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Creative Education, 2017, 8, 2312-2324
http://www.scirp.org/journal/ce
ISSN Online: 2151-4771
ISSN Print: 2151-4755
DOI:
10.4236/ce.2017.814158 Nov. 28, 2017 2312 Creative Education
Identifying the Effectiveness of Active
Learning Strategies and Benefits in
Curriculum and Pedagogy Course for
Undergraduate TESL Students
Jamila Shaaruddin, Maslawati Mohamad
Faculty of Education, National University of Malaysia (UKM), Bangi, Malaysia
Abstract
The teachers nowadays are trained properly, competently enough, excel ac
a-
demically with high
grades but still considered as “incapable” or “unfit” to
teach. There are still many problems and weaknesses among young graduates,
despite the initiatives taken by the government to address the issue. The ado
p-
tion and practice of active learning approache
s into the component of course
design offered in higher institutions is a common practice nowadays and is
crucial in addressing these weaknesses among our young graduates.
This case
study identifies the effectiveness of active learning strategies and benef
its in
curriculum and pedagogy course which is a central concept of student-
centred
learning, derived from the constructivist approach. This article aims to ensure
the course efficacy by integrating active learning to support their practice of a
c-
tive learning brought to learners by micro teaching, peer-
reflections/feedbacks
and self-
reflections. Data were collected from documents in a form of
e-
reflections in ifolio and telephone interviews via WhatsApp Mobile Phone
application. This qualitative study reports in detail the experience of 10 u
n-
dergraduate students. The findings reveal the effectiveness of the three co
m-
monly used strategies associated with active learning strategies in this study.
Among the beneficial of imparting active learning strategies are
as follows;
creates positive learning environment, allows direct interaction between le
c-
turers and students, promotes open minded ideology, learn to respect som
e-
one else opinion, enhance communication skill, allows students to personally
engaged with the
learning activities and encourage participation. The findings
and discussion of this study would be able to help the pertinent parties such as
policy maker, teachers, facilitators and students with better guidance for uti
l-
ising and maximizing different oth
er selections of active learning strategies
How to cite this paper:
Shaaruddin, J.,
&
Mohamad
, M. (2017). Identifying the Ef-
fe
ctiveness of Active Learning Strate
gies
and Benefits in Curriculum and Ped
a
gogy
Course for Undergraduate TESL St
udents
.
Creative Education
, 8,
2312-2324.
https://doi.org/10.4236/ce.2017.814158
Received:
September 20, 2017
Accepted:
November 25, 2017
Published:
November 28, 2017
Copyright © 201
7 by authors and
Scientific
Research Publishing Inc.
This work is licensed under the Creative
Commons
Attribution International
License (CC BY
4.0).
http://creativecommons.org/licenses/by/4.0/
Open Access
J. Shaaruddin, M. Mohamad
DOI:
10.4236/ce.2017.814158 2313 Creative Education
that could benefit teaching and learning process in the higher education sce-
nario.
Keywords
Active Learning, Micro Teaching, Peer-Reflections/Feedbacks,
Self-Reflections, Curriculum and Pedagogy
1. Introduction
Education acts an important tool in the effort of preparing Malaysia as a devel-
oped country by year 2020. It serves as a vital foundation in providing and sup-
plying skillful human resources needed to boost the growth and development of
a country. The government has been taken several strategies in its effort to im-
prove the quality of our education system (Chamhuri & Abdul-Mumin, 2011).
Among the strategies are to continuously revise the curriculum to ensure that
it is in line with the needs of the country and the changes that are taking place in
the education system around the world. Many scholars believe that active learn-
ing has a positive influence on student learning outcomes. Improving the quality
of education deals a lot with the betterment of the teaching and learning process,
well-planned curriculum and effective implementation of the curriculum (Ab-
dullah & Hui, 2014).
As stated in the Malaysia Education Blueprint 2013-2025 (MOE, 2012), there
are many new approaches that have been introduced in improving the efficacy of
teaching and learning strategies which includes using inquiry learning, contex-
tual learning, constructivism and mastery learning.
