How to Reform
Spoon-feeding Education

Introduction

Spoon-feeding is a metaphor that describes a situation where lecturers or professors do everything for their students, while the students only have the responsibility to listen and absorb what is fed to them (Antwi & Fredua-Kwarteng, 2022). According to Wong, J. K. K. (2004), spoon-feeding education is widely used in most countries in Asia. In Taiwan, where spoon-feeding education is widely applied, there is a strong emphasis on academic achievement and the importance of rote learning. Even though many teachers have started to use different teaching methods that are more flexible, the course design will still be intensive because of the examination system. Most parents and educators believe that memorization and repetition are necessary for success in education and life. Furthermore, many educators in Taiwan were trained in traditional teaching methods that rely heavily on lectures and memorization, so they may be resistant to change and skeptical of new approaches. Regardless of the fact that spoon-feeding education has been seen as an efficient way of learning in Taiwan, it results in rote memorization where knowledge is easily forgotten after the exam, which is not beneficial for having a deeper understanding of the subject matter. Therefore, finding ways to reform the spoon-feeding education system applied in Taiwan is necessary.

Problem

While spoon-feeding education allows the students to learn the material quickly and get immediate feedback on their progress, it is criticized by Taiwanese educators and parents for its lack of independence, self-motivation, and critical thinking skills. According to the survey, over 90 percent of our respondents have experienced spoon-feeding education. In the survey that we conducted (see Figure 2), 56.7% of the respondents think that Taiwan's spoon-feeding education has not demonstrated much effectiveness. 25.4% of people even reckon that spoon-feeding education has serious consequences for students’ learning. Due to the extensive and complex course content, the teachers often rush through the materials, but students are unable to keep up with the speed of the teacher's speech in terms of reading and comprehension.

Figure 1: Spoon-feeding education is widely used in Taiwan.

Figure 2: How participants think about the effectiveness of Taiwan's spoon-feeding education

According to our survey , 50 out of 67 respondents assume that students who have relied on spoon-feeding education throughout their education experience are less likely to become independent-lifelong learners (see Figure 3). Spoon-feeding education can result in students who are overly reliant on the teacher to provide them with all the answers, rather than being able to think for themselves and apply their knowledge to real-world situations. Moreover, students lack self-motivation under spoon-feeding education owing to a lack of engagement and practice. First, students passively receive information without opportunities for active participation, which leads students to lose interest and motivation in learning. Second, students may be required to simply memorize information without being able to apply it in real-life situations. This detached learning approach can decrease students' initiative and interest.

Figure 3: Respondents’ attitudes toward spoon-feeding education throughout their education and development of independent-lifelong learners

What’s worse, spoon-feeding education causes significant stress on students. According to a survey on the 12-Year National Education System in Junior High Schools conducted (2013) by CommonWealth Magazine(see Figure 4), despite the claims of the 12-year national education system to promote non-exam-based advancement, 43.1% of students still experienced high levels of pressure. Spoon-feeding education often requires students to memorize large amounts of knowledge and information within a short period. This high-intensity learning demand creates a heavy burden on students, leading to feelings of anxiety and stress. Furthermore, under the guidance of examinations, the students are compelled to pursue high grades and outstanding performance. This competitive pressure makes students feel the need to constantly strive, and fear falling behind others. Also, they may experience frustration and stress when they are unable to meet expectations.

Although spoon-feeding education has a bad influence on students’ learning, our educational system cannot immediately change; thus, there are potential solutions that can be adopted to reform spoon-feeding education.

Figure 4: CommonWealth Magazine. (2013). Level of junior high school students’ academic pressure

Solution 1

According to our survey, 77.6% of the respondents agree that encouraging critical thinking can be an effective way to reform spoon-feeding education. (see Figure 5) From the respondents’ perspective, they reckon that rather than simply providing students with information that is written in books, instructors can also encourage critical thinking by not only asking questions without a specific answer so that students can discuss but also by leading them to put knowledge into the practical application.

Why is critical thinking so important? Lin, H. C., Hwang, G. J., Chang, S. C., & Hsu, Y. D. (2021) stated that critical thinking improves decision-making, facilitates comprehension abilities, and increases work efficiency. Critical thinking has the power to launch students into unforgettable learning experiences while helping them develop new habits of thought, reflection, and inquiry. Developing these skills prepares students to examine issues of power and promote transformative change in the world around them (Ferlazzo, 2021). Swarnprastha (2021) identifies a range of questions that, in my opinion, foster the development of critical thinking among students.The first is factual or knowledge-based questions. While exploring the unknown, facts present the starting point from where the hunt can start. Factual questions can help students form the basis of knowledge. Once the foundation is strong, teachers can build on that. Secondly, evaluative or opinion-oriented questions provoke students to present their personal opinions. They also teach not to accept everything at face value and question the intention behind the same. Evaluative questions force students to think so that answers rarely come from one’s memory or a single textbook. Lastly, analytical questions should mark the perfect ending to critical thinking. It can direct students to think critically and ask further questions that have not been asked by anyone else.

