Application and Effectiveness Evaluation of the Project-Based Teaching Method in the Experimental Psychology Course

DOI: https://doi.org/10.62517/jhet.202415329

Author(s)

Xiaotong Li

Affiliation(s)

School of Educational and Psychological Sciences, Sichuan University of Science & Engineering, Zigong, Sichuan, China

Abstract

The aim of this study was to assess the effectiveness of project-based teaching methodology in an experimental psychology course, especially its impact on students' academic performance, satisfaction, creativity and problem-solving skills. By comparing the performance of Applied Psychology students in the classes of 2020 (traditional teaching, control group) and 2021 (project-based teaching method, experimental group), theoretical exam scores, classroom questionnaires, and research and competition results were used as assessment tools. The experimental group significantly outperformed the control group in terms of theoretical exam scores, teaching satisfaction, goal identification and achievement, and out-of-class study time. In addition, the experimental group obtained more results in research projects and competitions, indicating that the project teaching method can significantly improve students' comprehensive ability and practical skills. By encouraging students' active participation and exploration, the project teaching method effectively enhances students' learning effectiveness and innovation ability, while the change of teacher's role provides more interaction and guidance opportunities for students.

Keywords

Project Teaching Method; Experimental Psychology; Application, Effectiveness Evaluation

References

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