Secondary school students’ preferences about teaching strategies and methods in personal, social and career development

Abstract

Personal, Social, and Career Development (PSCD) employs student-centred teaching methods rooted in strong democratic principles and humanistic values to help children develop self-awareness, healthy relationships, and active citizenship skills. By fostering personal growth and social responsibility, this inclusive curriculum respects diverse backgrounds and promotes overall well-being, making it essential for teachers to understand students’ preferences for effective teaching strategies. However, a lack of research on students' specific preferences within PSCD presents a challenge for educators striving to create an engaging and productive learning environment, as effective and enjoyable teaching methods are crucial in any educational context. To address this gap, the present study investigated secondary school students' preferred teaching strategies in PSCD, aiming to provide insights that can help teachers tailor methods and lesson plans to enhance engagement, improve learning outcomes, and support students' well-being. The study employed a quantitative approach to explore the preferences of students aged 10 to 15 years for various teaching methods in PSCD, giving them a voice in their learning experiences. A total of 122 students, randomly selected from two state secondary schools, provided feedback through an anonymous paper-and-pencil survey, which examined methods such as discussions, reflective tasks, multimedia resources, and hands-on activities. The findings revealed a strong preference for active learning methods and the integration of technology and digital tools. School outings, educational games, and the use of videos and slides were identified as the most engaging and effective teaching methods, while homework, teacher-assigned group work, and traditional lectures were the least favoured. Significant gender differences emerged: males preferred brainstorming, technology, and educational games, while females favoured mindfulness and relaxation techniques. Socioeconomic status influenced preferences, with students from higher-income and dual-income families favouring discussions and debates. In contrast, those from larger families showed less interest in mindfulness and homework. Additionally, a father’s educational background had a greater impact on preferences for journaling, whole-class discussions, and reading aloud than a mother’s. These results suggest that PSCD teachers should be empathetic while adopting adaptive teaching strategies that address diverse student needs. Given the strong preference for active learning and technology, teachers are encouraged to integrate interactive tools and stay current with technological advancements to maintain student interest and foster a more engaging, cooperative classroom environment.