Pedagogical Innovation for Positive Learning Outcomes

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Introduction

There has been a recent focus on fostering innovation in the field of education. Education is meant to prepare students well into productive citizens with adequate skills and knowledge of the employment sector and future planning of healthy lifestyles. However, stakeholders in the employment and education sectors have raised concerns about declining academic performance and inadequate skills for the labor market. The stakeholders attribute these concerns to poor learning and teaching methods which hinder excellent performance and the acquisition of appropriate skills for productivity in the employment field. In line with these concerns, teachers, and administrators have been tasked with improving students learning outcomes through innovation. This study evaluates a proposed pedagogical innovation as an effective teaching a learning tool for positive student outcomes in high school.

The Proposed Changes

This study proposed applying pedagogical innovation to promote positive learning outcomes in high school students. The term pedagogical innovation is widely used in education literature, referring to new approaches to teaching and learning that foster positive learning outcomes (Santos et al., 2019; Walder, 2017). The suggested pedagogical innovation strategies study included inquiry-based learning, flipping classroom approaches, task-based learning, project-based learning (PBL), and blended learning, which includes incorporating technology in teaching and learning. Inquiry-based learning involves student engagement in the learning process through research, enhancing in-depth understanding and leading to positive outcomes (Khalaf & Zuhana, 2018; (Gouri, 2020; Lewin et al., 2018). Flipping classrooms include engaging learners in different teaching methods, such as group work and different class materials, to facilitate the learning needs of individual students.

Likewise, task-based and project-based learning allows students to apply course material to solving complex problems and managing tasks. Thus, promoting excellent learning outcomes and acquiring beneficial skills (Chen, 2018; Suzuki, 2021). Lastly, blended learning incorporates technology and classwork, facilitating the understanding and application of various technological devices and applications, such as web research (Dziuban et al., 2018; Kearney et al., 2022; Lunevich, 2022). Thus, implementing the mentioned techniques in high school can help achieve positive learning outcomes and eliminate the stakeholder’s concerns regarding academic outcomes and appropriate skills for the labor market.

The Rationale for The Proposed Changes

Teaching and learning methods have a significant influence on students’ learning outcomes. Mynbayeva et al. (2018) and Pérez Cañado (2018) state that the methods used in various classroom setups and education systems determine the academic achievement of a learner. For instance, traditional methods focus on rote learning, where learning takes place theoretically, and student performance is determined by standardized tests (Butler-Henderson & Crawford, 2020). Further, the method applies the same approaches in learning regardless of pedagogies, limiting critical thinking, innovation, and acquisition of relevant skills for higher learning and the job market (Chou and Feng, 2019; Sailin & Mahmor, 2018). Pedagogical innovation presents a different approach to teaching and learning where learners can obtain comprehensive knowledge of concepts and subjects.

The approach allows students to become active learners and relate theory to practice efficiently. This prepares them adequately for employment opportunities and lifelong plans (Avidov-Ungar & Forkosh-Baruch, 2018; Pérez Cañado, 2018). Adopting the technique is essential in breaking the monotony of traditional teaching and learning practices, leading to poor and standard student outcomes. Thus, by implementing excellent pedogeological innovations, high school students can attain better grades, enabling the transition to higher learning and acquiring skills for the job market.

The Consultative and Design Procedures

The consultative procedures in this study aimed at providing the need for innovation and informed educational policies about innovation in learning and teaching in high school. At the same time, the consultation aimed at creating awareness of pedagogical innovation to enhance learning outcomes in high school among the relevant stakeholders. Fraussen et al. (2020) define the stakeholder consultation process as involving groups or persons of interest in decision-making where they are allowed to raise their views and concerns about the proposed project. Therefore, the project manager established a dynamic and practical method of consultation characterized by equal representation and contribution of views and opinions, time efficacy, accountability, and addressing all stakeholder’s needs (Fraussen et al., 2020). Primary stakeholders included the school’s administration, where the innovation was proposed, students, teachers, educational policymakers, the community, parents, and stakeholders from the labor market.

Formal letters and written proposals were sent to three community school administrations to request the implementation of the proposed techniques in the schools. Likewise, the project manager sent a request for participation in the proposed project to education policymakers, including an outline of the proposed innovation and education policies observed in its formulation. Apart from consulting relevant educational policymakers, the researcher presented the proposal to ten top-hiring companies to obtain data regarding the skills and competencies of fresh graduates. The consultation aimed at addressing the concerns of the stakeholders on skills acquisition and transferability to the labor market. Teacher-student surveys were employed to obtain their perspectives on innovative teaching and learning to foster positive learning outcomes. As the primary beneficiaries of the innovative project, students’ and teachers’ views are vital in identifying their needs and methods of implementing innovative learning effectively. Lastly, the community was aware of the proposed changes since some pedagogical activities would involve community work. Through effective consultation, each implemented pedagogical innovation approach considered the stakeholder’s interests and needs, leading to the conception of the proposed pedagogical innovation to promote excellent learning outcomes.

