The Harnessing Research-Based Learning to Empower Cognitive, Metacognitive, and Professional Competencies in Higher Education: A Case Study of Undergraduate Students Development in Early Childhood Education Program
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This study investigates the impact of Research-Based Learning (RBL) on the cognitive, metacognitive, and professional competencies of undergraduate students in the Early Childhood Education Program at Prince of Songkla University. The study aimed to assess improvements in critical thinking, problem-solving, independent research skills, and self-regulation. A mixed-methods approach was employed, involving 32 students. Quantitative data were collected through surveys, and qualitative insights were gathered from focus group discussions. The research results revealed significant improvements in students’ cognitive abilities, including critical thinking (Mean = 4.23, SD = 0.65) and problem-solving skills (Mean = 4.10, SD = 0.72). Students demonstrated enhanced metacognitive awareness (Mean = 4.25, SD = 0.60), indicating greater self-regulation in their learning processes. Self-regulation also showed a strong increase (Mean = 4.18, SD = 0.68). Paired samples t-tests confirmed statistically significant gains in all areas, with the highest improvement in metacognitive awareness (t = 5.23, p < 0.001). Correlation analysis revealed strong positive relationships between critical thinking, problem-solving, and metacognitive awareness (r > 0.6, p < 0.01). Qualitative data emphasized the role of student autonomy and faculty mentorship in fostering these skills. The findings conclude that RBL is an effective pedagogical approach for developing essential competencies, preparing students for academic and professional success. The study recommends improving faculty mentorship and research resources to optimize the implementation of RBL in higher education.
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