Effectiveness of micro-learning as an instructional innovation in basic education: The case of a public basic school in Ghana

Present-day learners are accustomed to interactive and engaging methods of learning with the aid of technological tools. In line with this, microlearning has emerged as an innovative approach to learning. While widely studied in corporate training and higher education, studies at the basic educational level, specifically, as a classroom-based, formally structured and collectively paced instructional tool used in real time are limited. This study investigated the efficacy of microlearning as an instructional innovation in basic education, specifically the impact of microlearning on learner performance and the perceptions of teachers and a head teacher on the use of microlearning. The Cognitive Theory of Multimedia Learning guided this study. An embedded mixed-methods design was employed. The study involved seventy-three learners, two teachers and one head teacher. For the quantitative phase, an experiment was conducted on seventy-three learners who were randomly assigned into three classes. Data were collected through pre- and post-tests and analysed using Kruskal–Wallis and Wilcoxon Signed-Rank Tests. For the qualitative phase, data were gathered via semi-structured interviews with the participants to explore their perceptions of microlearning. Qualitative data collected from the interviews were analysed using thematic analysis. Results indicated that the microlearning significantly improved learner performance. The participants also had positive perceptions of microlearning, emphasising that the teaching technique compared to traditional instruction, enhanced engagement and comprehension due to the use of brief lessons combining visuals, narrations, and text. Nonetheless, the participants had concerns regarding implementing microlearning in everyday classroom due to challenges such as financial constraints and technical competence. The study concluded that microlearning has a strong potential to enhance learning outcomes and should be considered as an instructional approach in regular classroom practice. Recommendations were provided for considering its adoption in regular teaching practices and the provision of skills training to teachers on its use.