DEVELOPMENT OF PROJECT-BASED LEARNING ON PRINCIPLES OF THAI LANGUAGE (ED1014) UNDER 21ST CENTURY LEARNING FRAMEWORK

Abstract

The objectives of this research article were aimed at developing instructional management for the course ED1014: Principles of Thai Language through the application of Project-Based Learning (PjBL), aligned with the 21^st -century learning framework, and comparing the academic achievement of students between pre-learning and post-learning phases. The population and target group were comprised of 21 first-year undergraduate students majoring in Thai Language Teaching at Mahamakut Buddhist University, Srilanchang Campus, who were enrolled in the first semester of the 2021 academic year. These participants were selected through a purposive sampling method. The research instruments were composed of 1) A Course Specification (TQF 3) designed with project-based learning activities, 2) Pre-test and post-test assessments consisting of 30 items, 3) an evaluation form for project-based learning management, and 4) a student attitude assessment form. Data were analyzed using percentage, mean (), standard deviation (S.D.), and a t-test for dependent samples. The results of the research were found as follows: 1. The developed project-based learning process was structured into six main stages: preparation, topic definition, proposal writing, implementation, presentation, and evaluation. It was indicated that students’ satisfaction and attitudes toward this learning management were maintained at a high level. The mean score for the learning process satisfaction was recorded at 4.28 (S.D. = 0.45), while the mean for learning attitude was measured at 4.25 (S.D. = 0.44). It was perceived by the students that this learning model significantly promoted teamwork and analytical thinking skills. 2. Regarding the comparison of academic achievement, it was observed that the students’ pre-test mean score was calculated at 22.71, whereas the post-test mean score was increased to 28.29. When compared, the post-test mean scores were found to be significantly higher than the pre-test scores at the .05 level. Consequently, it was demonstrated that project-based learning management effectively enhanced the understanding of complex Thai grammar content. The curriculum objectives were achieved, and 21^st-century skills were tangibly prepared for the learners.