Abstract:

In the 2023-24 academic year, IGEMA Business School embarked on a transformative journey to elevate academic performance and enrich the educational experience within its Business Administration programs. Recognizing the dual challenges of digital distractions and the need for pedagogical innovation, the school instituted a strategic blend of interventions. These included the restriction of mobile phone usage in classrooms and the comprehensive integration of active and experiential learning methodologies—such as group discussions, debates, role play, flipped classrooms, case studies, problem-based learning, and experiential learning activities—across its curriculum.

This study seeks to evaluate the impact of these interventions on two fronts: quantitative improvements in academic performance and qualitative enhancements in teaching and learning experiences. Academic performance metrics, derived from comparing the current and previous academic years, reveal a significant uptrend in student grades and engagement. Complementarily, a Likert-scale questionnaire administered to faculty members captures their perceptions of the pedagogical shifts, indicating a positive consensus on the enhanced dynamism, student participation, and overall teaching effectiveness.

The findings underscore the synergetic effect of mobile phone restrictions and innovative teaching methodologies in creating a more focused and immersive learning environment. Beyond immediate academic gains, the study highlights the broader implications for educational practice and policy, suggesting a scalable model for integrating technology and pedagogy in higher education.

The implications of this study are far-reaching, offering valuable evidence on the effectiveness of combining active and experiential learning methodologies with policies on mobile phone use restriction to enhance academic performance and the educational experience. This approach not only demonstrates a positive impact on students' academic performance but also significantly improves the quality of classroom interaction and student engagement, as reflected in faculty perceptions.

Furthermore, the findings suggest that such interventions can serve as a model for other educational institutions looking to improve teaching effectiveness and student learning in the digital age. Implementing similar policies could help mitigate technological distractions and promote a more immersive and participatory learning environment.

In conclusion, this study highlights the importance of adapting pedagogical practices to contemporary challenges and opportunities presented by technology, offering a valuable framework for future research on integrating technology and innovative educational methodologies. Future research could explore the adaptability and effectiveness of these strategies in different educational and cultural contexts, as well as examine the long-term effects on students' academic performance and professional development.

Keywords:

Active learning methodologies, experiential learning, academic performance enhancement, mobile phone restrictions, business administration education, faculty perceptions, educational innovation.