The Influence of Mixed Teaching Mode on the Learning Effects of Psychology Students’ Experiment Course in Higher Vocational Colleges

The Influence of Mixed Teaching Mode on the Learning Effects of Psychology Students’ Experiment Course in Higher Vocational Colleges

In this paper, we are going to analyze the influence of mixed teaching mode on the teaching effect of psychology students’ experiment courses in higher vocational colleges. To realize and verify these claims, 80 psychology students of grade 2020 in our school were selected for observation. Class 1 o...

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Veröffentlicht in:Journal of healthcare engineering 2022-03, Vol.2022, p.4190668-5
Hauptverfasser: Quan, Haiying, Guo, Zimeng, Ni, Rongjing, Li, Chen, Deng, Xin
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Humans
Learning
Students
Universities
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container_title Journal of healthcare engineering
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creator Quan, Haiying
Guo, Zimeng
Ni, Rongjing
Li, Chen
Deng, Xin
description In this paper, we are going to analyze the influence of mixed teaching mode on the teaching effect of psychology students’ experiment courses in higher vocational colleges. To realize and verify these claims, 80 psychology students of grade 2020 in our school were selected for observation. Class 1 of the psychology major in our school was randomly selected as the observation group (n = 40) and Class 2 as the control group (n = 40). The mixed teaching mode and the traditional teaching mode were adopted, respectively. After intervention, the experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were higher than those before intervention P0.05. The experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were all higher than those of the control group, with statistical significance P
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To realize and verify these claims, 80 psychology students of grade 2020 in our school were selected for observation. Class 1 of the psychology major in our school was randomly selected as the observation group (n = 40) and Class 2 as the control group (n = 40). The mixed teaching mode and the traditional teaching mode were adopted, respectively. After intervention, the experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were higher than those before intervention P&lt;0.05. The control group had no significant change before and after intervention P&gt;0.05. The experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were all higher than those of the control group, with statistical significance P&lt;0.05. The results show that in the observation group, 92.50% of the students believed that the mixed teaching mode could arouse the enthusiasm for learning and improve the activity of the experimental class. 97.50% of the students thought that the mixed teaching mode could stimulate students’ interest in learning and improve the ability of experimental operation. 100.00% of the students thought the mixed teaching mode could be helpful in understanding the experimental. The evaluation result of the teaching mode was significantly higher than that of the control group, and the comparison result was statistically significant P&lt;0.05. After receiving the mixed teaching mode, the observation group had a higher satisfaction with the teaching effect, with a satisfaction rate of 95.00%. The control group had low satisfaction with the teaching effect, with a satisfaction rate of 52.50%, and the difference was statistically significant P&lt;0.05. Through the application of the mixed teaching mode combining online and offline, psychology students in higher vocational colleges can achieve better learning results and improve students’ evaluation and satisfaction of teaching effect of the mixed teaching mode of psychology experiment teaching mode in higher vocational colleges.</description><identifier>ISSN: 2040-2295</identifier><identifier>EISSN: 2040-2309</identifier><identifier>DOI: 10.1155/2022/4190668</identifier><identifier>PMID: 35299690</identifier><language>eng</language><publisher>England: Hindawi</publisher><subject>Humans ; Learning ; Students ; Universities</subject><ispartof>Journal of healthcare engineering, 2022-03, Vol.2022, p.4190668-5</ispartof><rights>Copyright © 2022 Haiying Quan et al.</rights><rights>Copyright © 2022 Haiying Quan et al. 