Multi-frontal teaching model: Effects of application in teaching psychology

Reporting on an empirical research, the authors try to bring the model of multi-frontal teaching (MFT) closer to readers by highlighting its characteristics, advantages and possible disadvantages. They verified experimentally the effects of the application of this model in the teaching of psychology in secondary schools, according to a devised theoretical frame and the results of relevant research. According to the statistic data and the hypotheses testing it can be concluded that the initial assumptions were partly verified in the research. Namely, the majority of the respondents in the experimental group stated that they would not alter their current mode of work (MFT), while the respondents in the control group were somewhat more satisfied with the teacher-student communication and the implementation of a method of reporting. Significant differences between the two groups were found regarding the mode of examination and assessment. The experimental group respondents were happier in this regard than the respondents of the control group. Finally, it should be pointed out that, regarding the attainment at a psychology knowledge test, the two groups did not differ significantly. The authors conclude that, in practice, the implicit potentials of the MFT are insufficiently exploited and that the model deserves further studies.