The effects of experiential learning program on learning motivation of first-year college students

Abstract

This study aims to explore the effects of experiential learning on learning motivation in terms of the ideological and political education of first-year college students. In this study, 40 first-year college students from Jiuquan Vocational and Technical College were randomly divided into an experimental group and a control group, with 20 in each group. The experimental group was given experiential learning, the control group did not receive experiential learning. This study adopts quasi-experimental design and quantitative data analysis. The influence of experiential learning on the learning motivation in terms of ideological and political education among first-year college students was investigated using a pre-test and a post-test control group. The tools used in this study were as follows: (1) an experiential learning program can improve the learning motivation of ideological and political education of college students through four components: concrete experience, reflective observation, abstract generalization and active practice; (2) the learning motivation scale had a total reliability of 0.96. The data were analyzed using descriptive statistics, mean, standard deviation, percentage, a t-test for dependent samples and independent samples. After the experiment, it was found that the learning motivation in the ideological and political education of first-year college students in the experimental group was higher than the control group and before the experiment, with a statistical significance of 0.001.

-