The Effectiveness of “One-Page Book” Method in Teaching Folk Prose to Undergraduate Students: A Mixed-Methods Study
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Keywords:
folk prose, undergraduate education, “One-Page Book” method, mixed-methods research.Abstract
This study investigates the pedagogical effectiveness of the “One-Page Book” method in enhancing undergraduate students’ comprehension and creative synthesis of Kazakh folk prose. With the rise of student-centered learning in higher education, it is essential to evaluate instructional techniques that promote interpretative thinking, cultural appreciation, and concise written expression. The “One-Page Book” method requires students to read complex folk prose texts and summarize their understanding in a one-page creative output that includes symbolic visuals, keywords, and central meanings. The research employs a mixed-methods design involving both quantitative and qualitative data collection. A total of 58 students enrolled in a Kazakh Literature course participated in the intervention during the autumn semester of 2024. The quantitative phase involved pre- and post-tests assessing comprehension, symbolic interpretation, and retention. The qualitative phase included thematic analysis of students’ one-page books and their written reflections. SPSS Version 27 was used to analyze the test results. A paired-sample t-test revealed a statistically significant improvement in students’ scores: the mean score increased from 68.2 (SD = 7.4) to 81.9 (SD = 6.1), t (57) = 9.02, p < .001. Qualitative analysis highlighted increased student engagement, deeper cultural understanding, and creativity in text interpretation. The findings suggest that the “One-Page Book” method is an effective instructional tool for teaching folk prose in higher education. It combines visual thinking, critical interpretation, and concise writing, aligning well with 22st-century learning competencies. The method is particularly beneficial in preserving cultural literacy and enhancing student agency in text-based learning. This study recommends the broader use of this technique in literature pedagogy and its adaptation across folklore-related disciplines.
References
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