Graduate students’ evaluation of the Wichita State University’s educational psychology program
type: CreativeWork
description: This study is a program inclusive evaluation of graduate students’ perspectives on the Wichita State University’s Educational Psychology Graduate Program’s process of implementation of learning theories in teaching instruction. The study evaluated the analogous variations in pedagogical practices of theory implementations by educators and perceived quality of the program including attributes of comprehension, appliance of academic materials, professionalism of instructors, and program efficiency. A quantitative approach was incorporate in the methodology while collecting descriptive data. The analyses of central tendency and frequencies were conducted for the Student-Based Program Evaluation Scale indicated a high level of frequent agreement for attributes of each learning theory, and an inclusive significance in perceived program quality. Unsuitably, the Educator Perspective of Pedagogical Practices Questionnaire produced ineffectual results due to the insignificant quantity of educator reports. Although the questionnaire results are insignificant to validate the educators’ perceptions as a population, the participant’s responses to the questions in each category aligned with the attributes of the behaviorism and connectivism learning theories, in addition to, the correspondence of attributes in each learning theory presented.
abstract: This study is a program inclusive evaluation of graduate students’ perspectives on the Wichita State University’s Educational Psychology Graduate Program’s process of implementation of learning theories in teaching instruction. The study evaluated the analogous variations in pedagogical practices of theory implementations by educators and perceived quality of the program including attributes of comprehension, appliance of academic materials, professionalism of instructors, and program efficiency. A quantitative approach was incorporate in the methodology while collecting descriptive data. The analyses of central tendency and frequencies were conducted for the Student-Based Program Evaluation Scale indicated a high level of frequent agreement for attributes of each learning theory, and an inclusive significance in perceived program quality. Unsuitably, the Educator Perspective of Pedagogical Practices Questionnaire produced ineffectual results due to the insignificant quantity of educator reports. Although the questionnaire results are insignificant to validate the educators’ perceptions as a population, the participant’s responses to the questions in each category aligned with the attributes of the behaviorism and connectivism learning theories, in addition to, the correspondence of attributes in each learning theory presented.
author: Woods, Nichole
date published: 2023-05
date modified: 2026-07-24T06:05:48Z
provider: Wichita State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Wichita State University