Teaching approaches are considered an essential aspect of the learning process because of their impact on student perspectives. Craig and Jill 1470 identify the project-based learning tactic as a critical approach that institutions should use to enhance the overall understanding of students. The scholars believe that exposing students to this approach offers them a practical approach to issues affecting their cognitive functions. Wesselink et al. (534) is more effective than the latter especially with regard to the fact that it paints a different method of learning, with them preferring the competency-based model that focuses on examining learners to determine their level of understanding. While both Craig and Jill believe in the implementation of a pragmatic approach in the learning environment, Wesselink et al. pursue an emotional path that highlights the benefits of using the competency model.
Craig and Jill conduct a series of tests that engage different stakeholders in the learning environment to evaluate the impact of using the project-based approach to educate students. By identifying some of the possible limitations that can hinder the credibility of the project, Craig and Jill develop a different tactic that enhances the findings of the study. Given the nature of parents to expose their children to an enabling environment, the study highlights that this possibility could have influenced some of the findings. Importantly, Craig and Jill fault the TAKS measure because of its inability to develop accurate results.
Wesselink et al. outline the expectations of the study and the objectives held by different stakeholders in the learning environment. By comparing the variance in both lists, the scholars develop a centralized approach that seeks to validate the competence learning model that evaluates the understanding of students through regular tests. Importantly, the study portrays competency-based education as a necessity after designing a strategy that would determine its performance in the contemporary world. Likewise, the study offers approaches that can be used to implement competency-based education strategies in the learning environment.
Regardless of the approaches used to conduct the research and extract the findings in the two articles, my focus is on Wesselink’s item that convinces me to embrace competency-based education. Even though Craig and Jill’s article offers credible approaches that can be emulated to yield positive outcomes in the learning environment, the method used by Wesselink et al. convince me beyond doubt. Notably, Wesselink’s ability to define the need for emulating the proposed model and its possible impact on a student’s cognitive functions surpasses the efforts of Craig and Jill on their project-based learning approach.
In Craig and Jill’s article, the authors rarely engage the reader’s emotional aspect, a move that makes the literary material challenging to relate with. Throughout the report, the authors are focused on developing factual information that will shape the thought process of the reader. Even though at some point, Craig and Jill justify their beliefs on project-based learning, they back up their arguments by using statistical data that explains the need for individuals to embrace the learning model. From this realization, the authors understand that they do not need to attract pity from their readers. Still, instead, they can explore various approaches that can yield positive outcomes in the learning environment.
Unlike Craig and Jill, Wesselink et al. develop a different approach that seeks to engage the readers on the pertinent issues. Reading this article has a significant impact on an individual thought process because of its ability to challenge existing factors. Importantly, readers anticipate reading informational materials that enable them to relate to their lifestyles. In this article, Wesselink et al. succeed in convincing the reader and expose them to an enabling environment where they can visualize the impact of the competency-based learning method.
Wesselink’s article has a more human interaction compared to Craig and Jill’s literary resource. For example, Wesselink et al. demonstrate the need for learning institutions to adopt the competence-based teaching approach and use it to evaluate the overall understanding of students regarding various subjects. Compared to Craig and Jill’s article, one can quickly tell the difference that compels readers to make informed decisions concerning the topic of discussion. While both articles address the learning theories that should be used in many institutions around the globe, readers can easily associate with Wesselink’s report because of its simplistic approach that offers pragmatic solutions to Craig and Jill.
Craig and Jill’s approach in addressing their research question is more appealing because of their attitude towards factual information. Reading this resource offers individuals numerous benefits that complement their purpose of analyzing the resource. Besides, the approach focuses on informing individuals and allowing them to make informed decisions without any coercion. By laying it bare for the readers to conclude, the research creates a whole conversation that provokes the thought process of individuals. For this reason, this study succeeds in informing the people about the changes that can be emulated to focus on understanding the topical issue.
Wesselink et al. embrace a different approach that seems to appeal to the various stakeholders in the education sector. Even though many individuals have highlighted their undivided attention to improve the quality of education in the U.S. and beyond, the scholars in this article express their strong beliefs in accomplishing their desired objectives. Importantly, the authors use abstract language to convince readers about the benefits associated with adopting the proposed learning technique. By comparing it to the changing needs of individuals, the article becomes a vital talking point to different individuals because of their need to realize various issues involving the public in their immediate environment.
Even though Wesselink et al. are convinced about the need to adopt the competence-based education, Craig and Jill overshadow their efforts because of their desire to present and package factual information that provokes their thought process. On many occasions, individuals are expected to align their interests with the changing needs of individuals. In this regard, Craig and Jill focus on generating factual information that challenges the Wesselink’s approach to convince their readers through appealing to their emotions. Markedly, Craig and Jill perform different tests to examine the outcomes of their efforts, unlike Wesselink et al., who focus on convincing individuals about their desire to improve outcomes in the learning environment. Looking at the two articles, it is easy for a reader to identify the differences that exist in the literary resources because of the varying approaches, which hinder them from realizing their pertinent issues.
Conclusively, while both Craig and Jill believe in the implementation of a pragmatic approach in the learning environment, Wesselink et al. is more effective as it tends to pursue an emotional path that highlights the benefits of using the competency model. Additional research has focused on the education sector and created various talking points that continue to dictate outcomes in the world today. Educators and other stakeholders are now exploring viable approaches that can be used to change the perspectives of individuals towards learning. For instance, a learning environment with students with disabilities will require instructors to use different approaches that appeal to the two population groups. For this reason, understanding the changing needs of individuals will determine the strategies that can be used to overcome issues taking place in the contemporary world.