Participation Process to Mitigate the Risk of Social Anxiety Disorder (SAD) among Undergraduates through Lesson Plans for Project-Based Learning in Phranakhon Si Ayutthaya Province

Abstract

The purpose of this research was to study the participation process of undergraduates, obstacles, and guidelines on the prevention of social anxiety disorder (SAD) through lesson plans for project-based learning. The research was conducted under a qualitative approach applying the phenomenological method. The data were collected from documents, non-participatory observations, and in-depth interviews with 143 students enrolled in the bachelor's degree courses belonging to the general education category in the academic year 2022 (semester 1 and semester 2), 8 administrators and teachers in 8 projects, and 5 representatives from surrounding communities. The results revealed that students participated in all steps of lesson plans for project-based learning, which consisted of eight steps: (1) stimulating interest, (2) preparing the project, (3) practicing the necessary skills, (4) designing the materials, (5) conducting group activities, (6) gathering data, (7) creating a project summary, and (8) reviewing and presenting the project. Moreover, there were three major obstacles to the participation process of undergraduates via lesson plans for project-based learning: Problem 1 difficulty in boosting confidence among project participants, Problem 2 fear and discouragement of students, and Problem 3 learners’ discomfort when interacting with others. Besides, guidelines on the prevention of social anxiety disorder (SAD) comprised three aspects: 1) offering in-depth study to motivated learners, 2) encouraging learners to engage with their surroundings and real-life situations, and 3) fostering the ability to find solutions among learners.