Some of our respondents suggest that knowledge like math formulas can be more efficient for students to learn by spoon-feeding, but the deeper meaning behind those formulas is better if we let the students actually practice them. According to Duron, R., Limbach, B., & Waugh, W. (2006), the most effective ways to encourage critical thinking are asking open-ended questions, performing small group oral debate, and providing chances for students to give presentations. By asking open-ended questions, instructors are able to make students consider multiple perspectives instead of relying on their teachers for information. Moreover, instructors can provide more opportunities for students to give presentations. Dividing students into groups can provoke them to exchange ideas and have a profound understanding of the topic. All in all, encouraging critical thinking might be an excellent way to assist students in analyzing others' thinking and examining the logic of others.

Figure 5: The result of how effective our respondents think encouraging critical thinking can help reform spoon-feeding education.

Solution 2

Besides, instructors can use various assessment strategies to evaluate student learning and provide feedback. The research shows that 47 out of 67 respondents suppose that instructors using various assessment strategies to evaluate student learning and providing feedback can reform spoon-feeding education while 15 people remain neutral (see Figure 6). John Hattie (2015) pointed out that educators can gain a more comprehensive understanding of students' knowledge, skills, and abilities by using a variety of assessment strategies. Various assessments enable teachers to differentiate their evaluation methods based on students' individual strengths, learning styles, and preferences. In addition, Rust, Chris. (2004) stated, “traditional assessment only assesses a fairly narrow range of skills and with the current expectations to develop students as lifelong”

Although we enter the universities, we still face a lot of tests every semester, including small quizzes, midterm exams and final exams. Small quizzes belong to formative assessment, which means that teachers can adjust their teaching strategies according to students’ reactions, and midterm exams and final exams are known as summative assessment, which helps the instructors define how much the students have learned from courses. Nevertheless, Hunt, E., & Pellegrino, J. W. (2002) argued that the time-consuming nature of formative assessment diminishes its value if teachers are unable to effectively identify, analyze, and respond to the specific challenges faced by individual students. Due to the tight curriculum, teachers often find themselves rushing through their lessons. After grading the exams, they can only gain insight into students' learning progress based on the questions raised by a portion of the class. This prevents them from addressing the concerns of students who are hesitant to ask questions.

Besides, summative assessments are frequently perceived by students as occasions for potential failure rather than as opportunities to showcase their skills and competencies. Consequently, when students achieve their desired outcomes, such as a passing grade, they often exhibit low or no motivation to engage with the feedback provided through these assessments. Additionally, students may struggle to comprehend the connection between summative assessments and their practical application in real-world contexts. Hence, providing different assessment strategies helps teachers to identify areas where students need to improve.

Figure 6: How participants think about various assessment strategies to reform spoon-feeding education

Recommendation and Reasons

After discussing the effectiveness of encouraging critical thinking and providing a diverse range of assessment strategies, it is clear that both approaches are valuable in helping educators identify areas where students need improvement and to help students facilitate a deeper understanding of concepts, and encourage exploration of underlying meanings. Nonetheless, in the midst of a pandemic, it is essential for students to develop critical thinking skills that will prepare them for the future. According to Mamta Singh (2021), encouraging critical thinking inspires students to develop curiosity and important life skills such as organization, planning, open-mindedness, and communication skills. However, due to the examination system in Taiwan, it may be challenging to completely change teaching methods and even assessments. By anticipating the future through critical thinking, students will gain the confidence to offer fresh perspectives and insights into complex issues. As a result, encouraging critical thinking is a more effective and insightful solution to spoon-feeding education.

Conclusion

Spoon-feeding education has been rooted in Taiwan for at least half a century, but it leads to rote memorization, which refers to the process of learning or memorizing information through repetition without necessarily understanding the meaning or context of the information. Both approaches hold value in assisting educators to identify areas where students need improvement and in facilitating a deeper understanding of concepts. By combining both approaches, educators can gain a comprehensive view of students' strengths and areas for growth, ultimately supporting their learning and development. As our educational system has changed from year to year, the aim is to provide an effective educational environment for students. Well begun is half done (quoted by Aristotle), and we can expect our educational system will become a more effective and friendlier environment for students learning.

References

Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166.

Wong, J. K. K. (2004). Are the Learning Styles of Asian International Students Culturally or Contextually Based?. International Education Journal, 4(4), 154-166.

Lin, H. C., Hwang, G. J., Chang, S. C., & Hsu, Y. D. (2021). Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education, 173, 104266.

John Hattie. (2015). We Aren’t Using Assessments Correctly

Rust, Chris. (2004). Developing a variety of assessment methods. Enhancing practice: reflections on assessment, 1.

Hunt, E., & Pellegrino, J. W. (2002). Issues, examples, and challenges in formative assessment. New directions for Teaching and Learning, 2002(89), 73-85.

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Spoon-feeding is bad for students – and their countries