EXPERIENTIAL-LEARNING ACTIVITIES IN UNDERGRADUATE DEVELOPMENTAL-PSYCHOLOGY

In two studies, I examined student responses to an increased emphasis on experiential activities in a required undergraduate developmental p sychology course. For four experiential sections (n = 143), each class topic was related to a specific, real-world application. Four other s ections (n = 187) were taught Primarily by lecture, with one out-of-cl ass observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and cons ideration of the instructor significantly more Positively than did the lecture sections. Students in the two types of sections did not diffe r significantly in achievement. A follow-up study identified the origi n of change in attitudes toward the course.