Since the researcher was interested in pedagogical innovation, the project design involved collaborative participation by teachers, students, and external experts to determine the effectiveness of the teaching and learning method. The implementation plan was undertaken through three stages. The first stage included teachers’ and students’ orientation on the proposed pedagogical innovation techniques, facilitating familiarization and efficient adoption. Secondly, the implementation plan involved the actual application of the pedagogical strategies in coursework and classroom activities. Finally, the third process included expert analysis of the practical application of the strategies. By the end of the implementation processes, the researcher believes that teachers will be able to use pedagogical innovation practices in classroom activities. Likewise, students can integrate various class activities and materials into the implemented teaching and learning practices and give feedback on their efficiency.

Application Of Digital Technologies and Networks in The Consultative and Design Process

Using digital technologies in consultation and design has gained momentum over the years. This study employed several digital technologies that facilitated a balanced consultation process and created awareness of the proposed pedagogical information. The tools include electronic devices, software applications, and a project website facilitating discussions and data centralization. The first digital technology applied was computerized online interviews. According to Garoufallou et al. (2019) and Fırat et al. (2020), computerized online interviews allow individual to express their views freely, which extends the boundaries of the consultation leading to a large capacity of information. The method facilitated discussions and interactions with various stakeholders from the labor market and education sector. Due to their busy schedules, most company managers and educational policy-making personnel could not attend face-to-face interactions during consultations. The interviews enabled audio recording, transcribed into text, facilitating documentation and future referencing for effective decision-making.

Consequently, the researcher used telephone calls to collect data from stakeholders who could not conduct online interviews. Telephone calls involve asking questions and opinions through phone calls and recording the information for further documentation and analysis (Fırat et al., 2020). In today’s technological world, smartphones have advanced features for recording phone calls which are time-saving and facilitate transcription into text for more straightforward analysis (Sambyal, 2019; Thunberg & Arnell, 2021). Thus, the study employed phone call conversations in consultation, which provided relevant information from stakeholders with insufficient time for online interviews and face-to-face interactions.

Lastly, the researcher employed web-based services to create the project profile, which served as a central platform for online discussions and consultation. Web-based tools are reliable and efficient in collecting and sending data to various stakeholders and research partners, facilitating an integrative data collection and analysis approach (Garoufallou et al., 2019; Sambyal, 2019). At the same time, the specialized service enabled the researcher to consult various fields of education, innovation, and the labor market to obtain a broad scope of information leading to informed decision-making. The website will be active for the duration of the implementation and evaluation of the proposed projects, which will inform stakeholders of the procedures and progress of the project. Further, the project manager used web-based handles such as Twitter and LinkedIn to promote the proposed pedagogical innovation to the community, parents, and the broader society. The web-based handles provide better stakeholder engagement and awareness of the proposed innovation, enhancing the project’s effectiveness through relevant suggestions and continuous visibility.

The Evaluation Process

Frequency of applying pedagogical innovation in classroom activities

The first evidence collected included how often the teachers applied pedagogical innovation in teaching and classroom activities. Collecting data on the frequency helped analyze students’ and teachers’ feedback on the effectiveness of the proposed innovation. Determining the frequency enabled the project manager to evaluate the relevance and willingness to adopt pedagogical innovation as a teaching and learning strategy for positive learning outcomes.

The effectiveness of applying pedagogical innovation in learning activities among teachers and students

Secondly, the project manager collected data on how effective teachers and learners could implement pedagogical innovation in learning activities. Although the implementation process involved orientation on effectively employing the strategy in classwork and activities, teachers and students have different levels of understanding and preparedness (Byers et al., 2018). Implementing a new technique might be challenging to some students and teachers, requiring additional support to foster smooth adoption. Collecting data on effective implementation helped the project manager evaluate challenges that hindered practical adoption among teachers and students and effective solutions.

Students and teachers’ opinions of the pedagogical innovation techniques

A crucial factor to be considered during evaluation is teachers’ and students’ perceptions of the pedagogical innovation strategies employed. Determining their feedback is key to evaluating the success or failure of the project. Although the frequency and adoption of the approach matter, qualitative feedback is essential in determining the primary beneficiaries’ standpoint. Therefore, the project manager collected evidence reflecting various views and opinions of teachers and students to demonstrate the effectiveness of pedagogical innovation in enhancing learning outcomes.

