A Quasi Experiment on the Use of Experiential Methods in the Classroom

Abstract

The present study is concerned with the use of experiential methods in the classroom for students doing graduate work in administration. A quasi-experimental design was used in which behavior and attitudes in a T-Group course were compared with those in a more traditional human relations course. In addition, video tape viewing of the student's own behavior was employed in both courses, and the behavior and attitude changes resulting from this intervention were observed. The comparison between the two courses indicated the following major findings: Compared with the human relations course, the T-Group course showed more here-and-now behavior, more group dynamics and less organizational dynamics content, more involvement, more perceived comfort with feelings, and more perceived transfer of learning. When video tape viewing was introduced into the human relations course, it resulted in changes toward more here-and-now behavior, more openness behavior, more group dynamics content, less organizational dynamics content, more involvement, satisfaction, and perceived transfer of learning. When video tape viewing was introduced into the T-Group course, it resulted in more here-and-now behavior and more satisfaction. An explanation for some of behavior attitude dynamics in experience-based learning was found in relatively high and significant correlations between here-and-now behavior and involvement, perceived transfer of learning, and perceived comfort with feelings.