For the past several years, active learning has become an alternative option to
traditional teaching methods and received considerable attention. Fisher (2010)
asserted a cause of concern arise due to the limitation of the traditional class-
room in supporting these learning approaches. Yahyazade et al. (2014) in a re-
cent research claimed that the students learn more when active learning is com-
pared to traditional teaching methods (such as lecture), regardless of the subject
matter. Besides that, the students tend to enjoy the class more and able to retain
the information longer. The researchers also claimed that active learning allows
students to learn in the classroom with the help of instructor and other students,
rather than learning on their own.
Therefore, this study aims to identify the effectiveness of active learning strat-
egies used in curriculum and pedagogy course employed by a group of under-
graduate TESL students. The researchers explore the benefits of active learning
strategies used in curriculum and pedagogy course.
2. Literature Review
2.1. Active Learning
Edgar Dale (1969) proposed the Cone of Learning (Figure 1) and emphasised
J. Shaaruddin, M. Mohamad
DOI:
10.4236/ce.2017.814158 2314 Creative Education
Figure 1. The cone of learning. Source: Adapted from E. Dale, Audio visual methods in teaching, 1969, NY: Dry-
den press.
that the active learning approach will help students to remember about 70% -
90% of what they have learnt, even after two weeks. This active learning ap-
proach involves activities such as group discussions, presentations, simulations
and tutoring. In contrast, students who are only involved in passive activities
such as lectures, viewing arts, graphs and maps can only retain about 10% - 30%
of what they had learnt.
In the process of making the learning experience enjoyable, the integration of
active learning tasks is much appreciated as mentioned by Močinić (2012). The
study by Freeman et al. (2014) affirmed the importance of learning more about
how class time was used and how students perceived the impact of active strate-
gies on their learning. According to Tedesco-Schneck (2013) the introduction of
active learning acts as a path to critical thinking in promoting students’ in-
volvement in classroom activities
Active Learning Strategies: Microteaching, Peer-Reflections/Feedbacks,
Self-Reflections
Research findings by (Ingersoll & Strong, 2011) mentioned that microteaching is
effective for prospective teachers in helping them to improve in set induction,
multiple frames of reference as well as observation skills. There was a high cor-
relation between micro-teaching performance and subsequent teaching perfor-
mance. The usage of microteaching among prospective English teachers in Eng-
lish teacher education is also recommended due to its advantages. For this study,
microteaching can be considered as an important subject to prepare these stu-
dents for their teaching practice.
It is undeniable that prospective teachers do perceived microteaching as an
important subject or course (Zakaria & Ah’hyat, 2010; Fernandez, 2010). Zakaria
& Ah’hyat (2010) further continued and claimed that students possessed positive
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2315 Creative Education
attitude towards micro teaching as it increases their level of self-confidence in
such of friendliness and equanimity environment (Remesh, 2013). According to
Ismail (2011) the inclusion of microteaching created a positive impact among
ESL student teachers’ in their teacher training programs that also affect aware-
ness and views with regards to their language and teaching competencies. Gha-
naguru et al. (2013) highlighted that the young and mostly inexperienced begin-
ner teachers will be better prepared to face the challenges in teaching profession
confidently through the use of microteaching and the significance of practical
knowledge that linked their experiences to content knowledge. Mahmud and
Rawshon (2013) further mentioned that microteaching can play a significant
role in student education which can lead to the contribution towards under-
standing better the process of learning and its complexities.
