Effect of Experiential Learning to Promote Vocational College Students' Self-Career Planning
Abstract
Background and Aims: With the rapid development of the social economy and the increasingly fierce employment competition, it is becoming increasingly difficult for college students to find a suitable job, requiring appropriate career planning to help them find a suitable job. Therefore, career planning has become an important part of helping them find a suitable job. It cannot only help students find the right role positioning, avoid blindly following the trend, but also promote personal development and maximize personal value. Through career planning, college students can clarify career goals and directions, improve their career competitiveness, and thus stand out in the fierce job market. This study compares the self-career planning before and after learning, the comparison of self-career planning after learning with the 70% standard, and the comparison of career planning after learning with the 70% standard.
Methodology: The sample of this study was 30 first-year vocational students (1 class) in the academic year of 2024, School of Big Data and Artificial Intelligence at Zhengzhou University of Science and Technology by using cluster random sampling. This study used a group pretest and post-test design. The research instruments were 1) eight lesson plans, which means scores of the appropriateness were at 4.62 (S.D. = 0.52), 2) a self-career planning ability evaluation form with a reliability of 0.733, and 3) students’ satisfaction toward experiential learning questionnaire with a reliability of 0.728. The data was analyzed using mean, standard deviation, t-test for the dependent sample, and t-test for one sample.
Result: The research findings revealed that: 1) Posttest scores of students’ self-career planning ability (70.13, S.D. =3.42) were greater than pretest scores (M=51.63, S.D.= 4.70) at the 0.01 level of statistical significance (t29 =43.75, p=0.001). 2) Students’ self-career planning ability after learning through experiential learning was statistically higher than the criterion of 70 percent at the 0.01 level of statistical significance (t29=28.22, p=0.001). 3) The overall mean scores of students’ satisfaction after learning through experiential learning were 4.03 out of a possible full mark of 5, and the standard deviation was 0.35, which was statistically higher than the criterion of 3.5 (70 percent) at the 0.01 level of statistical significance (t29=8.17, p=0.001).
Conclusion: The body knowledge gained from this research was the utilization of experiential learning on a career planning course, which was mainly five steps in the experiential learning: Step 1 Warm-up and introduction, Step 2 Experience and practice, Step 3 Reflective observation, Step 4 Abstract generalization, Step 5 Application. Explain a little that 5 teaching steps can improve self-care planning.
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