The application of the Lasallian pedagogical framework of transformative learning: Changes on student's interest and achievement goal orientation

Date of Publication

2007

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Arts Major in Psychology

College

College of Liberal Arts

Department/Unit

Psychology

Thesis Adviser

Allan Benedict I. Bernardo

Defense Panel Member

Maria Carrida H. Tarroja

Abstract/Summary

A descriptive study was used to examine the effect of the Lasallian Pedagogical Framework, either transformative learning or traditional transmission, on (a) Interest, and (b) achievement goal orientation. Two hundred ninety two students from the six classes in Theology and Religious Education Department indicated their interest in the Interest wave by Harackiewicz et al. (2000) and their goals in the Achievement Goal Questionnaire by Elliot & McGregor (2001). They were also asked to complete the Learner-Centered Practice Questionnaire by McCombs (1997). Also, six Professors who teach these general education courses in the Theology and Religious Education Department answered the same questionnaire as a manipulation check of the pedagogical framework they are identified by. The result showed that students became more interested when they are exposed in the traditional transmission pedagogical framework. No significant effect was observed when both frameworks were used to measure achievement goal orientation. This study was analyzed using t-test of independent samples.

Abstract Format

html

Note

Running head: Transformative learning in DLSU

Language

English

Format

Print

Accession Number

TU14012

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

88 leaves ; 29 cm.

Keywords

Adult learning; Transfer of training; Adult education; Critical Pedagogy

This document is currently not available here.

Share

COinS