Assessing the Pedagogical Effectiveness of the Sandwich Method as Didactic and Dialogic Approach in Formulating Research Question

This study explored how the Enhanced Sandwich Method (ESM), supports the research learning experiences of pre-service teachers in the Bachelor of Technology and Livelihood Education (BTLED) and Bachelor of Technical Education (BTE) programs at Negros Oriental State University (NORSU). It focused on how students perceived the method’s clarity, objectivity, engagement—reflective, cognitive, and theoretical—and overall effectiveness. A mixed-methods descriptive–correlational design was used to capture both measurable trends and personal experiences. Quantitative data were gathered through a validated survey questionnaire (ESMEQ; Cronbach’s α = 0.93) completed by 120 students, while qualitative insights came from interviews with 15 purposively selected participants. Descriptive analysis showed that students found the ESM clear, well-organized, and objective, helping them plan and develop research systematically. It also encouraged deeper reflection, critical thinking, and meaningful application of theory to practice. Correlational results revealed significant positive relationships between clarity, objectivity, engagement, and perceived effectiveness, and regression analysis confirmed that these factors collectively influenced students’ evaluation of the method. Interview data added rich context, showing how students navigated the steps, made sense of the process, and felt supported in formulating research questions. Overall, the study suggests that the ESM is a structured, fair, and engaging approach that boosts pre-service teachers’ confidence and competence in research. Teacher education programs are encouraged to integrate this method into research courses, provide guidance and feedback, and continue exploring its impact on teaching and learning. By combining numbers with narratives, this study offers a holistic picture of how instructional strategies can enhance research learning in teacher preparation.