MICROCLASS: A PEDAGOGICAL INNOVATION FOR TEACHING-LEARNING PROCESS IN SCIENCE
Keywords:Microclass, pedagogy, 21st century skills education, student engagement, soft skills, triangulation method
Purpose - Innovation is imperative to address a wide array of challenges in higher education. The term “microclass” is coined by the researcher to describe the division of a large class into smaller classes, which are handled by student facilitators who have undergone microteaching and performed similar teacher tasks to facilitate students, assessment, discussion, and feedback.
Methodology - This was an explorative study and employed the triangulation method (self-designed questionnaire, observation by teacher peers, and semi-structured interview) as well as thematic and descriptive analysis to evaluate the roles of the teacher and student facilitators, level of engagement, and effectiveness of this innovation in the teaching-learning process for the subject, biology.
Findings - Data revealed that the role of the teacher and student facilitators concurred to work responsibly in a synergistic manner as
implementers of microclass. The teacher, conducted microteaching, observed, supervised, consulted, and provided feedback to the student facilitators. The student facilitators acted as discussant, motivator, collaborator, coordinator, and executor of initiatives such as scaffolding and pair method throughout the duration and stages of the microclass, resulting in an organized classroom. Furthermore, the microclass was innovatively effective and improved student engagement in the teaching-learning process, which in turn developed soft skills among the students—leadership, commitment and discipline.
Significance - It assists science teachers in constructively engaging their students in learning science including boosting students’ soft
skills, essential for 21st-century skills education and thus warrants further investigation.
How to Cite
Copyright (c) 2023 Malaysian Journal of Learning and Instruction
This work is licensed under a Creative Commons Attribution 4.0 International License.
The Malaysian Journal of Learning and Instruction (MJLI) has taken all reasonable measures to ensure that material contained in this website is the original work of the author(s). However, the Journal gives no warranty and accepts no responsibility for the accuracy or the completeness of the material; no reliance should be made by any user on the material. The user should check with the authors for confirmation.
Articles published in the Malaysian Journal of Learning and Instruction (MJLI) do not represent the views held by the editors and members of the editorial board. Authors are responsible for all aspects of their articles except the editorial screen design.