CASE STUDY: How Beacon of Hope Outreach Transformed Its Programs for Underprivileged Girls In Third World Countries

March 26, 2023
Category: Case Studies

Skill Development

Beacon of Hope Outreach has created support systems to equip female students with the skills necessary for the 21st century. These systems have nine “pillar” courses tailored to students age 12 to 18. They enhance student involvement, peer- and team-interactions, and feedback procedures and formative assessments.

Data Analytics

In the junior course Skills Development & Accountability created for The Girl’s Initiative, several Problem-Solving Learning Environments (PSLEs) were developed to help develop the learners’ ability to solve workplace problems that may differ from those encountered in classroom settings. The instructor of the course created a supportive social environment and inserted question prompts during PSLEs as part of their coaching. These prompts were represented as cases which served as instructional supports and could take the form of worked examples, case studies, structural analogues, prior experiences, alternative perspectives, and simulations.

Pre and Post-Assessments


Pre and postassessments have shown that student metacognitive awareness, as measured by the 52item Metacognitive Awareness Inventory (MAI), has significantly increased (p<0.05). Such results were also observed through the MAI prompts embedded in the course material, which were posed while students solved various problems.

Learner Satisfaction

Tablet computers and associated technologies were employed in two senior level courses to improve teaching and learning. The goal was to measure student learning in real time, give immediate feedback, and make necessary pedagogical adjustments, especially in newly designed problem-solving learning environments. Semi-structured interviews with three students revealed that the use of tablet computer technologies had a positive effect on their motivation in class and their graded work products. Similarly, structured interviews of 12 graduate students in advanced learning found that activity in classrooms and learning experiences also improved, prompting students to reflect and receive instant feedback.