Effectiveness of PBL in Improving Managerial Psychology Learning

Tsai-Fa(TF) Yen *

School of Management, Guizhou Qiannan Economic College, Guizhou-550600, China.

*Author to whom correspondence should be addressed.


The ability to solve problems has always been a core skill required in study, work and life, and is one of the important goals of high-impact teaching. In this case, project-based learning with problem solving orientation has become the teaching model often adopted by teachers. However, there are still some problems in the practical application of PBL. Such as reasonable allocation of teachers and teaching resources, mobilize the enthusiasm of teachers and students for PBL teaching. Therefore, the purpose of this paper is to explore the nature of students' perception of PBL and put forward research suggestions. Data was collected by literature retrieval and investigation of those students who study the course of managerial psychology. Text analysis and induction were used to find out the main ways that affect the learning effectiveness of PBL. It is found that teachers' humor personality traits and attitude toward students, the practicability of teaching materials and course content, and the interactivity and practicability of teaching methods can improve students' attraction, learning interest and class participation, and then affect the classroom atmosphere and learning effectiveness. The research suggests that teachers can cultivate a sense of humor, simplify the content of textbooks, propose corresponding materials and cases, strengthen interactive and practical teaching methods, and encourage students to practice, which can attract students efficiently and achieve good learning results.

Keywords: Project-based learning, sense of humor, classroom atmosphere, learning effectiveness

How to Cite

Yen, T.-F. (2024). Effectiveness of PBL in Improving Managerial Psychology Learning. Asian Journal of Education and Social Studies, 50(6), 162–169. https://doi.org/10.9734/ajess/2024/v50i61403


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