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c420t-ca9793e0461f366659be1c0afeb297d483eba1c1718aa056e28281df945d57fe3</citedby><cites>FETCH-LOGICAL-c420t-ca9793e0461f366659be1c0afeb297d483eba1c1718aa056e28281df945d57fe3</cites><orcidid>0000-0002-3640-167X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8923766/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8923766/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,885,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/35299690$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Khan, Rahim</contributor><creatorcontrib>Quan, Haiying</creatorcontrib><creatorcontrib>Guo, Zimeng</creatorcontrib><creatorcontrib>Ni, Rongjing</creatorcontrib><creatorcontrib>Li, Chen</creatorcontrib><creatorcontrib>Deng, Xin</creatorcontrib><title>The Influence of Mixed Teaching Mode on the Learning Effects of Psychology Students’ Experiment Course in Higher Vocational Colleges</title><title>Journal of healthcare engineering</title><addtitle>J Healthc Eng</addtitle><description>In this paper, we are going to analyze the influence of mixed teaching mode on the teaching effect of psychology students’ experiment courses in higher vocational colleges. To realize and verify these claims, 80 psychology students of grade 2020 in our school were selected for observation. Class 1 of the psychology major in our school was randomly selected as the observation group (n = 40) and Class 2 as the control group (n = 40). The mixed teaching mode and the traditional teaching mode were adopted, respectively. After intervention, the experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were higher than those before intervention P&lt;0.05. The control group had no significant change before and after intervention P&gt;0.05. The experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were all higher than those of the control group, with statistical significance P&lt;0.05. The results show that in the observation group, 92.50% of the students believed that the mixed teaching mode could arouse the enthusiasm for learning and improve the activity of the experimental class. 97.50% of the students thought that the mixed teaching mode could stimulate students’ interest in learning and improve the ability of experimental operation. 100.00% of the students thought the mixed teaching mode could be helpful in understanding the experimental. The evaluation result of the teaching mode was significantly higher than that of the control group, and the comparison result was statistically significant P&lt;0.05. After receiving the mixed teaching mode, the observation group had a higher satisfaction with the teaching effect, with a satisfaction rate of 95.00%. The control group had low satisfaction with the teaching effect, with a satisfaction rate of 52.50%, and the difference was statistically significant P&lt;0.05. Through the application of the mixed teaching mode combining online and offline, psychology students in higher vocational colleges can achieve better learning results and improve students’ evaluation and satisfaction of teaching effect of the mixed teaching mode of psychology experiment teaching mode in higher vocational colleges.</description><subject>Humans</subject><subject>Learning</subject><subject>Students</subject><subject>Universities</subject><issn>2040-2295</issn><issn>2040-2309</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>RHX</sourceid><sourceid>EIF</sourceid><recordid>eNp9kc9uEzEQxi0EolXpjTPyEQlC_WfXu74goSi0lVKBROBqOd7xrpFjB3sXmltPvAOvx5PgKGkFF-bi8cxP33zSh9BzSt5QWtcXjDB2UVFJhGgfoVNGKjJjnMjH9z2T9Qk6z_krKcUlryh_ik54zaQUkpyin6sB8HWwfoJgAEeLb9wtdHgF2gwu9PgmdmUc8Fi4JegU9sOFtWDGvMc_5p0Zoo_9Dn8apw7CmH_f_cKL2y0ktylfPI9TyoBdwFeuHyDhL9Ho0cWgfdl5Dz3kZ-iJ1T7D-fE9Q5_fL1bzq9nyw-X1_N1yZipGxpnRspEcSCWo5UKIWq6BGqItrJlsuqrlsNbU0Ia2WpNaAGtZSzsrq7qrGwv8DL096G6n9QY6U_wl7dW2WNVpp6J26t9NcIPq43fVSsYbIYrAy6NAit8myKPauGzAex0gTlkxURFZ2JYW9PUBNSnmnMA-nKFE7dNT-_TUMb2Cv_jb2gN8n1UBXh2Akkunf7j_y_0Bptikng</recordid><startdate>20220308</startdate><enddate>20220308</enddate><creator>Quan, Haiying</creator><creator>Guo, Zimeng</creator><creator>Ni, Rongjing</creator><creator>Li, Chen</creator><creator>Deng, Xin</creator><general>Hindawi</general><scope>RHU</scope><scope>RHW</scope><scope>RHX</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>5PM</scope><orcidid>https://orcid.org/0000-0002-3640-167X</orcidid></search><sort><creationdate>20220308</creationdate><title>The