATION
Zanyar Nathir Ghafar
1
, Ayu Lestari
2
ESP Department, National Institute of Technology, Sulaimaniyah, Kurdistan Region, Iraq,
SMK Syntax Bussines School Kuningan, Indonesia
2
KEYWORDS
learning
environment,
constructive,
review pedagogy,
implementing,
Teaching, learning
ABSTRACT
The passing on of knowledge and expertise from instructors to
students is one way to think about the teaching and learning process.
A combination of multiple parts is the term used to describe the
process through which a teacher identifies and creates the learning
goals, prepares instructional materials and puts the teaching and
learning strategy into action. Nevertheless, education is a field one
must consider the most crucial aspect of learning. In order to
determine whether or not teaching at the higher education level is
adequate, the objective of this research was to conduct a literature
search on pedagogy, inclusive practices, and a variety of academic
publications. This research aims to assess the teaching abilities of
professors working in higher education settings. The study analyzed
the theory by using literary genres and experimental research
procedures (mostly introspection) while also attempting to strengthen
the practice via university experiences. The study's findings
indicate that providing students with constructive and suitable
feedback for development and the opportunity to participate in role-
playing activities has a significant and positive impact on the levels
of confidence and self-esteem that student’s exhibit. Additionally, it
was shown that an inclusive atmosphere encourages inclusivity and
improves the academic success of both students and teachers.
INTRODUCTION
It is possible to view learning as a form of permanent change because it is engendered
in students by teachers using methods such as helping them master particular abilities,
altering some of their attitudes, or comprehending a particular scientific rule that governs a
learning environment (Sequeira, 2012). Learning can be viewed as a permanent change
because it is engendered in students by teachers. However, each higher-education student
anticipates being treated as an adult learner and given some control over the learning
environment (Michael & Modell, 2003). This control includes the capacity to pose questions
and address any issues they may have. According to (Mitra, 2008) and Pond and Rehan
(1997), students anticipate having some influence over their educational experience. Learners
want their teachers to be approachable and entertaining, clearly explain ideas, and regularly
use relevant examples to make the material simple to learn, which is becoming increasingly
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essential in classrooms today (Becker et al., 1990). Learners also want their instructors to be
knowledgeable about the material they are teaching them.
It was decided to begin the study to go to the next stage of professional development.
The researcher current academic activities significantly emphasized the area of interest.
Therefore this was a significant consideration. In the course of our constant conversations at
the university about the best way to ensure continuous growth in the classes that can be taught
daily, the researchers concluded that in-depth research must be carried out in a friendly
atmosphere. The scholars believed that more than just fostering a variety of teaching and
learning styles via various pedagogical approaches would be needed. Providing inclusive
education when designing curricula and evaluations is of the utmost importance. This can be
accomplished by ensuring that our teaching and learning processes increase teaching
effectiveness and eliminate impediments to education to include all students. The principal
purpose of the research was to investigate the factors that must be considered while
developing a method that ensures the efficiency of both teaching and learning (Gray &
MacBlain, 2015). This research will investigate the teaching and learning process in order to
ensure that it is effective. As a result, the following research question is posed: How can we
ensure that the environment we teach and learn is effective by making it more welcoming to
all students?
METHOD RESEARCH
In order to find and extract empirical researches that were relevant to this review, a
thorough search of the relevant published literature was carried out. Web of Science, ERIC,
and PsycInfo were the databases that were looked through for information. In addition to this,
the reference sections of the previously reviewed publications were looked through for
additional relevant literature. The researchers successfully gained a comprehensive
understanding of the issue using the case study method. Because of the process known as case
study research (Garver & Noguera, 2012), the researchers were able to get an in-depth
understanding of the topic. As a consequence of this, the study relied on secondary sources to
collect data. These secondary sources mainly consisted of publications from various
governments and institutions and papers published in journals subjected to peer review. In
addition, the researchers integrated individual reflection based on the participants experiences
in higher education. The evaluation of reflection looked at experimental research procedures,
focusing primarily on introspection, and it did so by using literary genres. In order to acquire
information from our students that will assist with our investigation and research, we have
developed a questionnaire. A questionnaire based on a qualitative data collection technique has
been devised since only a limited number of students are currently studying these courses. The
data were analyzed in order to have a better understanding of how students felt about the
effective delivery of classes. However, to ensure the reliability of our findings and findings
drawn from this study, we have also used data triangulation procedures. Specifically, we have
compared the outcomes of our research with the findings of comparative research and case
studies carried out by other researchers.
