Integrating Formal and Non-Formal Learning: A Qualitative and Quantitative Study of Innovative Teaching Strategies in Secondary Schools

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Refer to the reviewed manuscript for comments and suggestions.

Comments for author File: Comments.pdf

Author Response

Comments 1. The abstract was rather too brief. Need to provide more details on the research methodology, etc

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments including the Academic Motivation Scale (Vallerand et al., 1992) and the WHO-5 Well-Being Index, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models.

Comments 2. Give a brief introduction to formal and non-formal learning. Justify the significance of the
study by higlighting the existing problems in students' learning.

Formal learning takes place within structured educational settings, such as schools and universities, where objectives, curricula, and assessments are clearly defined and institutionally recognised. In contrast, non-formal learning occurs in more flexible and participatory environments—such as sports associations, cultural groups, or community projects—where students can engage in experiential, collaborative, and creative activities. Despite their complementary nature, these two dimensions of learning often remain disconnected, limiting the potential for students’ holistic development. Many adolescents today experience declining motivation, disengagement, and stress within traditional academic frameworks that prioritise performance over personal growth. This study addresses these challenges by investigating whether integrating formal and non-formal learning can enhance motivation, inclusion, and well-being among secondary school students, offering evidence-based insights for rethinking contemporary educational practices.

Comments 3. Arrange the keywords in alphabetical order

Formal learning; innovative pedagogy and inclusion; interdisciplinary education; lifelong learning; non-formal learning

Comments 4.Create separate subsections to present the quantitative and qualitative results. Refer to the
research objectives/questions for the subsections. Create separate subsections to discuss the main research findings. Refer to the research objectives/questions for the subsections.

The study aimed to address three main research questions:
(1) Does the integration of formal and non-formal learning improve students’ intrinsic motivation?
(2) Does it enhance students’ psychological well-being?
(3) Does it strengthen their sense of belonging to the school community?
To answer these questions, both quantitative and qualitative data were collected and analysed.

Quantitative Results

To address the first and second research questions concerning motivation and psychological well-being, quantitative data were gathered using the Academic Motivation Scale (Vallerand et al., 1992) and the WHO-5 Well-Being Index. The third research question, related to the sense of belonging, was measured using a specific school attachment questionnaire developed for the study.

Statistical analyses (t-tests and ANOVA) revealed significant improvements in all three dimensions for the experimental group compared to the control group.

• Intrinsic motivation increased by 22% in the experimental group versus 4% in the control group (t = 4.73, p < .05), with a large effect size (d = 0.82).
• Psychological well-being improved by 18% in the experimental group compared to 3% in the control group (F(1,118) = 6.21, p < .05).
• Sense of belonging rose by 20% in the experimental group and only 5% in the control group (p < .05).

Correlation analysis revealed positive associations among all three variables: intrinsic motivation correlated with well-being (r = .56, p < .01), and sense of belonging correlated with both motivation (r = .61, p < .01) and well-being (r = .49, p < .01).

These findings confirm that the integration of formal and non-formal education has a statistically significant and positive impact on students’ motivation, well-being, and connection to school—key indicators of engagement and educational success.

Qualitative Results

To complement the quantitative evidence and explore the how and why behind these improvements, qualitative data were analysed in relation to the same three research questions. Thematic analysis of interviews, focus groups, and observations identified recurring patterns related to motivation, well-being, and belonging.

1. Motivation and engagement:
   Students reported greater enthusiasm and interest in learning when formal subjects were linked to creative and community-based activities. They described the integrated programme as “more meaningful” and “less repetitive,” demonstrating a shift from extrinsic to intrinsic motivation.
2. Psychological well-being:
   Both students and parents highlighted the emotional benefits of creative, artistic, and sporting activities. Participants reported feeling “calmer,” “more confident,” and “less stressed.” Teachers observed improved classroom climate and reduced interpersonal conflicts, indicating a broader psychosocial benefit.
3. Sense of belonging and inclusion:
   Collaboration with local associations and shared projects fostered a stronger sense of connection between school and community. Students perceived the school as a “place that values everyone’s differences” and a space where “learning is useful beyond exams.”

Overall, qualitative findings confirmed the quantitative results and provided deeper insights into students’ lived experiences. The integration of formal and non-formal learning fostered engagement, emotional safety, and social cohesion—key outcomes aligned with the study’s objectives of promoting motivation, well-being, and inclusion in secondary education.

Comments 6. The conclusion was rather too lengthy. Make it brief and concise.

