EVALUATING THE EFFECTIVENESS OF CROSS-CURRICULAR PROJECT-BASED LEARNING INTEGRATED WITHIN THE I-MAP FRAMEWORK ON STUDENTS’ LEARNING OUTCOMES AND ENGAGEMENT
Article Sidebar
Main Article Content
Abstract
This paper evaluated a project-based learning (PBL) model that integrates the “Technology and Innovation” course with a capstone-style project within the I-MAP framework and Backward Design principles. Participants were 32 fourth-year Industrial Technology students who worked in teams to complete a semester-long project. Data were collected through pretest–posttest, analytic rubrics, observational checklists, and focus-group interviews, and analyzed using ANCOVA and linear mixed models. The findings indicate substantial educational gains in theoretical knowledge and project quality. Although some between-team comparisons did not yield statistically significant differences, the effect sizes were large, demonstrating meaningful impacts of the learning model—particularly in large-class PBL contexts. Mixed-model analysis further revealed that team-level contextual factors significantly enhanced the explained variance in students’ behavioral outcomes. Qualitative evidence corroborated the quantitative results, showing that students developed greater intrinsic motivation, demonstrated improved ability to transfer knowledge into real-world practice, and strengthened teamwork skills—all of which align with the observed improvements in cognitive and behavioral learning outcomes.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in this journal are copyrighted by the Faculty of Industrial Technology. Nakhon Si Thammarat Rajabhat University
In addition, research results and academic works published in the journal It is the independent opinion of the author. The author is responsible for any legal consequences that may arise from the published article. The editorial team and the journal's production team, we don't always have to agree.
References
Deslauriers, L. and et al. 2019. "Measuring actual learning vs. feeling of learning in response to active learning," PNAS, 116(39): pp. 19251–19257.
Freeman, S. and et al. 2014. "Active learning increases student performance in STEM," PNAS, 111(23): pp. 8410–8415.
Bell, S. 2010. "Project-based learning for the 21st century: Skills for the future," The Clearing House, 83(2): pp. 39–43.
Kokotsaki, D., Menzies, V. and Wiggins, A. 2016. "Project-based learning: A review of the literature," Improving Schools, 19(3): pp. 267–277.
World Economic Forum. 2020. The Future of Jobs Report 2020. Geneva: WEF.
Prince, M. J. and Felder, R. M. 2006. "Inductive teaching and learning: Definitions, comparisons, and research bases," Journal of Engineering Education, 95(2): pp. 123–138.
Strobel, J. and van Barneveld, A. 2009. "When is PBL more effective? A meta-synthesis of meta-analyses," Interdisciplinary Journal of Problem-based Learning, 3(1).
Hmelo-Silver, C. E. 2004. "Problem-based learning: What and how do students learn?" Educational Psychology Review, 16(3): pp. 235–266.
Wannarit, L. O. and Ritudom, K. 2024. "Psychometric properties of the Thai Qualifications Framework for Higher Education instrument among Royal Thai Air Force nurse stakeholders," Belitung Nursing Journal, 10(2): pp. 176–187.
Coyle, E. J., Jamieson, L. H. and Oakes, W. C. 2005. "EPICS: Engineering Projects in Community Service," International Journal of Engineering Education, 21(1): pp. 139–150.
Weerapong, P. and Numnaphol, U. 2018. "Upgrading Thai folk-designed rehabilitative devices for children with cerebral palsy: A systematic approach," Engineering Journal, 22(6): pp. 207–228.
Cohen, J. 1988. Statistical power analysis for the behavioral sciences, 2nd ed. Hillsdale, NJ: Lawrence Erlbaum Associates.
Lakens, D. 2013. "Calculating and reporting effect sizes to facilitate cumulative science: A practical primer for t-tests and ANOVAs," Frontiers in Psychology, 4: pp. 863.
Nakagawa, S. and Schielzeth, H. 2013. "A general and simple method for obtaining R² from generalized linear mixed‐effects models," Methods in Ecology and Evolution, 4(2): pp. 133–142.
Kamnamung, M. 1999. Fundamental technology practice. Phuket: Department of Industrial Arts, Faculty of Science and Technology, Phuket Rajabhat Institute. (in Thai)
Savery, J. R. 2006. "Overview of problem-based learning: Definitions and distinctions," Interdisciplinary Journal of Problem-Based Learning, 1(1): pp. 9–20.
Ryan, R. M. and Deci, E. L. 2000. "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being," American Psychologist, 55(1): pp. 68–78.
Skinner, E. A. and et al. 2008. "Engagement and disaffection in the classroom," Journal of Educational Psychology, 100(4): pp. 765–781.
Piaget, J. 1970. Science of education and the psychology of the child. New York: Orion Press.
Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
