THE EFFECTS OF EXPERIENTIAL ACTIVE LEARNING ON STUDENTS ENROLLED IN SOC 107: PSYCHOLOGY AND EMPOWERMENT OF MODERN LEADERSHIP

Abstract

            The objectives of this research were: 1) to examine the effects of experiential active learning on students enrolled in SOC107: Psychology and Modern Leadership Development during the first semester of the 2025 academic year at Sripatum University, Chonburi Campus; 2) to compare students’ pre-test and post-test scores; and 3) to investigate students’ opinions toward this learning approach. The population consisted of 513 undergraduate students enrolled in the course. The research instruments included: 1) experiential active learning lesson plans; 2) achievement tests for SOC107; and 3) a questionnaire measuring students’ opinions toward the learning approach. Data were analyzed using percentage, mean, and standard deviation.
              The findings revealed that: 1) the application of Kolb’s Experiential Learning Cycle enhanced students’ learning engagement and enabled them to discover their individual potential through concrete experience. It also promoted self-awareness and effective listening through reflective observation, leading to improved application of psychological theories and the development of systematic thinking during abstract conceptualization. Furthermore, students demonstrated improved self-discipline and the ability to apply knowledge in real-life situations during active experimentation, particularly in emotional management, mindfulness, and acceptance of individual differences through art therapy and identity development activities. 2) In terms of learning achievement, the majority of students (365 students, or 71.15%) achieved an excellent level. The results indicate that experiential active learning enhances problem-solving skills, concentration, and the ability to apply knowledge in daily life. 3) Students’ opinions toward the experiential active learning approach indicated that the overall teaching effectiveness was rated at a high level.