Psychology behind Improving Student Outcomes and Learning Environment Using GIS Classroom

Abstract

Geographic Information Systems (GIS) have become essential tools in addressing spatial challenges, leading to a demand for a skilled workforce proficient in GIS applications. While higher education courses provide GIS instruction to enhance students' career prospects, integrating GIS into schools remains a challenge, necessitating support for educators. This study examines the effectiveness of a group learning strategy in enhancing GIS classroom instruction. The research involved 100 undergraduate students enrolled in a GIS course at a large public university. The participants were divided into two groups: a control group receiving traditional instruction and an experimental group engaged in group learning activities, including collaborative discussions, problem-solving exercises, and presentations. Pre- and post-tests were conducted to assess GIS knowledge acquisition, problem-solving ability, critical thinking skills, and technology acceptance. The results demonstrated that the experimental group outperformed the control group across these dimensions. The experimental group's participation in group learning activities resulted in enhanced GIS knowledge acquisition, improved problem-solving ability, and the development of critical thinking skills. Moreover, students in the experimental group exhibited a positive attitude towards group learning and perceived it as a beneficial learning experience. This suggests that incorporating group learning activities in GIS classroom instruction not only enhances students' learning outcomes but also fosters a positive learning environment. By adopting this group learning approach, universities and educators can improve GIS instruction, preparing students for careers that require GIS expertise. The findings underscore the importance of promoting active engagement, collaboration, and problem-solving in GIS education. Furthermore, students' positive perception of group learning and their increased technology acceptance highlight the potential of this instructional approach to bridge the gap between theoretical GIS knowledge and practical application.