Development and Validation of a Self-Directed Learning Toolkit for Synergistic Inquiry Reflective Learning (SIRL) Strategy

Yzzel  Agorilla-Sario,

Development and Validation of a Self-Directed Learning Toolkit for Synergistic Inquiry Reflective Learning (SIRL) Strategy

Discipline: Education

Abstract:

This study aims to create and validate a learning toolkit that implements a new innovative teaching strategy called Synergistic Inquiry Reflective Learning (SIRL). SIRL combines Problem-Based Learning (PBL), Inquiry-Based Learning (IBL), and Reflection on Learning (RL) in one single approach for the General Education Course Science Technology and Society (STS). The toolkit consists of a Self-directed Learning Module, a Teacher's Guide, and Student Learning Sheets. The development process entailed meticulous proofreading, editing, and formatting to guarantee a user-friendly experience. The validation process involved the use of Rivera's Expert's Assessment Checklist to evaluate the toolkit based on its aims, content, organization, materials, resources, and efficacy. Experts evaluated all categories as "highly satisfactory" with an average score of 4.08. The inter-rater reliability was found to be high as evidenced by a Cronbach's Alpha coefficient of 0.925. The findings indicate that the toolkit is resilient, dependable, and successful in improving student engagement and learning achievements. The qualitative insights from student feedback highlighted themes of improved understanding, enhanced review and retention, increased engagement, and a balance between independence and collaboration. These findings underscore the practical consequences for wider educational implementations and propose that ongoing improvement guided by feedback will augment its efficacy. This research enhances the field by offering a verified groundbreaking educational tool that encourages profound learning and involvement through a comprehensive approach to teaching and learning.

References:

Aidoo, B. (2023). Teacher Educators Experience Adopting Problem-Based Learning in Science Education. Education Sciences, 13(11), 1113. https://doi.org/10.3390/educsci13111113
Barrows, H. S. (1996). Problem-Based Learning in Medicine and Beyond: A Brief Overview. New Directions for Teaching and Learning, 1996, 3-12. http://dx.doi.org/10.1002/tl.37219966804
Dole, Sharon & Bloom, Lisa & Kowalske, Kristy. (2016). Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered. Interdisciplinary Journal of Problem-Based Learning. 10. 10.7771/1541-5015.1538.
Hmelo‐Silver, C. E. (2004, September 1). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review. https://doi.org/10.1023/b:edpr.0000034022.16470.f3
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99-107. https://doi.org/10.1080/00461520701263368
Kuhlthau, Carol & Maniotes, Leslie & Caspari, Ann. (2015). Guided Inquiry: Learning in the 21st Century: Learning in the 21st Century. 10.5040/9798400660603.
Mansour, N. (2007). Challenges to STS Education: Implications for Science Teacher Education. Bulletin of Science, Technology & Society, 27(6), 482-497. https://eric.ed.gov/?id=EJ779396
Mansour, N. (2015, May 24). Mansour, N. (2009). Science-Technology- Society (STS): A new paradigm in Science Education. Bulletin of science, technology and society. 29(4), 287-297. Exeter. https://www.academia.edu/12562099/Mansour_N_2009_Science_Technology_Society_STS_A_new_paradigm_in_Science_Education_Bulletin_of_science_technology_and_society_29_4_287_297
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. RoutledgeFalmer.
Partnership for 21st Century Skills (2009). A Framework for Twenty-First Century Learning. - References - Scientific Research Publishing. (n.d.). https://scirp.org/reference/referencespapers?referenceid=1807334
Rivera, G.B. (2011). Development and validation of PBL Materials in Chemistry. (Thesis) Philippine Normal University North Luzon, Alicia, Isabela
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company.
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey Bass.
Strobel, J., (2009). When is PBL More Effective? A Meta-synthesis of Meta-analyses Comparing PBL to Conventional Classrooms. Purdue e-Pubs. https://docs.lib.purdue.edu/ijpbl/vol3/iss1/4/
Zion, M., & Mendelovici, R. (2012). From Structured to Open Inquiry: Challenges and Limits. https://eric.ed.gov/?id=EJ1001631.