Influence of Mixed Teaching Mode on the Learning Effects of Psychology Students’ Experiment Course in Higher Vocational Colleges</title><author>Quan, Haiying ; Guo, Zimeng ; Ni, Rongjing ; Li, Chen ; Deng, Xin</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c420t-ca9793e0461f366659be1c0afeb297d483eba1c1718aa056e28281df945d57fe3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Humans</topic><topic>Learning</topic><topic>Students</topic><topic>Universities</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Quan, Haiying</creatorcontrib><creatorcontrib>Guo, Zimeng</creatorcontrib><creatorcontrib>Ni, Rongjing</creatorcontrib><creatorcontrib>Li, Chen</creatorcontrib><creatorcontrib>Deng, Xin</creatorcontrib><collection>Hindawi Publishing Complete</collection><collection>Hindawi Publishing Subscription Journals</collection><collection>Hindawi Publishing Open Access Journals</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of healthcare engineering</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Quan, Haiying</au><au>Guo, Zimeng</au><au>Ni, Rongjing</au><au>Li, Chen</au><au>Deng, Xin</au><au>Khan, Rahim</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Influence of Mixed Teaching Mode on the Learning Effects of Psychology Students’ Experiment Course in Higher Vocational Colleges</atitle><jtitle>Journal of healthcare engineering</jtitle><addtitle>J Healthc Eng</addtitle><date>2022-03-08</date><risdate>2022</risdate><volume>2022</volume><spage>4190668</spage><epage>5</epage><pages>4190668-5</pages><issn>2040-2295</issn><eissn>2040-2309</eissn><abstract>In this paper, we are going to analyze the influence of mixed teaching mode on the teaching effect of psychology students’ experiment courses in higher vocational colleges. To realize and verify these claims, 80 psychology students of grade 2020 in our school were selected for observation. Class 1 of the psychology major in our school was randomly selected as the observation group (n = 40) and Class 2 as the control group (n = 40). The mixed teaching mode and the traditional teaching mode were adopted, respectively. After intervention, the experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were higher than those before intervention P&lt;0.05. The control group had no significant change before and after intervention P&gt;0.05. The experimental examination results, experimental report score, general evaluation results of the experiment, and experimental pass rate of the observation group were all higher than those of the control group, with statistical significance P&lt;0.05. The results show that in the observation group, 92.50% of the students believed that the mixed teaching mode could arouse the enthusiasm for learning and improve the activity of the experimental class. 97.50% of the students thought that the mixed teaching mode could stimulate students’ interest in learning and improve the ability of experimental operation. 100.00% of the students thought the mixed teaching mode could be helpful in understanding the experimental. The evaluation result of the teaching mode was significantly higher than that of the control group, and the comparison result was statistically significant P&lt;0.05. After receiving the mixed teaching mode, the observation group had a higher satisfaction with the teaching effect, with a satisfaction rate of 95.00%. The control group had low satisfaction with the teaching effect, with a satisfaction rate of 52.50%, and the difference was statistically significant P&lt;0.05. Through the application of the mixed teaching mode combining online and offline, psychology students in higher vocational colleges can achieve better learning results and improve students’ evaluation and satisfaction of teaching effect of the mixed teaching mode of psychology experiment teaching mode in higher vocational colleges.</abstract><cop>England</cop><pub>Hindawi</pub><pmid>35299690</pmid><doi>10.1155/2022/4190668</doi><tpages>5</tpages><orcidid>https://orcid.org/0000-0002-3640-167X</orcidid><oa>free_for_read</oa></addata></record>
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subjects Humans
Learning
Students
Universities
title The Influence of Mixed Teaching Mode on the Learning Effects of Psychology Students’ Experiment Course in Higher Vocational Colleges
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