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Dwi Sulisworo
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Journal of Pedagogy and Education Science
Published by Indonesian Institute of Science and Technology Research
ISSN : 29625777     EISSN : 29621763     DOI : https://doi.org/10.56741/jpes
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Pedagogy and Education Science is an international peer-reviewed journal publishing original and high-quality papers in many areas of education. As an academic exchange media, scientists and researchers can know the up-to-date trends and seek valuable sources. The subject areas include, but are not limited to the following fields: Educational Philosophy, Educational Theory, Educational Policy, Pedagogy, Educational Administration or Management, Curriculum and Instruction, Teacher Training, Distance Education, Vocational Education, Educational Psychology, Educational Technology, Special Education, Childhood Education, Elementary Education, Secondary Education, Higher Education, Language Education, Testing and Evaluation.
Arjuna Subject : Umum - Umum
Articles 91 Documents
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Effectiveness of Inquiry and Evidence-based Pedagogies on Achievement, Retention, and 21st-Century Skills of Marketing Students in Nigeria Ekahe Abanyam, Friday; Atah Abanyam, Victor; Ngozi Ibelegbu, Anthonia; Okosun Odozua, Loveth
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001091

Abstract

In today's professional world, mastering both 21st-century skills and technical expertise is crucial for career success. Therefore, educators, especially in Digital Marketing, are urged to adopt progressive teaching methods to facilitate skill acquisition among students. With this goal in mind, we examined the impact of inquiry and evidence-based teaching on academic achievement, retention rates, and the development of 21st-century competencies in marketing students. Using the Solomon Four design, we divided 260 students into four intact classes and conducted pre-test and post-test evaluations. Statistical analyses employing MANOVA and ANCOVA revealed significant improvements in academic achievement, retention rates, and the cultivation of 21st-century competencies among students in the experimental groups compared to those in the control groups. The findings demonstrated substantial advancements in academic knowledge retention and the acquisition of 21st-century competencies among students in the experimental groups, particularly through inquiry and evidence-based pedagogies, which outperformed traditional lecture-based approaches. While differences between the inquiry and evidence-based cohorts were minimal, both significantly surpassed the performance of lecture-based instruction. Moreover, both inquiry and evidence-based approaches facilitated the development of critical, analytical, innovative, and collaborative skills among students. Notably, male students made greater progress in critical and analytical thinking, while females showed slightly stronger collaborative abilities. In conclusion, this study emphasized innovative pedagogies for effectiveness in boosting academic performance, retention, and 21st-century skills among marketing students. Gender and age minimally impact outcomes, emphasizing the superiority of inquiry and evidence-based methods over traditional lecture-based instruction in marketing education.

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