Effects of Three Pedagogies on Learning Outcomes in a Psychology of Gender Lecture

Abstract

This study employed a quasi-experimental design to test the effects of three pedagogies on learning outcomes in a simulated psychology of gender lecture. Results showed that meaning and relational pedagogies, as well as a combination of meaning, relational, and explanatory pedagogies, significantly improved participant learning beyond self-study and produced a significant improvement in retention as well. Interestingly, participants in the relational condition excelled on these learning outcomes even though the instructor covered very little reading material in that condition. Despite the benefits of these pedagogies, participants showed a clear preference for the lower performing explanatory instructional approach, which suggests that students may not readily recognize pedagogies that best contribute to effective learning and retention in classes like the psychology of gender.

Incorporating Spirituality in the Classroom

“…Although the professors were trained to teach the focus of each condition, some variation across conditions was unavoidable. Thus, like Reber et al (2017) note in a similar study, this was a study of teaching emphasis, not teaching purity.…”

“…By improving the treatment fidelity there may be increased power to detect effects. Understandably, treatment fidelity is difficult when dealing with a live teaching session that involves participation from the students (Reber et al, 2017). It is also difficult to maintain when one is dealing with aspects of spirituality that are interrelated, as evidenced by the literature.…”