Meerah et al. (2010) claimed that in improving students learning, feedback
plays an important role. Peer reflection also refers as peer evaluation, review, as-
sessment and feedback. Shiu et al. (2012) believe that peer evaluations reduced
free riding among peers and find that students had generally positive attitudes
about peer evaluations. Tahir (2012) stated that when conducting peer review,
students feel less pressure and feel more relax. The students claimed that the ad-
vices given by peers are very easy to be used specially to revise essay and consid-
er it as very useful. The students are able to engage with more practices and dis-
cussions are made among friends through peer review. Strijbos & Sluijsmans
(2010) highlighted that peer assessment is an educational arrangement that sti-
mulates the students to reflect and provide feedbacks on their peers, discuss and
collaborate among themselves
Self-reflection according Norberg (2014), help students to construct new and
deeper understanding of the experience learnt. It can also improve personal and
professional awareness. Toros & Medar (2015) claimed self-reflection promotes
constructing new meanings and solutions. As also improves personal and pro-
fessional awareness and professional growth from learning through experiences.
Langley & Brown (2010) mentioned that reflective journaling allows students to
recognize and record their strengths and weaknesses. It involves an intensely
personal process that deals with them in a safe environment.
2.2. Blended Learning in Higher Institutions in Malaysia
The study of hybrid courses in higher education conducted by local scholars
such as Dzakiria et al. (2012) suggested that blended learning provides a peda-
gogical alternative that could play a significant role. It also has a lot of potential
and offered a comfortable middle ground in the system of higher education in
Malaysia.
Azizan (2010) concluded that with the utilization of technology in physical
classrooms, it offers and provide extra resources for the students which later
leads to enhancement in learners’ confidence and competence as well as im-
proving the learning quality.
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2316 Creative Education
However, this research defines blended learning as the facilitation of teaching
and learning process using a combination of blending face to face (f2f) and on-
line methods.
3. Research Methodology
3.1. Research Setting and Participants
The participants for this study consisted of TESL students selected because they
have fulfilled the criteria that suited the aim of this case study. They were ten
third year undergraduate TESL students registered in the Faculty of Education,
National University of Malaysia (UKM) and required to enroll in Curriculum
and Pedagogy Course. The selection of participants was carried out based on
purposive sampling who had fulfilled the required criteria. This is also in accor-
dance to the researchers’ intention to select participants and sites in order to
understand the central phenomenon (Creswell, 2014: p. 206).
3.2. Research Instruments
The students submitted documents in a form of e-reflections tasks in ifolio. The
responses from the students’ e-reflections in ifolio were utilised and telephone
interviews via WhatsApp Mobile Phone with the participants were conducted.
In this study, the e-reflections were written and prepared individually and
compiled as a group task as suggested by Creswell (2014: p. 223) that mentioned
documents as a good source for text (word) data. Not only it provides valuable
source of information but also as being the language and words of the partici-
pants for a qualitative study.
Each group uploaded their written e-reflections within 5 - 6 pages, submitted
to the lecturer, who is also one of the researchers. The e-reflections were later
evaluated. The total marks for e-reflections represented 10 percent. Marks were
given to ensure that the respondents prepared comprehensive documents Cres-
well (2014: p. 217).
The usage of qualitative interviews is in accordance to Yin (2011: pp. 134-135)
suggested that the researcher should have a mental framework of the study ques-
tions that does not try to adopt any uniform behavior or demeanor. He further
continued; preferably using participants’ choice of own words during the discus-
sion of the topic. Creswell (2014: p. 219) further recommended telephone inter-
views due to geographically dispersed and the inability of the researcher in this
study to come to a central location for an interview. The interview questions
were recorded using WhatsApp Mobile Phone application since it is easily ac-
cessible by the researcher. Then, it was sent via WhatsApp Mobile Phone appli-
cation to the participants and recorded their responses. After that, the recorded
interviews were sent back to the interviewer using the same mobile applications.
3.3. Curriculum and Pedagogy Course Objectives
The integration of active learning among TESL students in Malaysia education
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2317 Creative Education
scenario. Apart from that, at the National University of Malaysia, it is compul-
sory for any second year TESL student to take, attend and complete a course
namely Curriculum and Pedagogy. The aim is to provide students with know-
ledge on the meaning of curriculum planning and implementation. The content
includes teaching plan; namely the preparation and implementation of the
semester, weekly and daily lesson plans; and teaching techniques in the class-
room. Bloom’s Taxonomy and creative and critical thinking skills (CCTS) are
also discussed. Students will also be exposed to several approaches of student-
centred learning, application of ICT in teaching and classroom management.
