Learning Needs for Psychology-Based Product Development in Malaysian Teacher Education: Evidence from EDUP3113

Educational psychology can be used to help pre-service teachers understand how learners think, feel, act and grow, but because of the theoretical density of the subject, it may be hard to implement in the classroom. This study aimed to explore learning needs to be addressed in the development of a product for the Psychology of Learning (EDUP3113) in a Malaysian Institute of Teacher Education (ITE) based on psychology. The study used a descriptive needs analysis survey, which was voluntarily answered by 33 students of Program Ijazah Sarjana Muda Perguruan (PISMP) who had taken or were taking the course. The questionnaire included a perceived level of difficulty of the topic (using a 5-point scale), 11 choices of activities, four of which were preferred, and open-ended suggestions. Responses were described using frequencies and percentages. The learning theories got the highest and most focused ratings at the difficult end of the scale, with motivation, learning styles, guidance and classroom management being more often rated at the middle of the scale. Games were selected by 26 respondents (78.8%), hands-on activities by 23 (69.7%), songs and singing by 20 (60.6%), and visual aids by 19 (57.6%). The written suggestions by students also highlighted the need for interaction, practical examples, the use of multimedia and a decrease in lectures. The results are not necessarily proof of the effectiveness of any specific product, but rather are statements of design priorities for a later development/evaluation process. A good product should include some game-like activities, real-world examples, visual supports, and collaborative discussion. The study provides an evidence base for context-specific learner-informed instructional design in the context of teacher education in Malaysia, but with the limitation of a small, self-selected sample.