Findings of the Use of the Blended Learning Model Using Project-Based Learning Associated with Cognitive Coaching to Improve Students Analytical Thinking for Undergraduate Students

Abstract

The objectives of the research were 1) to compare the analytical thinking before and after learning of the learners learning by using blended learning model using  project-based learning associated with cognitive coaching to improve analytical thinking for undergraduate students, 2) to compare the learning achievement of the learners learning by using a blended learning model using project-based learning associated with cognitive coaching to improve  analytical thinking for the undergraduate students, and 3) to study the satisfaction of the learners learning by using a blended learning model using project-based learning associated with cognitive coaching to improve analytical thinking for the undergraduate students. The samples were 28 students studying logistics management, Faculty of Industrial Technology, Ubon Ratchathani Rajabhat University, registering in the project management course in the first semester of the academic year of 2022. They were selected by purposive sampling. The research instruments were an analytical thinking test, a learning achievement test, and a questionnaire asking for the satisfaction. The statistics used were percentage, standard deviation, and t-test dependent.

The research findings were as follows.

1.  The findings of the comparison of the analytical thinking before and after operating activities in the overall showed that the ability of the analytical thinking of the students learning by using the blended learning model using project-based learning associated with cognitive coaching to improve analytical thinking after learning was higher than that before learning with the statistical significance at the level of .01.
2.  The findings of the learning achievement of the students learning by using the blended learning model using project-based with cognitive coaching to improve analytical thinking for the undergraduate students showed that the mean scores before and after learning of the 28 students were 18.57 and 30.19, and the mean scores of the standard deviation were 2.77 and 3.22. When the mean scores before and after learning were compared, the mean score after learning was higher than that before learning with the statistical significance at the level of 0.01.
3.  The findings of the study of the students’ satisfaction towards the blended learning model using project-based with cognitive coaching to improve analytical thinking for the undergraduate students showed that the students were satisfied at the highest level (x̅ = 4.65).