Evaluating The Impact Of Innovative Assignment Design On Student Engagement And Learning Outcomes In Higher Education

Authors

  • Nuraziza Aliah Universitas Terbuka
  • Andi Suwarni Universitas Muhammadiyah Bone
  • Nurasia Natsir Sekolah Tinggi Ilmu Administrasi Yappi Makassar

DOI:

https://doi.org/10.59024/ijellacush.v2i2.769

Keywords:

Innovative Assignment Design, Student Engagement, Learning Outcomes, Higher Education, Pedagogical Strategies

Abstract

This research explores the role of innovative assignment design in enhancing student engagement and learning outcomes within the context of higher education. Utilizing a mixed-methods approach, the study combines quantitative data from surveys of 120 students and 15 instructors of STIA Yappi Makassar across multiple institutions with qualitative insights from semi-structured interviews with a selected subset of these participants. The findings reveal a significant positive correlation between innovative assignment design and increased student engagement, as well as improved learning outcomes. Quantitatively, students exposed to innovative assignments reported higher engagement levels and better learning outcomes compared to their peers in traditional assignment settings. Qualitatively, themes emerged highlighting the benefits of practical application and relevance found in innovative assignments, alongside challenges such as the need for clearer guidelines and additional support. This study underscores the potential of innovative pedagogical strategies to create more engaging, relevant, and effective learning environments in higher education. It calls for educators to embrace and refine these approaches, addressing implementation challenges to fully realize their benefits. The research contributes to the broader discourse on educational quality and innovation, offering evidence-based recommendations for enhancing student engagement and success through pedagogical innovation.

References

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How Learning Works: Seven Research-Based Principles for Smart Teaching. Jossey-Bass.

Bain, K. (2004). What the Best College Teachers Do. Harvard University Press.

Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does. McGraw-Hill Education (UK).

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University.

Chickering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin.

Dee Fink, L. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass.

Dewey, J. (1938). Experience and Education. Kappa Delta Pi.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415.

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.

Nilson, L. B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. Jossey-Bass.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Quinlan, K. M. (2016). How Higher Education Feels: Commentaries on Poems That Illuminate Emotions in Learning and Teaching. Springer.

Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.

Zull, J. E. (2002). The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning. Stylus Publishing

Downloads

Published

2024-04-02

How to Cite

Nuraziza Aliah, Andi Suwarni, & Nurasia Natsir. (2024). Evaluating The Impact Of Innovative Assignment Design On Student Engagement And Learning Outcomes In Higher Education. International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities, 2(2), 13–20. https://doi.org/10.59024/ijellacush.v2i2.769

Similar Articles

1 2 3 4 > >> 

You may also start an advanced similarity search for this article.