Enhancing Reflective Writing In Educational Psychology: A Paradigm Shift Through The Integration Of Gibbs’ Reflective Cycle

Abstract

This study investigates the effect of reflective journal writing on the academic performance of prospective teachers. This study employed a quantitative approach utilizing a quasi-experimental design comprising two groups: an experimental that engaged in reflective journal writing and a control group that did not participate in journaling activities. The study sample was drawn from the population of prospective teachers enrolled at two public-sector universities in the Peshawar District: Shaheed Benazir Bhutto Women University and Institute of Education and Research at the University of Peshawar. The sample for this study comprised all students enrolled in the fifth semester of the B.Ed. (4-year) program who were undertaking the course in educational psychology. As part of the intervention, the researcher developed a reflective journal template based on Gibbs's Reflective Cycle. A two-day workshop was organized to introduce and provide hands-on training in the use of this reflective framework. Both the groups were administered pre-tests and post-tests, which served as achievement measures. These tests were developed by the researcher to assess the students’ understanding of the course content. A paired t-test was conducted to assess the difference in mean [1]scores between the pre-test and post-test for each group. An independent samples t-test was conducted to determine whether a statistically significant difference existed between the experimental and control groups' post-test performance by comparing their respective mean scores. The study findings revealed that reflective journal writing improved students' academic performance, following the framework of Gibbs' Reflective Cycle. This type of writing promoted students' self-awareness, and enhances their critical thinking skills. By sharing and reflecting on their experiences, students could develop as individuals and learnt from their mistakes. This research suggests that educational institutions may incorporate structured reflective journal writing into their curricula. Through a gradual introduction to this systematic process, students can become accustomed to each stage via modelling, feedback, and guided practice.