The effects of project-based learning on Chinese vocabulary learning achievement of secondary three Thai students

Abstract

This study aimed to study whether Project-based Learning could enhance Chinese vocabulary learning achievement of three Thai secondary school students and to study the students’ satisfaction with Chinese vocabulary learning through Project-based Learning. The study adopted a one-class Pre-Post Test experimental study design. The population of this study was the 30 students from Class 3/2 of a Bangkok School consisting of 11 males and 19 females in the Project-based Learning case study course. A Pre-Post Test was used before and after the intervention to find the learning achievement of the students. The questionnaires for the satisfaction survey were given to the students after the experiment to find out their levels of satisfaction with Project-based Learning. A semi-structured interview was employed to collect the students’ feedback on the course they participated in. The findings revealed that the Project-based Learning could enhance Chinese vocabulary learning achievement of three Thai secondary school students. The Post-test mean score was 44.76 higher than the mean score of the Pre-test of 18.23. The data gathered from the questionnaires showed all items were ranked at the very high level. This means the students were happy and satisfied with the approach used by the researcher. The semi-structured interview data indicated that students improved their necessary skills of the 21st century, such as teamwork and self-directed learning. More studies on Project-based Learning with different groups of Chinese students are recommended