The Effects of a Project-Based Learning Entitled “Motion” on Improving Integrated Science Process Skills and Problem Solving Ability for the Second Year Vocational Certificate Students

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Jiratchaya Nueangchomphu
Paisarn Worakham


The purpose of this research were: (1) to develop a project-based learning activities entiled “motion” for the second year vocational certificate students ; (2) To compare scientific process skills at vocational certificate level 2 using the integrated scientific process before and after learning with the management of learning with project-based learning management and (3) To compare the ability to solve scientific problems of the second year vocational certificate students before and after study with project-based learning management. The study group was 20 students for the second year vocational certificate students North Isan Technological College 2 Kumphawapi. The instruments used were (1) 4 project-learning management plans, (2) a four-choice, four-choice questionnaire, and (3) A test to measure the ability to solve a scientific problem, form 20 questions, 4 situations. The statistics used to analyze the data were percentage, mean, standard deviation. And test with t-test dependent sample statistics

The results of the research showed that (1) A project-based learning entitled “motion” plans was rated as most appropriate level (gif.latex?\bar{X}=4.60), (2) integrated science process skills after attending the activities (gif.latex?\bar{X}=17.30) was higher than that before attending the activities (gif.latex?\bar{X}=11.25), and (3) the ability to solve science problems after attending the activities (gif.latex?\bar{X}=36.55) was higher than that before attending the activities (gif.latex?\bar{X}=26.70) at significant level .01.

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Nueangchomphu, J., & Worakham, P. (2021). The Effects of a Project-Based Learning Entitled “Motion” on Improving Integrated Science Process Skills and Problem Solving Ability for the Second Year Vocational Certificate Students. Journal of Education and Innovative Learning, 1(2), 171–186. Retrieved from
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