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RESULT AND DISCUSSION
Different results have been reported by two studies that looked at the impact of
conceptual modeling on critical review abilities (Chen et al., 2011). In a course given by Chen
and his colleagues, first-year nursing students were divided into two groups. One group utilized
concept maps, which forced students to talk in small groups and visually depict and arrange
their concepts, while the other group received lecture-style instruction. According to the results
of the CR, the idea mapping group greatly outperformed the lecture group (Chen et al., 2011).
However, when used to prepare junior nursing students fo clinical encounters, concept mapping
of patient information did not significantly increase the students CR when compared to the
lecture technique (Wheeler & Collins, 2003).
According to the findings of the present research, it is the responsibility of educators to
ensure that students natural human abilities and the technology cultivated through culture
routinely contact one another to increase their cognitive capabilities ultimately. In line with the
principles of this theory, the use of class communication, role-playing, and visual
representation to learners in the form of visuals such as charts, graphs (McLeod, 2008), and
newspapers from which information on various business and financial concerns was provided
to challenge their learning and help them become more creative implemented. According to
the findings of the research, teachers have to make use of a wide array of instructional aids
while they are guiding students through the learning process (Alfieri et al., 2011). These tools
could include computers, books, smartboards, equipment, artifacts, whiteboards, notable
participants, activities, computer programs, etc. The study indicates that learners have a higher
level of motivation and engagement to improve their learning experiences when the course is
more interactive (Hackman & Oldham, 1976). According to the study findings, some teaching
tactics may be helpful for a few kids but not very practical for others. In light of this, it is
recommended to use experiential learning strategies in addition to blended learning, which
mixes online and offline learning. Some examples of these strategies include cross-age tutoring
among peers, pro and con grids, prodigy games, and mnemonics. These strategies have shown
to be very beneficial in boosting learning and reducing potentially disruptive concerns in the
classroom. In light of our previous knowledge of how students learn, we surveyed students to
find out what aspect of an educational experience they found to be the most engaging and what
they planned to take away from the teaching-learning experience. Students reacted differently
to these questions, suggesting they used multiple learning techniques to engage fully in the
teaching-learning process and attain meaningful learning outcomes. The students responses led
us to conclude that the kinds of learners also affected the learning results. There are many
distinct types of pupils, and one of the most common settings for them is a classroom setting.
There is a subset of auditory learners who are more at ease when it comes to hearing and
digesting auditory information; this group is one of them. The instruction that students get in
the form of classroom lectures, group discussions, and group sessions is the most useful to the
students that fall under this category of pupils. According to Coffield (2013), when this occurs,
the quality of teaching and learning is typically hampered since there is not enough continual
knowledge progress on the topic or issue. This perspective resonated with us because, from our
own experiences as educators, we know that maintaining an open mind and a thirst for
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knowledge are essential to achieving and maintaining success. One subset of pupils in a
classroom is known as visual learners. These students respond well to learning signals
presented in a visual format. In addition to gaining knowledge from the visual stimuli
presented, visual learners also pick up information by observing the actions of others while
participating in a learning activity. This group of students responds best to learning activities
presented in a visual format, such as charts, graphs, drawings, or formulae posted on the board.
According to (Arthurs, 2007) and (Gilakjani, 2012), this kind of learner tends to be
creative in applying the findings of their learning, attentive by nature, and resistant to being
easily distracted. The kinesthetic learner is the third kind of learner often seen in an educational
environment like a classroom. Active participation, as opposed to visual or auditory modes of
instruction, is more comfortable for the learners that make up this category. Therefore, the most
effective learning occurs when instructors are present. According to (Leopold, 2012), the
majority of the time, they also include physical activities to express their learning goals.
However, from their responses to the questions, we also understood that certain internal and
external elements favor the students learning goals and expected learning outcomes. Since we
have had such a positive experience with this strategy and heard similar sentiments from our
contemporaries, we feel compelled to push for the inclusion of practical activities as an
essential part of every course and curriculum (Johnston, 2012). As a result of the fact that we
have been instructing various modules to students at universities and colleges, we are needed
to use a variety of instructional strategies tailored to the students preferred learning styles.
Using a questionnaire developed by Neil Fleming (2001) and titled VARK (for Visual, Aural,
Read/Write, and Kinesthetic), we could ascertain that students had a mixture of the three
favored learning styles.
