Enhancing Student Academic Success through Scholarship of Teaching and Learning

Abstract

This theoretical paper explores the impact of Scholarship of Teaching and Learning (SoTL) in enhancing student academic success. Adopting the Action Research as an approach, this paper is informed by a critical reflective theory, which is robust for enhancing student success, promoting active learning, self-assessment, critical analysis, adjustments of study approaches, and identifying areas for improvement. The idea behind SoTL is to be an informed, critical, inquisitive, questioning, and reflecting teacher who focuses on improving their teaching practice to help their students learn and improve student academic success. However, according to discourses, academics are not able to employ the scholarship to enhance their teaching methods, which makes the scholarship's goal of enhancing students' learning less successful. This paper responds to the following question: How has the Scholarship of Teaching and Learning impacted student academic success? The paper argues that academics can have a greater influence on their students’ academic success if they become actively involved in SoTL. This paper contributes to the continuing discussion on the relevancy of action research and SoTL on enhancing students’ success.