The Learning Model of Team-based Learning, Problem-based Learning and Project-based Learning Influencing the Learning Outcomes of Thailand Qualification Framework -
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Abstract
The purposes of this research were 1) to create the learning process 2) to form the learning process activities, and 3) to develop a causal relationship model of Team-based learning, Problem-based learning and Project-based learning that affects learning outcomes according to Thailand Qualification Framework. The example group of this study consisted of 30 randomly selected from undergraduates majoring in Education Program (by using the cluster sampling method). Research instruments were used Activity Log forms, Satisfaction form and Paper Test. By the first two types recorded as observational scores of the aggregate measurement model about three models that consisted of variable-latency of TBL, PBL1 and PBL2 including TQF Observation, 7C, OBE, Individual1, Group1, Individual2, Group2. The last one recorded the observation score of a reflex-type measurement model that is the learning outcomes according to Thailand qualification framework.
Result indicated that 1) the learning process consisted of 4 elements, there are Determining the learning objectives, Instructional design, Design the elements and learning outcomes, and learning evaluation. 2) the form of learning process activities consisted of 3 elements, there are Team-based Learning (TBL), Problem-based Learning (PBL) and Project-based Learning (PBL). Every activity of learning process is appropriate and able to organize learning processes to affect learning outcomes according to Thailand Qualification Framework’s learning management. 3) The causal relationship model of learning by using Team-based Learning, Problem-based Learning and Project-based Learning affects learning outcomes according to Thailand Qualification Framework which indirect effect indicated (0.975) x (0.679) = 0.662 and had statistical significance at the 0.01.
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