The Effects of Problem-based Learning Program on Chinese Higher Vocational Students’ Creative Self-efficacy

Huiqiong Huang; Paradee Kambhu Na Ayudhaya; Thammachot Aeamtussana

doi:10.60027/iarj.2026.e289851

Authors

Huiqiong Huang Faculty of Education, Srinakharinwirot University, Thailand https://orcid.org/0009-0006-4205-2628
Paradee Kambhu Na Ayudhaya Faculty of Education, Srinakharinwirot University, Thailand https://orcid.org/0009-0000-9854-1187
Thammachot Aeamtussana Faculty of Education, Srinakharinwirot University, Thailand https://orcid.org/0009-0003-3100-7694

DOI:

https://doi.org/10.60027/iarj.2026.e289851

Keywords:

Creative Self-efficacy, Problem-based Learning Program, Chinese Higher Vocational Students

Abstract

Background and Aim: In the context of the innovation-driven development strategy and the deepening of education reforms, the study aimed to develop a problem-based learning program to improve students' creative self-efficacy in Chinese higher vocational education and explore the effects of the problem-based learning program on improving students' creative self-efficacy in Chinese higher vocational education.

Methodology: The methodology of this study is a quasi-experimental pre-test and post-test design. The sample was divided into two groups: experimental and control groups. The students' creative self-efficacy is examined by comparing the total average scores of the pre-test and post-test. The sample for this study was 108 freshman e-commerce students with the lowest creative self-efficacy out of 326 students who were equally and randomly assigned to the experimental and control groups, 54 students in the experimental group, and 54 students in the control group. The experimental group was taught using a problem-based learning program, while the control group was not. The instruments used in this study are as follows: The problem-based learning program to improve creative self-efficacy of Chinese higher vocational students in terms of three components: Ideageneration, Uncertainty, and Focus, and The Test of Creative Self-Efficacy, which was based on Alan Hill’s (2008) test of creative self-efficacy. Before the experiment, the researchers recorded the students' pre-test scores and had the students participate in a two-week problem-oriented learning course. The students took a post-test at the end of the problem-based learning program. Finally, data were collected and analyzed to evaluate the effectiveness of the problem-based learning program in improving students' creative self-efficacy in Chinese higher vocational education.

Result: The results showed that the experiment group applying the problem-based learning program had a higher level of creative self-efficacy than the control group, and before the experiment in all components at the .01 level.

Conclusions: (1) The difference in the scores of creative self-efficacy level of the students in the experimental group before and after the test indicates that the level of creative self-efficacy increased after completing the problem-based learning program. The study's results support the first research hypothesis. (2) Students who participated in the problem-based learning program scored higher on the creative self-efficacy test than those who did not. This indicates that the problem-based learning program effectively enhances students' creative self-efficacy. The findings support the second research hypothesis.

References

Affandy, H., Sunarno, W., & Suryana, R. (2024). Integrating creative pedagogy into problem-based learning: The effects on higher order thinking skills in science education. Thinking Skills and Creativity, 53, 101575.

Ali, S. S. (2019). Problem based learning: A student-centered approach. English Language Teaching, 12(5), 73–78.

Almulla, M. A. (2020). The effectiveness of the project-based learning (PBL) approach as a way to engage students in learning. SAGE Open, 10(3), 215–230.

Azer, S. A. (2011). Introducing a problem-based learning program: 12 tips for success. Medical Teacher, 33(10), 808–813.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New Directions for Teaching and Learning, 1996(68), 3–12.

Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457.

Chankseliani, M., James Relly, S., & Laczik, A. (2016). Overcoming vocational prejudice: How can skills competitions improve the attractiveness of vocational education and training in the UK? British Educational Research Journal, 42(4), 582–599.

Cheng, H. (2019). Enhancing student creativity through problem-based learning in higher education. Journal of Educational Research and Practice, 9(3), 45–60.

Davies, D., Jindal-Snape, D., Digby, R., Howe, A., Collier, C., & Hay, P. (2014). The roles and development needs of teachers to promote creativity: A systematic review of literature. Teaching and Teacher Education, 41, 34–41.

Halilsoy, T. (2019). The importance of self-confidence. Akademik Tarih ve Düşünce Dergisi, 11(5), 2975–2989.

Hammel, J., Royeen, C. B., Bagatell, N., Chandler, B., Jensen, G., Loveland, J., & Stone, G. (1999). Student perspectives on problem-based learning in an occupational therapy curriculum: A multiyear qualitative evaluation. The American Journal of Occupational Therapy, 53(2), 199–206.

Hill, A., Tan, A.-G., & Kikuchi, A. (2008). International high school students’ perceived creativity self-efficacy. The Korean Journal of Thinking and Problem Solving, 18(1), 105–115.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3

Hu, M.-C., & Mathews, J. A. (2008). China's national innovative capacity. Research Policy, 37(9), 1465–1479.

Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based learning. In Handbook of Research on Educational Communications and Technology (pp. 485–506).

Karwowski, M., Lebuda, I., & Wiśniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The International Journal of Creativity & Problem Solving, 28(1), 45–57.

Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403–417.

LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs. Education Sciences, 7(4), 92.

Puente Díaz, R. (2016). Creative self-efficacy: An exploration of its antecedents, consequences, and applied implications. The Journal of Psychology, 150(2), 175–195. https://doi.org/10.1080/00223980.2015.1051498

Saleh, M., Al Barghuthi, N., & Baker, S. (2017). Innovation in education via problem based learning from complexity to simplicity. In International Conference on New Trends in Computing Sciences (pp. 283–288).

Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011). The process of problem-based learning: What works and why. Medical Education, 45(8), 792–806.

Seechaliao, T. (2017). Instructional strategies to support creativity and innovation in education. Journal of Education and Learning, 6(4), 201–208.

Tang, M., Hu, W., & Zhang, H. (2017). Creative self-efficacy from the Chinese perspective: Review of studies in mainland China, Hong Kong, Taiwan, and Singapore. In The Creative Self (pp. 237–257).

Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 21–56.

Wijnia, L., Loyens, S. M., & Rikers, R. M. (2019). The problem-based learning process: An overview of different models. In The Wiley Handbook of Problem-Based Learning (pp. 273–295).

Yu, C. (2013). The relationship between undergraduate students’ creative self-efficacy, creative ability and career self-management. International Journal of Academic Research in Progressive Education and Development, 2(2), 181–193.