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Optimal pedagogical strategies in research methodology: Insights from student experiences

Le Thanh Thao, Doan Phuong Uyen, Nguyen Thi Hai Nhu, Dong Dinh Nghi, Vo Huu Khanh, Ho Thanh Vy, Nguyen Thi Hong Sa, Nguyen Thanh Hieu Vy, Le Huu Huy

Article ID: 2342
Vol 9, Issue 4, 2024, Article identifier:

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This study embarked on an exploratory journey to understand the nuances of effective pedagogy within the context of a Research Methodology course. With a participant pool of 24 students, qualitative methodologies were employed to delve deep into their experiences, perceptions, and reflections. Several emergent themes underscored the dynamics of a successful learning environment. Collaborative learning stood out as a key facilitator of understanding, highlighting the value of peer interactions and group endeavors. The instructor’s mediatory role emerged as pivotal, acting as a bridge between content and comprehension. Participants highlighted the profound impact of integrating real-world applications to enhance conceptual clarity, making abstract concepts tangible and relevant. Reflective practices and feedback mechanisms were underscored as instrumental in deepening understanding and fostering growth, respectively. The intertwining of theory and practice, along with the instructor’s adaptability, were deemed essential for comprehensive learning. Furthermore, culturally relevant pedagogy emerged as a necessity, emphasizing the symbiotic relationship between culture and cognition. Lastly, the motivational and encouraging role of the instructor significantly influenced the students’ commitment and enthusiasm. While these findings shed light on the intricate dance of effective pedagogy, they also pave the way for future research to further refine our understanding of optimal educational strategies.


optimal pedagogical strategies; student experiences; the research methodology subject

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