ผลการจัดการเรียนรู้โดยใช้โครงงานเป็นฐานที่มีต่อทักษะการรู้สารสนเทศ ความสามารถในการเขียนรายงานทางวิชาการ และผลสัมฤทธิ์ทางการเรียน ของนักศึกษาระดับปริญญาบัณฑิต

Abstract

The purposes of this study were: 1) to compare information literacy skills of the experimental group students before and after learning through the learning management using the project-based learning; 2) to compare information literacy skills of the experimental group students learning through the developed learning management and those in a control group employing self-directed learning; 3) to compare academic writing report ability among the two groups; 4) to compare learning achievement of the experimental group students before and after the intervention; 5) to compare learning achievement among the two groups; and 6) to examine the satisfaction of the experimental student group toward PBL learning management. The sample consisted of 64 undergraduate students majoring in the Thai language who enrolled in the CTH 3108 Wisdom in Language and Teaching course at Ramkhamhaeng University in the second semester of the academic year 2020. The sample was divided into two groups: 32 students in the experimental group and 32 students in the control group. The research instruments employed in the study were: 1) five sets of project-based learning lesson plans; 2) a learning achievement test; 3) an information literacy skill test; 4) a rubric for assessing academic writing report ability; and 5) a satisfaction questionnaire toward the PBL. Data were analyzed through mean, standard deviation t-test for Dependent Samples and t-test for Independent Samples.

The findings were as follows:

1. The information literacy skills of the experimental group students after the intervention were at a high level with the .05 level of significance.


2. The information literacy skills of the experimental group students were higher than those of the control group students at the .05 level of significance.


3. The academic writing report ability of the experimental group students were higher than those of the control group students at the .05 level of significance.


4. The learning achievement of the experimental group students after the intervention was higher than that of before the intervention at the .05 level of significance.


5. The learning achievement of the experimental group students were higher than that of the control group students at the .05 level of significance.


6. The overall satisfaction of the experimental group students toward the PBL was at the highest level.