Development and Validation of a Self-Directed Learning Toolkit for Synergistic Inquiry Reflective Learning (SIRL) Strategy
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 22, Issue 5
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.
Authors and Affiliations
Yzzel Agorilla-Sario
Keywords
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- EP ID EP761625
- DOI 10.5281/zenodo.12791207
- Views 28
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