Impact of the Course “Introduction to Education” on Learning of Undergraduate Students

Authors

  • Dr. Muhammad Latif Assistant Professor, Department of Education, Government College Women University Sialkot, Pakistan
  • Salbia Abbas Associate Lecturer, Department of Psychology, Government College Women University Sialkot, Punjab, Pakistan
  • Dr. Razia Anjum Lecturer, Department of Psychology, Government College Women University Sialkot, Punjab, Pakistan

DOI:

https://doi.org/10.47205/jdss.2022(3-IV)14

Keywords:

Impact, Learning, Cognitive Domain, Affective Domain, Psychomotor Domain

Abstract

The Course Introduction to Education was launched in the Department of Economics at Government College Women University Sialkot in September, 2020. Since then, it is being taught in a number of departments in this university. This study was conducted to see the overall impact of Introduction to Education on Cognitive, psychomotor and affective domains of learning at Undergraduate level. Question papers made by six faculty members of department of education were used for data collection along with a self-developed questionnaire. Learning outcomes were categorized in three domains of learning as cited above according to Bloom’s Taxonomy of instructional objectives. The Course Introduction had a significant impact on the cognitive, affective and psychomotor domains of learning. The students learnt the basic concepts, contemporary trends of education & teaching methodology. They were equipped with the essential pedagogical skills and competencies. They learnt to develop Audio-Visual aids. They learnt different theories of “Learning”. They came to know about different “Soft-skills” among students. It is suggested that the Course Introduction to Education may be taught in other public as well as private universities of Pakistan with a little modifications.

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Published

2022-11-07

Details

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    PDF Downloads: 104

How to Cite

Latif, M., Abbas, S., & Anjum, R. (2022). Impact of the Course “Introduction to Education” on Learning of Undergraduate Students. Journal of Development and Social Sciences, 3(4), 137–142. https://doi.org/10.47205/jdss.2022(3-IV)14