These theories will be applied in the Micro Teaching sessions that focus on spe-
cific teaching skills.
The course activities require total Teaching and Learning Hours of 120 hours.
The students attended 20 hours of lecture and 16 hours of activity simulation.
They are also required to submit e-reflections Tasks in i-folio which consists of
19 hours, apart from which, 30 hours of Teaching Preparation and 35 hours of
Self-directed Learning.
The evaluations consist of these items and the weightage for examination is
40%, Task (Daily Lesson Plan) contributes 20%, Microteaching 30% and Reflec-
tions (Group) 10%.
4. Findings and Discussion
4.1. Effectiveness of Active Learning Strategies Used by the
Students
The findings on the effectiveness of active learning strategies used by the partic-
ipants are discussed in three sub-sections identified from the study: micro
teaching, peer-reflections/feedbacks and self-reflections.
4.1.1. Microteaching
This study confirmed the claim made by Fernandez (2010) that students per-
ceived microteaching as important subject or course Zakaria & Ah’hyat (2010)
as the participants mentioned as follows:
“…
I think microteaching is really important
” (
G
2)
and
“
what I get from the microteaching session was a lot
.”
(
G
2
-P
4)
According to Ismail (2011) the inclusion of microteaching created a positive
impact among ESL student teachers’ in their teacher training programs that also
affect awareness and views with regards to their language and teaching compe-
tencies. Zakaria & Ah’hyat (2010) further continued and claimed that students
possessed positive attitude towards micro teaching as it increases their level of
self-confidence in such of friendliness and equanimity environment (Remesh,
2013). The response below confirms the previous studies:
…
It increases one confident
(
G
1)
…
helps us to improve our confidence
(
G
3)
and
…
It increases one confident and teaching quality towards the end of the
semester
(
G
2
-P
4)
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2318 Creative Education
Ghanaguru et al. (2013) highlighted that the young and mostly inexperienced
beginner teachers will be better prepared to face the challenges in teaching pro-
fession confidently through the use of microteaching and the significance of
practical knowledge that linked their experiences to content knowledge. Mah-
mud and Rawshon (2013) further mentioned that microteaching can play a sig-
nificant role in student education which can lead to the contribution towards
understanding better the process of learning and its complexities. The responses
below confirm their previous studies:
“
Next
,
it could help the students of the course to have expectation of what
could happen during teaching and learning session
”
(
G
1)
“
It serves as practice for novice teachers before enter the real situation of
teaching
”
(
G
1)
“
let us future teachers to get ourselves into the real situations and know how
to deal with the students in the classroom
”
(
G
2)
“
it allows us future teachers to be able to familiarize ourselves with the teach-
ing practice in the classroom
…
you
’
ll be able to know how you are going to
handle the students in the classroom
”
(
G
2)
“
prepares us real life situation
…
most importantly help us to prepare the les-
son beforehand…enhance our teaching skill
”
(
G
3)
4.1.2. Peer Reflection/Feedback
The findings of this study supports previous study by Meerah et al. (2010) that
claimed in improving students learning, feedback plays an important role as it
stimulates the students to reflect and provide feedbacks on their peers, discuss
and collaborate among themselves (Strijbos & Sluijsmans 2010). The responses
by the participants confirm the study as follows:
“
I think it is really important because with peer reflection you
’
ll be able to
know
…
what kind of
…
elements or
…
characteristics that you need to improve
in the
…
classrooms
…
for you to be able to teach
…
better
”
(
G
2)
“…
their opinion is very important because
…
you see
…
our friends
,
our peers
know us and their feedbacks help us a lot
”
(
G
3)
“…
it can help us fix our performance and teaching skills
.”
