The effectiveness of micro-learning modules in enhancing writing skills among Gen-Z Bangladeshi high school students

Abstract

In recent years, the need for innovative teaching methods to address the learning preference of Gen-Z learners has become more evident. This study has explored the effectiveness of micro-learning modules in enhancing the writing skills of Gen-Z learners in Bangladeshi high schools, focusing on their limited attention spans. A mixed-method approach was employed, combining a quasi-experimental design with a survey, where quasi-experimental design was primary focus. The study involved 31 tenth-grade students from a rural government high school, 17 in the experimental group and 14 in the control group. Data were collected from the written scripts of both groups and evaluated using Brown rubric. Results were analyzed with a t-test at a significant level of <0.05 for quasi-experimental sessions. Additionally, a post-intervention survey including Likert-scale questionnaires and open-ended questions was administered to the experimental group. Quantitative data derived from Likert-scale responses were subjected to descriptive statistics analysis, while qualitative data from open-ended responses underwent thematic analysis. Findings revealed that the experimental group significantly outperformed the control group in writing achievement ( t = 2.86, critical t = 2.405). Moreover, approximately 70.58% of the participants expressed a favorable disposition towards micro-learning, attributing this preference to heightened engagement, enhanced comprehension and lessened anxiety. These results substantiate micro-learning as an efficacious pedagogical strategy for advancing writing skills among Bangladeshi high school students.