Discussion
Before moving on to a class discussion, the subject was presented to the students via
slides from PowerPoint. Auditory learners have benefitted from this kind of instruction because
they have understood the concept of appropriate pricing with the assistance of our lectures and
group discussions. By integrating video clips from YouTube and a PowerPoint presentation,
we were able to reinforce the concept and draw attention to the many applications of relevant
pricing techniques. This, in the end, was helpful to the visual learners. We have created
hardcopy slides and a few other case study scenarios for the students who are more inclined to
learn via visual aids. In the end, we devised a few questions in an examination format that
required role-playing from the pupils. Ultimately, it facilitated a better learning process for
those who absorb information via kinesthetic means. We want to use various teaching and
learning strategies and methods based on the learners preferred learning styles to guarantee that
all students have an equal chance to grasp the subject matter and participate actively in the
lesson. This will allow us to ensure that all students have an equal opportunity to acquire the
material.
Most importantly, we tried to create an engaging and creative learning environment that
caters to how children absorb information. Not only did we see a rise in the number of students
actively participating in our class because of this, but we also found that many of the students
had original ideas that compelled us to learn new management strategies, such as how political
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events affect cultural activities. Some of the most significant internal factors that impact a
students learning performance include age, gender, heredity, cognitive capacity, and the unique
learning settings in which they are immersed. Peer pressure on students and the teacher-student
ratio in a learning session are two external factors that may impact students academic
performance (Singh et al., 2016). Other factors that can have an impact include the teaching
method and style that the instructor employs and the instructors credentials.
The Behaviorist Approach is one of the concepts initially put out by eminent American
psychologist (Watson & Rayner, 1920). This theory focuses primarily on conditioning via
imitation (Watson & Rayner, 1920). This approach has repeatedly been shown to be quite
beneficial in the classroom. We often remember how common it is for individuals to associate
familiar sounds and phrases with experiences and objects during classroom discussions. We
are also aware that individuals typically associate certain events, objects, and symbols with the
feelings and emotions they regularly feel. According to this theory, humans have consistently
tried to create an environment where conditioning by imitation would occur, but this is only
possible with the help of technology. The following hypothesis could be relevant to learning
and teaching in a classroom. (Adair, 2006), who also recognized specific learning motivators,
the tasks difficulty, acknowledging employee accomplishment, and the possibility of new
opportunities from the workplace, exciting work, and employee engagement decision-making
procedures, cited Herzbergs1957 proposal (Alfayad & Arif, 2017). This idea helps keep
classroom behavior under control. Teachers find communicating information to children when
engaged in the subject matter is more straightforward. (Bruner, 1957) Theory of Development
is another theory that functions well in a teaching-learning setting. This theory was advanced
in 1957 by noted cognitive psychologist Jerome Burner, who believed that a schools curriculum
should focus on fostering pupils intellectual development. According to (Bruner, 1957) & quot
generic systems of codification which allow one to transcend the data to new and presumably
fruitful predictions. Additionally, it was hypothesized that when a learners cognitive
development is encouraged, it manifests itself as a rise in their ability for critical thinking.
CONCLUSION
In conclusion, to one own reflection and classroom observation, one can control the
behavior of individuals or groups using a variety of strategies, such as questioning, role-
playing, rewards, consequences, discussions, paired and collaborative tasks, assessments,
moving activities, audio and visual aids, and so on. For educators to be able to adjust activities
or instructional strategies, they need to know the dynamics of the teacher. In this regard,
teachers are expected to understand their class members requirements and preferences and
devise lesson plans that suit the educational goals of all students rather than those of a chosen
group of students. Once again, various learners can have different requirements, techniques, or
learning styles. First and foremost, it is the responsibility of educators to recognize any
obstacles to learning as quickly as is practically possible. Students may sometimes misbehave
owing to challenges such as a language barrier, poor self-esteem, a lack of confidence, or a
sense that they do not belong in the classroom setting. There are better courses of action than
issuing warnings; teachers should understand the fundamental problems and respond
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appropriately. Constructive criticism has the potential to have a tremendous influence on the
levels of self-confidence and self-esteem that a pupil has. In addition, teachers need to
encourage inclusion among students via the learning strategies (such as experiential and
blended learning) that students use, and it is also essential for teachers to ensure that the results
of their teaching meet the expectations of both the faculty and the students through the use of
evaluations. If instructors can effectively communicate, maintain control, continuously follow
the rules, present alternatives, adapt, and e innovative. It should be easy for them to govern
student conduct.
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Copyright holders:
Zanyar Nathir Ghafar
1
, Ayu Lestari
2
(2023)
First publication right:
JoSS - Journal of Social Science
This article is licensed under a Creative Commons Attribution-ShareAlike 4.0
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