An Empirical Analysis of the Final Examination Papers in Educational Psychology Course for Undergraduates in Different Educational Majors under the Background of Teaching Reform

Abstract

In the context of the continuous advancement of teaching reform, the optimization of the curriculum evaluation system has become a key issue in the field of education. This study focuses on the course of educational psychology, using the final examination papers and scores of the 2022 Physical Education Major and 2024 Early Childhood Education Major undergraduate students at Yunnan Technology and Business University as samples. Basic statistical analysis methods are employed to conduct an in-depth investigation. The results show that the overall difficulty of the exam papers is moderate (0.7), with acceptable reliability (0.78) and good validity (0.7–0.8). However, the failure rate among students reaches 21.3%, reflecting learning difficulties. There is no significant difference in scores between students from different majors, attributed to the same teaching conditions and equal emphasis on the course by both majors. This study provides data support for the teaching of educational psychology courses, assisting teachers in improving their teaching based on the results, meeting the demands of teaching reform for precise teaching evaluation and quality enhancement, and promoting the development of educational psychology course teaching.