An Evaluation of Two Approaches to the Teaching of Educational Psychology

A 44 item questicnnaire and free response instrument was given to 280 students selected from two different kinds of educational rsychcicgy courses: (1) a "module " approach involving selection of three--week modules from a list of such courses; and (2) a specially prepared composite learning and development course covering 1 semester. The purpose of the questionnaire was to measure students ' reacticn tc the tic new teaching procedures. The findings indicated that: (1) "in theory " the students preferred the module approach, (2) "in practice " students preferred tue composite 1 eAlester course, and (3) the outstanding variable ccntributing to students assessment of relevancy, and teaching procedures, was the instructor. The implications of these findings for innovations if. teaching students is also discussed. (Author/AF) Pr+ r