Speaker
Description
Understanding student feedback on the instruction provided is essential for maximizing learning within the classroom. A measurable form of feedback is the psychological response of undergraduate students to the applied topics and instructional methods. The goal of examining these responses is to explore undergraduate students’ learning experiences, which provides a solid basis for enhancing instructional quality. An integrated learning strategy was employed in an English for Biology course for undergraduate Biology Education majors to promote a well-rounded learning environment. This course was designed not only to build academic English skills for biology but also to advance the undergraduate students’ personal and professional development. We analyzed the collected data using the Rasch model with WINSTEPS software to maximize the insights gained. Through this analysis, we ascertained the instrument’s psychometric properties and the patterns in student responses. The favorable psychological outcomes demonstrated by the undergraduate students confirm that integrated learning is a highly effective and viable strategy for the learning process of undergraduate Biology Education students.
Keywords: Integrated learning, psychological response, undergraduate students, biology education
