Comparison of the effectiveness of the teaching method of jurisprudential inquiry and lectures on the industrial-organizational psychology learning among studentd in the academic year 2018-2019

Subject Areas : Education Management

Seyedeh Asma Hosseini ^{1 *}

1 - Department of Psychology, Faculty of Education and Psycholoyg, Alzahra University, Tehran, Iran.

Received: 2023-03-11 Accepted : 2023-09-17 Published : 2023-11-22

Keywords: lecture, Teaching methods, industrial-organizational psychology, Jurisprudential Inquiry,

Abstract :

Introduction: Today, there are many teaching methods. The question of which method is used for which lesson and at what time depends on the teacher's choice and his or her ability to implement it. In this study, we compared the effectiveness of the teaching method of jurisprudential inquiry and lectures on the learning of industrial-organizational psychology students.Materials and Methods: In the current study, a quasi-experimental method with a pre-test-post-test design, including two non-randomized groups, was used. The teaching method (jurisprudential inquiry and speeches) was studied as the independent variable, whilst the students' learning in the industrial-organizational psychology course was studied as the dependent variable. The population included all industrial psychology students, 64 of whom were selected using the convenience sampling method.Results: The results showed a significant difference between the performance of research groups (P> 0.001). Therefore, according to the mean scores of learning by the teaching method of jurisprudential inquiry, it can be claimed that the method of jurisprudential teaching was more effective in improving the learning of students in the course of industrial psychology than the lectures. Also, the analysis of Eta Squared shows that 26.5% of the variance of the dependent variable (learning industrial psychology course) is explained by the independent variable (teaching method).