Effects of Online Lessons on Integrating Problem-based Learning, Project-based Learning, and Lectures on Learning Achievement, Morality, and Ethics in the Systematic Thinking Course for Higher Vocational Certificate Students at Yala Technical College
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Abstract
The objective of this research was to evaluate online lessons delivered via Google Classroom on integrating problem-based learning, project-based learning, and lectures to enhance learners' achievement, morality, and ethics. A mixed-methods research design was employed, incorporating both qualitative and quantitative approaches. The sample consisted of 38 first-year higher vocational certificate students. Research instruments included pre-tests, post-tests, and a morality and ethics scale. Data were analyzed using the Wilcoxon Signed Ranks Test. The findings revealed that (1) learners showed a significant improvement in learning achievement at the .05 level, and (2) their self-assessed morality and ethics scores also increased significantly at the .05 level. Furthermore, learners found the learning activities diverse and engaging. Google Classroom and Google Meet facilitated effective communication and classroom management. The content was systematically structured to connect prior knowledge with new concepts, fostering a holistic understanding that promoted planning, analytical thinking, rational decision-making, and the ability to apply knowledge in developing morality-based innovations.
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