Development of Problem-Based Learning Instructional Model to Enhance Critical Thinking Ability of Undergraduate Students

Chen Qifeng

Problem-Based Learning Instructional Model

Critical Thinking Ability

Undergraduate Students

The objectives of this research were to 1) examine the factors affecting critical thinking ability of undergraduate students, 2) develop problem-based learning instructional model to enhance critical thinking ability of undergraduate students and 3) study the results of problem-based learning instructional model to enhance critical thinking ability of undergraduate students. Three phases were conducted to answer research objectives 1, 2, and 3. The population of Phase 1 was 150 students who enrolled in College Students’ Career Guidance course in semester 2 academic year
2023, and 3 lecturers who taught College Students’ Career Guidance course from Guangxi University of Finance and Economics, Baise University and Guangxi Minzu University. Three experts were purposively obtained to confirm the conformity of the problem-based learning instructional model in Phase 2, and the sample groups in Phase 3 were 50 students who enrolled in College Students’ Career Guidance course in semester 1 academic year 2024. The research instruments were 1) a set of questionnaire for students and the interview for lecturers 2) a set of conformity assessment form for confirming instructional model 3) lesson plans using problembased learning instructional model and 4) scoring rubric form for critical thinking ability. Data were statistically analyzed by percentage, mean, standard deviation. The research results were as follows:
1. There were 2 factors affecting critical thinking ability of undergraduate students included internal factors and external factors from the students and the lecturers. The internal factors involved psychology or physiology, attitude, knowledge or skills. As for external factors referred to method of teaching, teaching materials, and teaching environment.
2. Problem-based learning instructional model to enhance critical thinking ability of undergraduate students was 100% as assessed by 3 experts conformed to utility, feasibility, propriety, and accuracy standards. The model developed by 5 components: 1) Principle and rationale, study the course and students’ critical thinking ability and take the result from objective 1 to do model, 2) Objectives, take from objective 2 in research, 3) Contents, take from the structure of course to experiment,
4) Method of teaching & materials, take from the steps to teach by problem-based
learning instructional model and 5) Evaluation, by scoring rubric form to undergraduate
students’ critical thinking ability.
3. After the experiment, it was found that 18% of 50 students were at excellent, 74% of 50 students were at good level in critical thinking ability and another 8% were at a medium level. The result is consistent with the research hypothesis that 80% upwards of the participants would have critical thinking ability at a good level after learning through problem-based learning instructional model.

Keywords: Problem-Based Learning Instructional Model, Critical Thinking Ability, Undergraduate Students

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Areewam Iamsa-ard

Wapee Kong-in

Sarayuth Sethakajorn

2023

2024-09-18

2024-09-18

2024-09-18

thesis

application/pdf

TH 371.1 Q1D 2023

eng

Bansomdejchaopraya Rajabhat University

Degree of Doctor of Philosophy

Doctoral Degree

Curriculum and Instruction

Bansomdejchaopraya Rajabhat University