Assessing Cognitive Gains from the Teaching Campus Program among University Students

Abstract

The Teaching Campus program consists of four core activities: literacy, numeracy, technology adaptation, and administrative support. This study aims to analyze the impact of the Teaching Campus program on students’ cognitive development. A descriptive qualitative approach was employed to obtain an in-depth understanding of participants’ experiences. Data were collected through observations, semi-structured interviews, and document analysis involving seven student participants. The findings indicate that the implementation of the Teaching Campus program has a positive impact on students’ cognitive aspects. Cognitive development is reflected in increased knowledge and understanding of the education system, enhanced pedagogical skills, improved critical thinking abilities, and strengthened problem-solving skills. These outcomes suggest that experiential learning in real school contexts contributes significantly to students’ cognitive growth. However, the study also identifies several challenges, including student placement that does not always align with domicile, inadequate school facilities, and excessive dependence of schools on student participants. Despite these limitations, the Teaching Campus program demonstrates considerable potential in supporting students’ cognitive development and professional readiness. Future program improvements should address placement policies, infrastructure support, and clearer role boundaries to optimize program effectiveness.