Green Zane Asher, Batool Sadia
Preston University, Islamabad, Pakistan.
Faculty of Education, Preston University, Islamabad, Pakistan.
Eval Program Plann. 2017 Jun;62:35-48. doi: 10.1016/j.evalprogplan.2017.02.004. Epub 2017 Feb 6.
The experimental study was undertaken to examine the effect of emotionalized learning experiences on the academic achievement of students at Preston University. The major objectives of the study were to identify the effect of teaching methods on students' academic achievement and to evaluate the relationship between affective learning conditions and students' academic achievement. Based on four intact semesters, the population of the study comprised 140 students from the Bachelors of Business Administration Program. The whole population was considered as the sample. The control group (28 students) was taught through the interactive lecture method, whereas, the experimental group 1 (35 students), experimental group 2 (46 students) and experimental group 3 (31 students) were taught through the activity method, reflective learning method and cooperative learning method respectively. Results indicated a significant difference between the pretest and posttest scores obtained in the achievement test as a result of the effect of teaching methods used for offering the emotionalized learning experiences. There was also a significant relationship between affective leaning conditions and students' academic achievement. Furthermore, it was found that students' academic achievement in the affective domain was highest with regard to workshops 1, 2 and 3. It was concluded that the emotionalized learning experiences offered to the students via the four teaching methods helped students in enhancing their knowledge, changing their attitudes and developing their skills with regard to living a happy, healthy and meaningful life. However, the reflective learning method proved to be the most suitable followed by the interactive lecture method, the cooperative learning method and the activity method.
本实验研究旨在考察情感化学习体验对普雷斯顿大学学生学业成绩的影响。该研究的主要目标是确定教学方法对学生学业成绩的影响，并评估情感学习条件与学生学业成绩之间的关系。基于四个完整的学期，研究对象包括140名来自工商管理学士学位课程的学生。整个人口被视为样本。对照组（28名学生）通过互动讲座法授课，而实验组1（35名学生）、实验组2（46名学生）和实验组3（31名学生）分别通过活动法、反思学习法和合作学习法授课。结果表明，由于提供情感化学习体验所采用的教学方法的影响，在成绩测试中前测和后测分数之间存在显著差异。情感学习条件与学生学业成绩之间也存在显著关系。此外，还发现学生在情感领域的学业成绩在工作坊1、2和3方面最高。研究得出结论，通过四种教学方法为学生提供的情感化学习体验有助于学生增强知识、改变态度并培养他们关于过上幸福、健康和有意义生活的技能。然而，反思学习法被证明是最合适的，其次是互动讲座法、合作学习法和活动法。
