Psychology of Learning

Module 14: Educational Psychology

Summary

Research Methods & Student Diversity

• Educational psychology applies psychological principles to improve teaching and learning.
• Research methods include descriptive studies (observations, surveys), correlational designs, and experimental approaches for causality.
• Single-case designs (ABAB, multiple baseline) are vital for individualized interventions.
• Cultural dimensions (individualism vs. collectivism, power distance) shape classroom behaviors.
• Socioeconomic status (SES) predicts achievement through resource access and stress effects.
• Stereotype threat can impair performance under identity-related pressure.
• The learning styles myth lacks empirical support; effective teaching uses multiple modalities for all learners.

The Learning Environment

• Classroom management strongly predicts achievement (effect size d ≈ 0.44).
• Time factors: allocated time often shrinks due to transitions, reducing instructional and engaged time—the strongest predictor of learning.
• Effective teachers minimize lost time through clear routines and active engagement strategies.
• First days are pivotal for establishing expectations and norms.
• Rules should be few, positively stated, and consistently enforced.
• Misbehavior management ranges from nonverbal cues to applied behavior analysis (ABA) for severe cases.
• ABA uses functional assessment to identify behavior functions and teaches replacement behaviors through reinforcement.

Assessment & Grading

• Assessment translates learning objectives into measurable outcomes.
• Objectives should specify behavior, conditions, and criteria, guided by Bloom’s taxonomy.
• Assessment purposes: formative (feedback), summative (evaluation), diagnostic, and placement.
• Feedback is most effective when immediate, specific, and actionable.
• Evaluation can be norm-referenced or criterion-referenced.
• Test construction emphasizes validity, reliability, and alignment with objectives.
• Performance-based assessments capture complex skills but require clear criteria.
• Peer and self-assessment foster metacognition when supported by rubrics.
• Grading philosophies: traditional systems mix achievement with effort; standards-based grading focuses on proficiency and allows reassessment.

Conclusion

Module 14 integrates research methods, classroom management, and assessment principles. Effective teaching relies on evidence-based strategies, structured environments, and fair evaluation systems to support diverse learners and promote academic success.