‘We’re all in this together’: A mixed methods randomised controlled trial exploring Cross-Pollinative Team Learning studio pedagogy’s effects on Academic Resilience and Performance
Year: 2024
Type: conference-paper
Study design: Clinical Trial
Abstract: Design education's pedagogy of ambiguities and the One-on-One Master-Apprentice's Hidden Curriculum purportedly led to psychological distress and poor academic performance for beginning design students. Despite favourable social conditions, few studies have examined Social Support as positive adaptations towards students' academic resilience in design studios. This mixed methods randomised controlled trial compared One-on-One and Cross-pollinative Team Learning (CTL) students. Inferential statistics revealed that One-on-One students were more resilient (p = .065 & p = .126), but CTL students have academically outperformed significantly (p = .0003 & p = .017). Thematic Analysis of CTL students’ focus group interview as they transitioned to One-on-One pedagogy during their second year revealed that ongoing peer-to-peer social support was crucial in mitigating negative experiences with the siloed pedagogy. This paper emphasises the need to cultivate a heterarchical pedagogical culture among students, where failure is seen as a learning opportunity, and criticism is taken as constructive feedback for growth.
Source: Proceedings of DRS
Author: Zhengping Liow
Institution: Singapore Polytechnic
Language: English
Subfield: Mechanical Engineering
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4399713232