The effectiveness of implementing the content and the methods of organizing guidance activities to guide self-study for students majoring in educational management

Abstract

This study investigates the effectiveness of self-study guidance methods in the Educational Management program, aiming to enhance student learning experiences and outcomes. Employing a mixed-methods approach, data was collected through surveys administered to students majoring in Educational Management at the Academy of Educational Management. The surveys assessed participants' perceptions of the effectiveness of self-study guidance content and methods using Likert scale questions and open-ended responses. Following data collection, statistical analyses, including descriptive and inferential statistics, were conducted using Statistical Package for the Social Sciences (SPSS) software to summarize and examine participants' responses. Additionally, qualitative data from open-ended survey responses underwent thematic analysis to identify recurring themes and patterns. The findings reveal a mixed response to different self-study guidance methods, with certain approaches receiving higher ratings of effectiveness than others. While project-based learning and interactive teaching methods were positively perceived by participants, challenges were identified in implementing group learning and problem-based learning effectively. Moreover, the analysis highlights the importance of considering contextual factors and student preferences when designing and implementing self-study guidance methods. The study underscores the need for instructors to tailor their approach to meet the diverse needs and learning styles of students. By addressing identified challenges and leveraging evidence-based practices, educators can enhance the quality of self-study guidance and promote student success within the Educational Management program. The insights derived from this study contribute to the ongoing discourse on effective instructional approaches in higher education and provide valuable recommendations for improving self-study guidance practices within the Educational Management curriculum.