Aug 2026· Journal of General Education and Humanities· 0 citations
Abstract
This book review examines Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive by Samantha S. Reed, Carol A. Mullen, and Emily T. Boyles. The book discusses the implementation of problem-based learning (PBL) as an instructional approach that supports students’ knowledge and skill development through collaborative engagement in solving authentic, real-world problems. This review adopts a descriptive-critical approach, analyzing the book’s content, theoretical foundation, key themes, and findings from teacher interviews, while also evaluating its relevance to classroom practice in elementary education. The book emphasizes the development of 21st-century skills, known as the 5Cs, namely critical thinking, creativity, communication, collaboration, and citizenship, and demonstrates how PBL can enhance student engagement, motivation, and academic achievement. Its main strength lies in bridging PBL theory with classroom practice through teachers’ lived experiences, making it highly relevant for educators and education stakeholders. However, the book has limitations, particularly in its limited discussion of assessment practices, teacher training, scaffolding strategies, and the challenges of implementing PBL across diverse educational contexts, indicating the need for further elaboration to strengthen its practical applicability.
This research article explores the implementation of activity-based pedagogy to enhance student engagement in teaching literature, with a specific focus on W. Somerset Maugham’s short story Mr. Know-All. Drawing from reflective classroom practice at the University with undergraduate students, the study demonstrates how student-centered activities centered on discussion, questioning, and the Think-Pair-Share (TPS) strategy transform passive reading into active, collaborative meaning-making. Activity-based learning shifts the classroom dynamic from teacher-dominated instruction to one where students actively participate through hands-on tasks, group interactions, and critical reflection, fostering deeper comprehension, critical thinking, communication skills, and emotional investment in literary texts. The methodology employs a qualitative, experience-based descriptive approach grounded in the researcher teaching experience of the story. The article details practical activities: pre-reading discussions on judging appearances, character analysis of Mr. Kelada, focused exploration of the pivotal necklace scene, and thematic discussions on tolerance, sacrifice, and prejudice. It further proposes tiered questioning (literal, analytical, and evaluative) to scaffold comprehension and critical analysis, alongside TPS activities that encourage individual reflection, peer dialogue, and whole-class sharing on issues like prejudgment and moral sacrifice. Teachers can generate various activities to make learners more engaged and creative in teaching and learning environment. Teachers can create activities that generate interest among the participants and become more engaged learners. The integration of such methods not only enhances language skills and literary appreciation but also cultivates empathy, analytical abilities, and social interaction among students.
Rajendra Prasad Joshi· English Language Teaching Pe...· 0 citations
The constant social and educational changes have demanded that schools adopt teaching practices that encourage students to actively participate in knowledge building. In this context, active methodologies stand out as important strategies to promote meaningful learning, fostering autonomy, critical thinking, collaboration, and problem-solving. This study aims to share a teaching experience carried out in the 3rd grade of Elementary School I, with 25 students, in the municipal school system in 2025, highlighting the contributions of active methodologies to student learning. It is an experience report, with a qualitative and descriptive approach, based on contemporary education theoretical frameworks. This is an experience report with a qualitative and descriptive approach, based on theoretical frameworks of contemporary education. During the activities, strategies such as problem-based learning, collaborative work, station rotation, gamification, the use of educational games, technological resources, and investigative activities were used, allowing students to take a more active role in the teaching and learning process. The observed results indicate increased interest, participation, and interaction among students, as well as improvements in autonomy, problem-solving skills, and the consolidation of the skills outlined by the National Common Curricular Base (BNCC). It can be concluded that adopting active methodologies encourages more meaningful, dynamic, and contextualized learning, contributing to the overall development of early elementary school students.
Sandra De Lourdes Andrade Jovial Macarini· Revista Gênero e Interdiscip...· 0 citations
This study examines the impact of competency-based curricula (CBCs) and technology on teaching and learning literature in English among secondary schools in Arusha, Tanzania. Critical thinking, creativity and student participation were not much promoted in the traditional teacher-centered practices of Tanzania's education system. The introduction of CBC addressed this challenge by promoting a learner-centered approach emphasizing skills and competencies required in the twenty-first century. A mixed-methods approach was adopted in the present study to collect data from both instructors and students at various schools through surveys, interviews and classroom observations. The findings reveal that CBCs increases student engagement and participation in English literature by motivating students to develop critical analytical skills through active learning. Thereafter, technology integration including digital resources, online platforms and multimedia tools, significantly enhances the educational curriculum by providing diverse text material and encouraging an interactive learning atmosphere. The study also emphasizes the need for professional development of instructors and adequate technological infrastructure. Overall, the results of this study reveal that when a competency-based curriculum is integrated with technology, it makes the literature in English education more interesting, dynamic, resourceful and successful, preparing students for the globalized digital world.
