**6. Conclusion and suggestions**

#### **6.1 Conclusions**

According to the results of the time series analysis, students' self-efficacy, learning interest, and student engagement indexes demonstrated a continuous upward trend during the implementation of the curriculum of the Xingzhi Experimental Class.

During this period, students' Learner's Perceived Value showed not only a gradual increase but also maintained at a high level throughout the period. The learning anxiety index exhibited a continuous upward trend from week to week. However, its mean value remained below 4 during the whole period, showing a continuous lowlevel state. This indicates that the implementation of the curriculum of the Xingzhi Experimental Class had a continuous impact on students' learning anxiety, but the anxiety index was within a manageable range.

Through thematic analysis of qualitative data, this study found that the factors that influenced students' learning motivation and learning behaviors during the implementation of the curriculum of the Xingzhi Experimental Class also included: teacher influence, peer influence, competition, supports from others, learning atmosphere, attribution of success or failure, achievement goal orientation, willingness to continue learning, learning expectation, and learned helplessness.

Teachers, others, and the learning atmosphere, as environmental factors, have a broad and profound impact on students' cognition and behavior. Learning expectations, achievement goal orientation, attribution of success or failure, and willingness to continue learning, as people factors, have a significant impact on students' learning motivation and learning behavior. In particular, learned helplessness, which was found in the analysis results, is strongly associated with the attribution of success or failure.

In conclusion, the curriculum of the Xingzhi Experimental Class in a college in Chongqing is significantly effective in terms of stimulating students' learning motivation through achievement goal theory.

#### **6.2 Suggestions for future studies**

Due to the limitations of external conditions and availability of resources as well as the researcher's own ability and experience, this study has some limitations that deserve noting. The following suggestions are made for subsequent researchers to consider.

In terms of the study subjects, due to the small sample size, the results of this study may not enable us to speculate on the impact of the curriculum program on the learning of all students majoring in broadcasting and hosting arts. With regard to this issue, qualitative findings were employed to complement and support the quantitative findings. However, it is inevitable that the limitation of sample size produces unavoidable errors in reliability and validity. Therefore, it is suggested that the scope of the study subjects in the future be expanded, so as to understand the differences among subjects and to achieve higher reliability, validity, and inferences of the study.

Furthermore, this study validates that theory-based curriculum and instructional design can effectively cultivate professionals. Therefore, it suggests focusing on teaching reform for courses with particularly high (vocational) professional attributes, and emphasizing literacy-oriented education models and student-centered education methods, such as project-based learning, inquiry-based learning, problem-based learning, cooperative learning, interdisciplinary learning, emerging technologyassisted learning, and artificial intelligence-assisted learning. In the meantime, the curriculum or teaching design should also conform more closely to the government's requirements for talent development. For instance, in China, there is an emphasis on cultivating individuals with virtues. Hence, integrating ideological and political elements into the curriculum, and comprehensive consideration and planning are necessary to complete high-quality talent training tasks. Additionally, in the research and planning of teaching reforms, apart from emphasizing professional and core

*Effects of an Experimental Broadcasting and Hosting Class: A Triadic Reciprocal Determinism… DOI: http://dx.doi.org/10.5772/intechopen.113355*

competencies, diverse methods of learning assessment are also required, which include pre-learning, in-learning, and post-learning (achievements) assessment. The entire process of students' learning can be comprehensively evaluated through questionnaires, tests, works, reports, participation, and feedback.