Integrating formal and non-formal learning is an effective strategy for enhancing students’ motivation, inclusion, and well-being. By combining curricular subjects with laboratory activities, digital technologies, and community collaboration, schools can foster more participatory and meaningful learning experiences. In a rapidly changing society, schools must act not only as transmitters of knowledge but also as mediators and connectors of experiences and relationships.
This approach reflects the principles of life-wide learning (Jackson, 2011) and transformative education (Mezirow, 2009), showing that lasting learning emerges when students integrate knowledge with personal and social experience. Quantitative data confirmed increased intrinsic motivation and sense of belonging, while qualitative findings highlighted improved classroom climate and relationships, supporting Self-Determination Theory (Ryan & Deci, 2020).
However, wider implementation requires systemic investment in three areas: (1) teacher training for methodological and digital skills; (2) educational policies promoting flexibility and school–community partnerships; and (3) organisational resources that allow for co-design and innovation. Successful European examples (Lonka, 2018; OECD, 2021) demonstrate that institutional support ensures sustainable change.
Future longitudinal research should assess whether gains in motivation, well-being, and belonging persist over time and translate into transferable life skills. Ultimately, a school integrating formal and informal knowledge can become a laboratory for active, critical, and resilient citizenship—an ethical and pedagogical response to the complexities of the 21st century.

 

Comment 7. Double check the reference list to ensure FULL compliance with the recommended format of
referencing, e.g., 7th edition of APA style. Be consistent in the use of small/capital letters,
commas, full-stops, brackets, italics, etc.

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Reviewer 2 Report

Comments and Suggestions for Authors

1. Content and contextualization Although the theoretical contextualization is plentiful, the text makes references on some occasions to classic texts (Dewey, Freire, Boal), without backing it up with sufficient experimental literature published in the last twenty years, to justify the effectiveness of these practices in similar contexts. It would be convenient to back up the evidence on motivation, well-being, and a sense of belonging with more recent studies (within the last five years). 2. Methodology The description of the experimental and control groups is correct. However, information is lacking concerning the procedures of random assignment and selection criteria of the experimental subjects, information which could bias even more the results. The total sample size is not reported for each analysis, given the possible subject removal during the study. The measuring instruments are correctly described, but there is a lack of additional information on the validity and reliability of the measures, especially for questionnaires translated or adapted for the study population. The qualitative methodology is rigorous, but there is no indication of how data saturation or inter-coder reliability has been achieved beyond triangulation. The total time of intervention and the duration of each activity are not made clear, which would have helped replicate the study. It would have been convenient to include checking for external variables (e.g. socio-economic origin, prior motivation), since these could have influenced the results. 3. Results Some statistical analyses are given without the corresponding justification or effect size or power both in the ANOVA and the correlation coefficients. There is no mention of negative results nor of deterioration in the variables, which would distort the perception that the programme has worked. This point provides an appropriate opportunity to include longitudinal comparisons or to recapture measures taken after the intervention. Some testimonies from students and parents are also interesting, but perhaps they could have been summarized or systematized into thematic categories rather than scattered as mere anecdotes. 4. Conclusions Some of the conclusions are excessive in general and extrapolative, such as the reference made to future citizens or transferences, when it is not made evident that a reading of diverse series of follow-up effects is given. The possible utility of the results for formulating concrete, definite educational policies is not made evident. It would have been convenient to suggest more definite future lines of research, directed towards the objective measurement of academic performance or towards the long-term follow-up of the results. Some of the affirmations regarding the program's efficiency could be supported with comparative references to other international studies, backed by evidence that does not rely solely on results from the European context.

 

Comments on the Quality of English Language

Quality of writing and style: The writing is mostly clear and formal, though it contains some very long, complex phrases. This could confuse or make it harder to read well-laid-out sections when searching for results that are easily detected. It would be advisable to review the consistency of the terminology employed, both in the formal and the non-formal terrains, as well as with respect to the terminology of intrinsic and extrinsic motivation.

 

Author Response

 

 

Comment 2.  Methodology The description of the experimental and control groups is correct. However, information is lacking concerning the procedures of random assignment and selection criteria of the experimental subjects, information which could bias even more the results. The total sample size is not reported for each analysis, given the possible subject removal during the study. The measuring instruments are correctly described, but there is a lack of additional information on the validity and reliability of the measures, especially for questionnaires translated or adapted for the study population. The qualitative methodology is rigorous, but there is no indication of how data saturation or inter-coder reliability has been achieved beyond triangulation. The total time of intervention and the duration of each activity are not made clear, which would have helped replicate the study. It would have been convenient to include checking for external variables (e.g. socio-economic origin, prior motivation), since these could have influenced the results

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments including the Academic Motivation Scale (Vallerand et al., 1992) and the WHO-5 Well-Being Index, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models.

Comment 3. Results Some statistical analyses are given without the corresponding justification or effect size or power both in the ANOVA and the correlation coefficients. There is no mention of negative results nor of deterioration in the variables, which would distort the perception that the programme has worked. This point provides an appropriate opportunity to include longitudinal comparisons or to recapture measures taken after the intervention. Some testimonies from students and parents are also interesting, but perhaps they could have been summarized or systematized into thematic categories rather than scattered as mere anecdotes. 

The study aimed to address three main research questions:
(1) Does the integration of formal and non-formal learning improve students’ intrinsic motivation?
(2) Does it enhance students’ psychological well-being?
(3) Does it strengthen their sense of belonging to the school community?
To answer these questions, both quantitative and qualitative data were collected and analysed.