G. Cheema, Mohd Aarif Rather, Vandana Aggarwal et al.· Journal of Interdisciplinary...· 0 citations
The shift in 21st-century educational paradigms demands that elementary school students develop high-level competencies, particularly critical thinking skills, which are often underutilized in traditional teacher-centered classrooms. This study aims to improve students’ critical thinking skills through the implementation of the Problem-Based Learning (PBL) model assisted by animated video in Pancasila Education learning in grade IV. This study used a Classroom Action Research (CAR) approach based on the Kemmis and McTaggart model, which consists of four stages: planning, acting, observing, and reflecting. The subjects were 28 students of class IV.B at SD Negeri Jongkang, Sleman Regency, Yogyakarta, in the 2025/2026 academic year. Data were collected through observation, critical thinking tests, and documentation, then analyzed using qualitative and quantitative descriptive techniques. The results showed a significant improvement in students' critical thinking skills from cycle I to cycle II. In cycle I, the mastery percentage was only 18% (5 out of 28 students) with an average score of 64.4. This increased substantially in cycle II to 75% (21 out of 28 students) with an average score of 82.7. These findings reinforce the effectiveness of the PBL model assisted by animated video in improving elementary school students' critical thinking. Implicatively, this research contributes to the development of active learning strategies aligned with modern competency demands in the context of Pancasila Education.
Lutfiana Nurohmah, W. Wuryandani· Attadrib Jurnal Pendidikan G...· 0 citations
This study examined the effect of learner-centered instructional strategies on students’ academic achievement in Southern Kaduna. Learner-centered instructional strategies emphasize active student participation, collaboration, critical thinking, and independent learning, in contrast to traditional teacher-centered approaches. The study was motivated by the need to improve students’ academic performance through more engaging and effective teaching methods. The research reviewed various learner-centered approaches such as cooperative learning, problem-based learning, inquiry-based learning, project-based learning, and discovery learning, and their influence on students’ academic outcomes. The study identified that learner-centered instructional strategies positively influence students’ academic achievement by enhancing understanding, improving retention, increasing motivation, and developing critical thinking skills. It also revealed that despite the benefits of these strategies, their implementation in Southern Kaduna is hindered by challenges such as inadequate instructional materials, large class sizes, insufficient teacher training, and an examination-oriented education system. These challenges limit the effective application of learner-centered approaches in many schools. The study concluded that learner-centered instructional strategies are highly effective in improving students’ academic achievement when properly implemented. The research recommends that educational stakeholders, including government authorities, school administrators, and teachers, should work collaboratively to promote the adoption of learner-centered teaching methods. This includes providing adequate resources, training teachers, and improving classroom conditions to support active learning. The study further suggests that integrating learner-centered strategies into the curriculum will enhance the overall quality of education in Southern Kaduna.
ANDREW YAKUBU, MICAH AYUBA· International Journal of Lib...· 0 citations
The role of inquiry-based teaching in improving the STEM learning of secondary schools’ students of Multan was the focus of this study. In the new STEM world, classroom practices that foster conceptual understanding, engagement, problem solving, and academic success are becoming more prevalent, but many secondary classrooms persist with lecture and exam focused teaching. A quantitative descriptive-correlational design was used, and questionnaire data from 360 grade 9 and 10 students in public and private secondary schools were analyzed. Inquiry-based teaching was assessed using questioning, investigation, experimentation, discussion, evidence-based reasoning, problem-solving activities and teacher scaffolding, while STEM learning was assessed using conceptual understanding, classroom engagement, problem-solving skills and academic achievement. High perceived levels of inquiry-based teaching and STEM learning were revealed from descriptive findings. Pearson correlation showed that there was a significant positive correlation between inquiry-based teaching and overall STEM learning with r = .67 and p < .01. The regression analysis indicated that the inquiry-based teaching had a significant prediction of the STEM learning, accounting for 45% of the variance. The problem-solving skills showed the highest dimensional effect. Therefore, the study concludes that the use of inquiry-based instruction is a suitable student-centered method to enhance STEM learning in secondary schools of Multan. It suggests teacher training, better lab and digital materials, and curriculum tasks which encourage investigation, evidence-based explanation, and problem solving in the real world.
Shahbaz Sikandar, Rida Fatima, Shazia Afzal· Social Sciences Spectrum· 0 citations
