Effect of Project-Based Learning on Collaboration Skills of Business Administration Students

Jun Li; Wassaporn Jirojphan; Kanreutai Klangphahol

doi:10.60027/iarj.2026.e297805

ผู้แต่ง

Jun Li Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0004-9102-0812
Wassaporn Jirojphan Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0007-6934-5372
Kanreutai Klangphahol Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0003-2294-6390

DOI:

https://doi.org/10.60027/iarj.2026.e297805

คำสำคัญ:

Project-Based Learning, Collaboration Skills, Business Administration, Industry-Education Integration, Student Satisfaction

บทคัดย่อ

Background and Aims: In the context of globalization and the knowledge-based economy, higher education is increasingly expected to prepare graduates with strong collaboration skills required in modern organizations. However, traditional management education often emphasizes theoretical learning and individual assessment, which limits the development of teamwork competencies. Project-Based Learning (PBL), particularly when implemented in authentic and industry-related contexts, has been recognized as an effective instructional approach to promote collaborative learning. This study aimed to 1) compare the collaboration skills of business administration students before and after learning through Project-Based Learning (PBL); 2) compare the collaboration skills of business administration students after learning through PBL with a criterion set at 70 percent; and 3) assess students’ satisfaction with learning through PBL.

Methodology: This study employed a pre-experimental one-group pretest–posttest design. The sample consisted of 30 fourth-year business administration students selected through cluster random sampling. The research instruments included six project-based learning (PBL) lesson plans, a collaboration skills observation form, and a student satisfaction questionnaire. The lesson plans were validated by experts and demonstrated a very high level of appropriateness (M = 4.87, SD = 0.39). The collaboration skills observation form showed good content validity (IOC = 1.00) and acceptable inter-rater reliability (coefficient > 0.70), while the student satisfaction questionnaire demonstrated high internal consistency reliability (Cronbach’s alpha = 0.95). Data were analyzed using descriptive statistics, dependent-samples t-test, and one-sample t-test.

Results: The research results revealed that 1) the students' collaboration skills after the PBL intervention (M = 96.37, SD = 2.39) were significantly higher than before learning (M = 29.77, SD = 6.62) at a significance level of .01 (t₂₉ = 49.97, p < .01); and 2) the mean score of students’ collaboration skills was 96.37 and the standard deviation was 2.39. which was statistically higher than the criterion of 70% (Full score is 100, criterion score is 70). 3) The overall mean score of student satisfaction with the PBL teaching method was 4.79 (SD = 0.49) on a 5-point scale, indicating very high satisfaction across all dimensions, including effective communication, interpersonal teamwork, role performance, and group processing.

Conclusion: The knowledge gained from this research is that PBL integrated with industry-education integration can effectively enhance business administration students' collaboration skills, which is a result of authentic project practice, team interaction, and dual-tutor guidance. This learning management not only bridges the gap between traditional management education and industry needs but also meets students' demand for comprehensive development. The PBL-based learning management in this study includes core processes such as project introduction, planning, collaborative practice, and evaluation reflection.

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