The Teaching Effects of Applying "Experience and Reflection" in Social Psychology curriculum

The purpose of this study was to understand the "experience and reflection" teaching strategies and learning effects of students in the social psychology curriculum. This study was designed to construct the model to learning effects in students, and to explore the causal relationship between teaching and its mediated variables. The model has latent exogenous variables and latent endogenous variables. The latent exogenous variables include teacher teaching and student’s learning. The latent endogenous variables include experience learning, reflective teaching, and learning results. Structural equation modeling with AMOS computer program was used to investigate the model proposed by the authors. The subjects of this study were 260 students in the course of social psychology. The research method was designed by “Applied Experience and Reflective Teaching Scale in Social Psychology Courses”, to understand the students' learning outcomes and actual feelings. The research results showed that: (a) the model and its internala structure had a good fit with the observed data, (b) the teacher teaching had significant direct effect on the experience learning, and had significant indirect effect by way of the reflective teaching on learning results, (c) the student learning had significant direct effect on the experience learning, and had significant indirect effect by way of the reflective teaching on student learning results, (d) the teacher teaching had significant direct effect on the learning results,(e) the experience learning had significant direct effect on the reflective teaching , and had significant indirect effect on learning results. Finally, the model of “experience and reflective teaching” in Social Psychology curriculum was built by this research can apply to college students and the improve educational efficiency for general education course.

Project ID:RP00000001
External Project ID:PGE107111

2019/07/31