JU-HSUAN YEH

Effectiveness of Diversity Integration in Cosmetics Career Curriculum

Introduction

Effectiveness of diversity integration in cosmetics career curriculum. Investigate diverse teaching methods in cosmetics career curricula for vocational students in Taiwan. Results show improved self-awareness, career planning, and readiness for the beauty industry.

Abstract

This study investigates the effectiveness of incorporating diverse teaching methods into career development courses for students in beauty-related majors at a vocational college in Taiwan. A quasi-experimental design was employed, involving two third-year classes majoring in cosmetics application and management. The experimental group received diverse teaching strategies, while the control group followed traditional theoretical instruction. A "Career Development Scale" was used to assess students’ baseline knowledge, and pre-tests, mid-course tests, and post-tests were conducted. Quantitative data were analyzed using ANCOVA to compare the impact of the teaching methods on students' self-awareness, career awareness, and career planning skills. Findings suggest that diverse teaching methods, such as mock interviews and varied assessment strategies, significantly improve students' career readiness. The study recommends scheduling career development courses prior to internships, integrating visits and guest lectures, and incorporating digital tools like gaming devices to enhance student engagement and career planning outcomes. These approaches may better prepare students for the evolving demands of the beauty industry.

Review

This study presents a timely and highly relevant investigation into enhancing career readiness among beauty-related majors in a vocational college setting. Employing a quasi-experimental design, the research effectively compares the impact of diverse teaching strategies against traditional instruction on key career development metrics, including self-awareness, career awareness, and career planning skills. The findings, indicating a significant improvement in career readiness through diverse methods, offer a valuable contribution to pedagogical practices in vocational education, particularly within the evolving beauty industry. The structured approach using pre, mid, and post-tests, coupled with ANCOVA analysis, provides a robust framework for assessing the effectiveness of the intervention. The methodological rigor is a clear strength, with the quasi-experimental design providing strong evidence for the effectiveness of the diverse teaching methods. The abstract clearly outlines the intervention's components, such as "mock interviews and varied assessment strategies," which provide concrete examples of the innovative approaches used. Furthermore, the practical recommendations, including scheduling career development courses strategically, integrating real-world visits and guest lectures, and incorporating digital tools like gaming devices, demonstrate a thoughtful consideration of how these findings can be directly applied to improve curriculum design and student engagement. This focus on actionable strategies makes the study particularly valuable for educators and curriculum developers. While the abstract provides a strong overview, a more detailed full paper would benefit from elaborating on certain aspects. For instance, a more precise definition of what constituted "traditional theoretical instruction" would strengthen the comparative analysis. Additionally, further details on the "Career Development Scale" – its origins, psychometric properties, or if it was developed specifically for this study – would enhance the methodological transparency. Future research could also explore the long-term impact of these diverse teaching methods on students' employment success and career trajectory, moving beyond immediate career readiness measures to provide a comprehensive understanding of the intervention's enduring benefits.

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