Discussion

Data from two schools indicated that teachers applied pedagogical innovation in seven out of ten classroom activities weekly. The teachers had fully adopted pedagogical innovation in senior secondary school teaching in one school. The frequency shows the enthusiasm and willingness to adopt the strategies, which demonstrates its relevance in supporting student learning outcomes. The report is in line with stakeholder interest discussed during consultations which demanded strengthening learning outcomes through the proposed innovation.

Recognizing the need for innovation is crucial to fully implementing the practices and achieving positive learning outcomes. The teachers and students consider innovation essential in acquiring skills and academic achievements, which enhances future productivity. The teacher and student responses were expected since the evidence shows that pedagogical innovation is relevant in promoting academic achievement and acquiring appropriate skills (Hero & Lindfors, 2019; Suh & Park, 2017). Students from all schools responded that the techniques foster active learning and student engagement in research processes, enhancing their cognitive and critical thinking skills.

Teachers and students perceive innovative learning methods as efficient, which enhances their critical analysis and creativity. The school respondents indicated that the approaches enhance student engagement and collaboration, fostering skill acquisition and positive learning outcomes. The response is in line with Chou and Feng’s (2019) and Svärd et al. (2022) literature, stating that pedagogical innovation facilitates critical thinking, in-depth research, reflection, and student engagement. Additionally, the student’s response aligns with the expected outcomes of the proposed innovation, which is to enhance positive learning outcomes among high school learners. Therefore, the students can have better chances in the employment sector by developing relevant skills that match labor market demands.

Data from investigating the effectiveness of pedagogical innovation in learning activities among teachers and students shows the respondents’ level of preparedness. Most teachers and students could implement and apply the pedagogical innovation strategies effectively. Teachers and students from all three schools demonstrated an eagerness to use the approach in teaching and learning because they could implement the method quickly. The teachers were willing to adopt and integrate the teaching method in the future to improve their student’s learning performance and teaching methods.

The results show that creating awareness of the practices during the consultation was influential in informing the education sector of alternative teaching and learning methods. Research indicates that education policymakers and teachers are most reluctant to embrace change (Sailin & Mahmor, 2018). However, the evidence demonstrates otherwise, where teachers and students’ reception to the new learning and teaching methods demonstrated positivity. Thus, the education sector is revolutionizing to match upcoming trends in technology and empowering students to match the demands of the job market. The respondent’s positivity is key to the success of the pedagogical innovation, which will satisfy the interest of all stakeholders involved in the project.

From the data collected on the effectiveness of pedagogical innovation in learning activities among teachers and students, teachers argued that although the implementation process was effective, numerous factors limit the extensive application of innovative practices. Primary challenges include limited classroom sizes, layout, and adequate resources to facilitate pedagogical class activities. In one school, teachers reported insufficient understanding and training regarding innovative practices, which limited the exploration of various strategies, particularly blended-based learning. Through the consultations, stakeholders expressed the need for training teachers in the innovative practices and technological tools required for various pedagogical innovation techniques, such as blended learning. Stakeholder discussions suggested a continuous process of training teachers since preparedness to implement new teaching techniques requires extensive psychological and mental preparation.

Conducive spaces were considered temporary among school administrators and education policymakers as schools were promised resources to construct larger learning spaces if innovative methods were adopted. Alternatively, the teachers can foster innovative learning in open spaces such as fields and assembly halls which offer more space for pedagogical innovation activities. From the evaluation, pedagogical innovation techniques have the potential to foster student learning outcomes if effectively implemented. Thus, the following evaluation report will focus on strategies for effective implementation, such as addressing solutions to implementation challenges.

Conclusion

This report aimed to evaluate the effectiveness of pedagogical innovation in promoting positive learning outcomes among students in high school. Results from the data collected show that innovation practices foster positive learning outcomes through critical thinking, creativity, collaboration, and student engagement. The pedagogical techniques proposed for implementation included inquiry-based learning, flipping classroom approaches, task-based learning, project-based learning (PBL), and blended learning, which includes incorporating technology in teaching and learning. Teachers and students could adopt most methodologies, such as inquiry-based and task-based learning. Although the teachers and students demonstrate a willingness to implement the innovative practices, specific barriers, such as limited space and inadequate training, hinder effective implementation. Nonetheless, the proposed approach met the expected outcomes and stakeholders’ interests, showing potential for future adoption as a learning and teaching method in the general education sector.

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