(
G
3
-P
2)
Shiu et al. (2012) believe that students had generally positive attitudes about
peer evaluations as the responses by the participants confirm the study:
“…
if their friend made mistakes
…
they could point it out without having a
fight afterwards and
…
allows students to work professionally among them be-
sides having good relationship with one another
” (
G
1)
The responses by the participants below confirm the study of Tahir (2012)
that when conducting peer review, students feel less pressure and feel more re-
lax. The students claim that the advices given by peers are very easy to be used
specially to revise essay and consider it as very useful. The students are able to
engage with more practices and discussions are made among friends through
peer review.
…
the advices given by the peers would be easy to be understood and they
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2319 Creative Education
understand our capability instead of expecting
…
good result from us
.
“…
from my lecturer and peers
’
comments
,
I was told that I have improved a
lot overall as compared to my first micro-teaching students will be able to feel
more comfortable
…
because they are receiving comments from their friends
.
(
G2
)
“
For this time commenting session
,
the lecturer asked all my classmates to
comment
…
most of them gave me such a great compliment
…
They said I im-
proved a lot from the previous one
”.
(
G
2
-P
3)
4.1.3. Self- Reflection
Self-reflection, according to Norberg (2014), helps to construct new and deeper
understanding of the experience learnt. It can also improve personal and profes-
sional awareness as these responses by the participants confirms the study:
“
I think self-reflection is very important
…
what expects you need to improve
and enhance so that you can em
…
teach better in the classroom
”
(
G
2)
“
It can help us fix our performance and teaching skills
”
(
G
3)
The findings of this study also supports previous study by Toros & Medar
(2015) that claimed that self-reflection promotes constructing new meanings
and solutions. As also improves personal and professional awareness and profes-
sional growth from learning through experiences. The responses below con-
firmed the scholars mentioned:
“
After reflecting on my mistakes and the audience
’
s comments
,
I decided to
improve my microteaching and do my best to avoid the mistakes I
’
ve done in the
first one
.
During my second micro-teaching
,
I can feel that I could take control
of the class better than the previous time
…”
(
G
2
-P
2).
“
During my second session of micro teaching
,
I came up with solutions to
overcome my weaknesses during the previous micro teaching session
.”
(
G
2
-P
3)
Langley & Brown (2010) mentioned that reflective journaling allows students
to recognize and record their strengths and weaknesses. It involves an intensely
personal process that deals with them in a safe environment. The responses be-
low affirmed the previous study of the scholars mentioned:
“…
it is to prove one has done a deep study for she or he knows mistakes that
happen during the lesson
…
allows the students of the course to identify their
own mistakes and correct the mistakes for the next time
.
This allows
…
oneself
to always be careful and aware from making mistakes during the process
”.
(
G
1)
“
you
’
ll be able to know what kind of mistakes and by reflecting to the mistakes
they
’
ll be able to improve their teaching quality in the classroom
.”
(
G
2)
“
so
,
this reflection helps us to identify our own mistakes
”
(
G
3)
4.2. Benefits of Active Learning Strategies
In the process of making the learning experience enjoyable, the integration of
active learning tasks is much appreciated as mentioned by Mocinic (2012) and
the response below confirm the findings of this study.
“…
the classroom environment will be not so boring
”
(
G
2)
J. Shaaruddin, M. Mohamad
DOI:
10.4236/ce.2017.814158 2320 Creative Education
The response below also affirms recent study by Freeman et al. (2014) about
the importance of learning more about how class time was used and how stu-
dents perceived the impact of active strategies on their learning.
“…
I think active learning strategy is very
,
very important
”
(
G
3)
“…
very important
…
students would be attracted to learn more
”
(
G
2)
According to Tedesco-Schneck (2013) the introduction of active learning acts
as a path to critical thinking in promoting students’ involvement in classroom
activities as these responses confirms his study.
“…
allows direct interaction between lecturers and students which students
hardly do in normal learning session
.
It promotes open minded ideology because
students are able to express opinion
.
Next
,
it will enhance communication skill
since everyone has to talk using these strategies
.