Quantitative Results

To address the first and second research questions concerning motivation and psychological well-being, quantitative data were gathered using the Academic Motivation Scale (Vallerand et al., 1992) and the WHO-5 Well-Being Index. The third research question, related to the sense of belonging, was measured using a specific school attachment questionnaire developed for the study.

Statistical analyses (t-tests and ANOVA) revealed significant improvements in all three dimensions for the experimental group compared to the control group.

• Intrinsic motivation increased by 22% in the experimental group versus 4% in the control group (t = 4.73, p < .05), with a large effect size (d = 0.82).
• Psychological well-being improved by 18% in the experimental group compared to 3% in the control group (F(1,118) = 6.21, p < .05).
• Sense of belonging rose by 20% in the experimental group and only 5% in the control group (p < .05).

Correlation analysis revealed positive associations among all three variables: intrinsic motivation correlated with well-being (r = .56, p < .01), and sense of belonging correlated with both motivation (r = .61, p < .01) and well-being (r = .49, p < .01).

These findings confirm that the integration of formal and non-formal education has a statistically significant and positive impact on students’ motivation, well-being, and connection to school—key indicators of engagement and educational success.

Qualitative Results

To complement the quantitative evidence and explore the how and why behind these improvements, qualitative data were analysed in relation to the same three research questions. Thematic analysis of interviews, focus groups, and observations identified recurring patterns related to motivation, well-being, and belonging.

1. Motivation and engagement:
   Students reported greater enthusiasm and interest in learning when formal subjects were linked to creative and community-based activities. They described the integrated programme as “more meaningful” and “less repetitive,” demonstrating a shift from extrinsic to intrinsic motivation.
2. Psychological well-being:
   Both students and parents highlighted the emotional benefits of creative, artistic, and sporting activities. Participants reported feeling “calmer,” “more confident,” and “less stressed.” Teachers observed improved classroom climate and reduced interpersonal conflicts, indicating a broader psychosocial benefit.
3. Sense of belonging and inclusion:
   Collaboration with local associations and shared projects fostered a stronger sense of connection between school and community. Students perceived the school as a “place that values everyone’s differences” and a space where “learning is useful beyond exams.”

Overall, qualitative findings confirmed the quantitative results and provided deeper insights into students’ lived experiences. The integration of formal and non-formal learning fostered engagement, emotional safety, and social cohesion—key outcomes aligned with the study’s objectives of promoting motivation, well-being, and inclusion in secondary education.

 

Comment 4. Conclusions Some of the conclusions are excessive in general and extrapolative, such as the reference made to future citizens or transferences, when it is not made evident that a reading of diverse series of follow-up effects is given. The possible utility of the results for formulating concrete, definite educational policies is not made evident. It would have been convenient to suggest more definite future lines of research, directed towards the objective measurement of academic performance or towards the long-term follow-up of the results. Some of the affirmations regarding the program's efficiency could be supported with comparative references to other international studies, backed by evidence that does not rely solely on results from the European context.

 

The findings of this study indicate that integrating formal and non-formal learning can produce short-term improvements in students’ motivation, perceived well-being and sense of belonging. These effects, observed through both quantitative and qualitative measures, suggest that interdisciplinary activities, creative workshops, sports, and community engagement can enrich everyday school experiences and foster more positive learning environments. Nevertheless, these results should be interpreted with caution and within the specific context of the study.

The evidence collected does not allow us to draw conclusions about long-term outcomes such as transfer of competences beyond the school setting or the development of future civic behaviours. Although some student testimonies suggest the potential for broader personal growth, the study did not include follow-up measurements or tools designed to assess transfer processes. Therefore, generalisations regarding the formation of “future citizens” or long-term transformative effects would go beyond the scope of the data gathered.

The implications for educational policy, while promising, remain exploratory. The positive trends observed indicate that integrated programmes may support student engagement and well-being, but further research is needed before recommending large-scale policy adoption. In particular, future studies should:

• Implement longitudinal designs to monitor whether the gains in motivation, well-being and sense of belonging persist over time and whether they translate into measurable behavioural, social or academic outcomes.
• Include objective academic performance indicators (e.g., grades, standardised assessments) to determine whether the integration of formal and non-formal activities supports—not only indirectly but directly—students’ academic achievement.
• Examine potential transfer effects, identifying whether skills developed in creative, physical or community-based activities influence problem-solving, collaboration or resilience in traditional curricular contexts.
• Analyse moderating variables, such as socioeconomic background, prior motivation or learning profiles, to understand for whom and under what conditions integrated approaches are most effective.

In addition, future studies should explore organisational and systemic factors that enable or hinder the sustainability of such programmes, including resource allocation, teacher training, and curricular flexibility.

In summary, this study provides initial empirical support for the short-term benefits of integrating formal and non-formal learning in secondary schools. However, further systematic and longitudinal research is necessary to determine the extent to which these benefits can be sustained, generalised and translated into broader educational policies.

Round 2

Reviewer 1 Report

Comments and Suggestions for Authors

The manuscript has been revised based on the comments and suggestions provided by the reviewer.