EFFECTS OF LEARNING MANAGEMENT FOCUSED ON CRITICAL THINKING USING PROBLEM BASED LEARNING (PBL) IN CRITICAL SEMANTICS COURSE FOR 4TH YEAR UNIVERSITY STUDENTS

Abstract

This article aimed to study the effects of learning management focused on critical thinking and using a problem based learning (PBL) approach, as applied in a critical semantics course for 4th year university students. The students were enrolled in a Thai Teaching Program during the first semester of the 2018 academic year. Research instruments included: 1) a research intervention tool comprised of 8 problem-based learning lesson plans and 2) evaluation tools, comprising an evaluation form assessing critical thinking capability and academic achievement tests. This study employed the one-shot case study design, requiring the participants to take a post-test subsequent to the experiment. Data gleaned from the test scores were analyzed using mean and percentage. Students’ academic achievement scores in critical thinking capabilities averaged 73.75 percent and 74.28 percent of the students passed the set criterion, higher than the prescribed threshold of 70%.