Analyzing Strategies for Enhancing Classroom Interaction and Knowledge Application Through Application-Oriented Pre-Class Preparation Materials

Abstract

This study explores the impact of application-oriented pre-class preparation materials on enhancing classroom interaction and fostering the practical application of knowledge. Using a qualitative approach, data were collected through semi-structured interviews, focus groups, and classroom observations in two undergraduate courses: sociology and mechanical engineering. The findings reveal that materials such as case studies, problem-based learning (PBL) scenarios, and simulations significantly increase student engagement, participation, and critical thinking. Additionally, the use of these materials shifts the role of instructors from content deliverers to facilitators of learning, promoting a more collaborative and inclusive classroom environment. However, the study also identifies challenges, including task complexity and the need for adequate support and scaffolding to ensure accessibility for all students. These insights provide actionable recommendations for educators and suggest directions for future research to further optimize the use of application-oriented materials in diverse educational contexts.