Evaluating teaching effectiveness using new strategies: create a happy learning path

Abstract

This study aims to investigate:(1) investigate attitudes towards a new instructional strategy that fosters a joyful learning journey through the subject “Create your own joyful farm”; (2) examine students’ satisfaction levels with the hands-on, happiness-oriented instructional strategy; and (3) evaluate the effectiveness of this new strategy in promoting joyful and engaging learning experiences. The sample consisted of 565 undergraduate students enrolled in the Create your own joyful farm course in the first semester of the 2025. A population survey approach was employed (no sampling). Research instruments included both closed and open-ended questionnaires. Data were analyzed using descriptive statistics—mean, standard deviation, and a dependent samples t-test was employed to compare pre and post-instruction scores. The findings revealed that, in terms of attitudes toward joyful learning, students demonstrated highly positive perceptions of the course, particularly regarding enjoyment and happiness during learning, the promotion of creativity, and a sense of pride derived from self-directed learning. Regarding satisfaction with the instructional strategy, students reported high to very high satisfaction across all dimensions, especially in the clarity of learning objectives, alignment of content and learning activities, and the instructor’s role in facilitating learning. Additionally, students demonstrated strong abilities in critical thinking, problem-solving, and collaborative communication with peers. The results from the comparison of pre-test and post-test scores showed a significant improvement—from a mean pretest score of 13.85 points to a mean posttest score of 16.36 points indicating a statistically significant difference at the .05 level (t = 3.88, p < 0.05). These findings suggest that the new happiness-centered and participatory learning strategy significantly enhances students’ learning outcomes. Therefore, the strategy not only improves learners' attitudes, satisfaction, and academic performance but also holds potential for broader application in the design of other courses to promote effective active learning.