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Assessing the Effectiveness of Graduate School Instruction in a State University: Guide to Enhanced Andragogical Teaching.

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Title: Assessing the Effectiveness of Graduate School Instruction in a State University: Guide to Enhanced Andragogical Teaching.
Authors: Daga, Marife N.1 marifen.daga@lnu.edu.ph
Source: International Journal of Special Education. 2026 Special Issue, Vol. 41, p82-90. 9p.
Subject Terms: *Adult learning, *Effective teaching, *Adult education, *Experiential learning, *Graduate education, *Collaborative learning
Abstract: Quality instruction in graduate education is imperative for developing productive citizens capable of assuming community leadership roles. To ensure institutional delivery meets these expectations, this study evaluated instructional effectiveness through the lens of Malcolm Knowles’ Andragogical (adult learning) theory, which emphasizes learner autonomy, experience, and relevance. Utilizing a descriptive survey design, data were collected from 11 Doctor of Education (EdD) students, representing a complete program census. Findings revealed that adult learners perceive instruction as highly effective when strategies are interactive, collaborative, and foster higher-order thinking, such as brainstorming and multidisciplinary approaches. Experiential methods, including case analysis, role-playing, and simulations, were deemed effective but require deliberate instructional scaffolding to maximize their potential. Furthermore, respondents emphasized a strong preference for practical, output-based applications and modality-appropriate instruction. Based on these findings, the study proposes a four-pillar "Guide for Enhanced Andragogical Teaching." This framework provides actionable guidelines to help higher education institutions transition from traditional, lecture-based pedagogy to adult-centered, collaborative learning environments, thereby optimizing instructional delivery for graduate students. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Assessing the Effectiveness of Graduate School Instruction in a State University: Guide to Enhanced Andragogical Teaching.
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  Data: <searchLink fieldCode="AR" term="%22Daga%2C+Marife+N%2E%22">Daga, Marife N.</searchLink><relatesTo>1</relatesTo><i> marifen.daga@lnu.edu.ph</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p82-90. 9p.
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  Data: Quality instruction in graduate education is imperative for developing productive citizens capable of assuming community leadership roles. To ensure institutional delivery meets these expectations, this study evaluated instructional effectiveness through the lens of Malcolm Knowles’ Andragogical (adult learning) theory, which emphasizes learner autonomy, experience, and relevance. Utilizing a descriptive survey design, data were collected from 11 Doctor of Education (EdD) students, representing a complete program census. Findings revealed that adult learners perceive instruction as highly effective when strategies are interactive, collaborative, and foster higher-order thinking, such as brainstorming and multidisciplinary approaches. Experiential methods, including case analysis, role-playing, and simulations, were deemed effective but require deliberate instructional scaffolding to maximize their potential. Furthermore, respondents emphasized a strong preference for practical, output-based applications and modality-appropriate instruction. Based on these findings, the study proposes a four-pillar "Guide for Enhanced Andragogical Teaching." This framework provides actionable guidelines to help higher education institutions transition from traditional, lecture-based pedagogy to adult-centered, collaborative learning environments, thereby optimizing instructional delivery for graduate students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Adult education
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              Text: 2026 Special Issue
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