TITLE:  What Pedagogical Method Leads to the Highest Instructional Effectiveness?

ABSTRACT: This exploratory mixed-methods self-study will look at how students academically achieve and engage in social studies in urban middle school contexts by utilizing four instructional methods, including culturally responsive video-based instruction, culturally responsive PowerPoint based instruction, culturally responsive lecture-based instruction and a non-CRT control. This work is based on the various assumptions of the theories of learning underlying theories of constructivism and multimodal learning where culturally responsive teaching (CRT) is added as an instructional methodology that encourages learner agency, inclusivity, and multimodal engagement. Constructivism promotes active knowledge construction in culturally meaningful experiences, whereas multimodal learning suggests that incorporating visual, auditory, and hands on experiences is beneficial to helping a diverse population of learners. A systematic literature review will be conducted utilizing ERIC, JSTOR, ProQuest, and Google Scholar, using strict inclusion criteria for studies published between 2019 and 2025. The quantitative data will consist of standardized pre- and post-test scores and engagement rating measures which will be analyzed utilizing a one-way ANOVA (α = .05) and post hoc findings. This mixed-methods approach is justified in that it takes into account the numerical (student test scores, student ratings of engagement) data adequately with the contextual (teacher reflections on practice and observations of student engagement in the classroom) data which shows a clearer picture of the effectiveness of the methods" Ethical considerations of informed consent, confidentiality, and cultural sensitivity toward all subjects being studied will be utilized in all phases of data collection and analysis. This study aims to fill a substantial gap by standardizing comparisons of CRT derived multimodal instructional methods, and that culturally embedded pedagogy results in greater academic outcomes and equity driven classroom practice in instruction.

COMPLETED:  December 2025