The Effect of Development Learning Activities integrating Problem-based Learning and Project-based Learning Along with Lectures on the Learning Achievement and Ethics and Morality in the Systematic Thinking Subjects for Advanced Vocational Certificate Level Students at Yala Technical College
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Abstract
This research aimed to evaluate the performance of a newly developed learning activity in the Systematic Thinking Subjects by comparing the students' learning achievement, morality, and ethics before and after the learning experiences. This innovative activity integrated problem-based and project-based learning approaches with traditional lectures. The research design was a combination of both qualitative and quantitative methodologies. The sample group consisted of 247 second year higher vocational certificate students at Yala Technical College. The research instruments for gathering data were: 1) pretest and posttest; and 2) the morality and ethics scale. The Wilcoxon Signed Ranks Test was used to analyze the data. The findings were as follows: 1) the student achievement was statistically significantly different at .05 level; and 2) self-report scores on the ethics and morality scale increased significantly at the .05 level. Students reflected that the learning activities were diverse and connected to their real-life experiences, enhancing their understanding of systematic thinking, and they will apply this knowledge to future studies and careers.
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