Next is
,
everyone will learn to
respect someone else opinion
”
(
G
1)
“…
because it allows students to personally engaged with the learning activi-
ties
”
(
G
2)
“…
creates positive learning environment
…
encourage participation
…
moti-
vate both sides
…
students and teachers
”
(
G
3)
5. Conclusions and Implications of the Study
5.1. Conclusions
In identifying the effectiveness of active learning strategies used in curriculum
and pedagogy course employed by a group of undergraduate TESL students,
there are three commonly used strategies associated with active learning strate-
gies used in this study which are as follows; micro teaching, peer reflection/
feedback and self-reflection.
The effectiveness of Microteaching can be concluded as follows:
• perceived microteaching as important subject
• help the students of the course to have expectation of what could happen
during teaching and learning session
• prepares for real teaching situations
• know how to deal with the students in the classroom
• allows future teachers to be able to familiarise themselves with the teaching
practice in the classroom
• help to prepare the lesson beforehand
• increases and improves one confident/teaching quality
• The effectiveness of Peer Reflection/Feedback can be concluded as follows:
• able to know what kind of elements or characteristics that need to improve
• their friends’ opinion is very important
• peers know them and their feedbacks help them a lot
• could point their friends’ mistakes
• advices given by the peers would be easy to be understood and they under-
stand our capability
• allows students to work professionally among themselves
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2321 Creative Education
• feel more comfortable receiving comments from friends
The effectiveness of Self-Reflection can be concluded as follows:
• allows the students to identify their own mistakes and correct the mistakes
for the next time
• always be careful and aware from making mistakes during the process.
• very important as what expects need to improve and enhance teaching
• it can help to fix performance and teaching skills
• by reflecting to the mistakes they will be able to improve their teaching qual-
ity in the classroom
• came up with solutions to overcome weaknesses during the previous micro
teaching session
• take control of the class better than the previous time
From this study, it could not be denied that the findings showed that employ-
ing active learning strategies were beneficial as follows:
• the classroom environment will be not so boring and therefore students
would be attracted to learn more.
• creates positive learning environment
• it allows direct interaction between lecturers and students which students
hardly do in normal learning session.
• it promotes open minded ideology because students are able to express opi-
nion.
• it will enhance communication skill since everyone have to talk contribute
feedback
• everyone will learn to respect someone else opinion.
• it allows students to personally engaged with the learning activities.
• encourage participation, motivate both students and teachers.
5.2. Implications of the Study
Based on the result derived from this study, it is hoped that it will help the par-
ties involved:
1) Policy Maker
2) Teachers or facilitators
3) Students
Abdullah & Hui (2014) and many other scholars believe that active learning
has a positive influence on student learning outcomes. Therefore, as part of
blended learning, a comprehensive structured curriculum that emphasizes more
on active learning and student centred approach must be effectively constructed.
This will improve the quality of education that deals a lot with the betterment of
the teaching and learning process, well-planned curriculum and effective im-
plementation of the curriculum (MOHE, 2007), as this objective has been hig-
hlighted in the National Higher Education Strategic Plan 2020, which then later
becomes one of the key performance indicators for the implementation of the
strategic plan (MOHE, 2007) of higher education. Furthermore, the study also
J. Shaaruddin, M. Mohamad
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10.4236/ce.2017.814158 2322 Creative Education
indicates that the active learning approach has proven to be beneficial to stu-
dents in higher education especially among future teachers of tomorrow.
As for teachers or facilitators, they could identify the students’ learning styles
and apply these best practices in this curriculum and pedagogy course. They can
guide their students to impart active learning strategies in the course and assist
them to utilise other active learning strategies available apart from these three.
Last but not least, the findings will provide the students with better guidance
for utilising and maximizing different other selections of active learning strate-
gies that could benefit their teaching and learning process. The benefits of active
learning strategies will be the platform for students to gain a better understand-
ing also as an exposure to be trained properly and competently enough as future
teachers. It is also hoped that these soon to be English teachers no longer classi-
fied as “incapable” or “unfit” to teach the subject in schools.
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