Development of problem-based learning instructional model to improve critical thinking ability for undergraduate students

Ye Tianru

The problem-based learning instructional model

Critical thinking ability

Undergraduate students

The objectives of this research were threefold: 1) to investigate the factors that enhance critical thinking abilities among undergraduate students; 2) to develop a problem-based learning instructional model aimed at improving critical thinking skills in this cohort; and 3) to evaluate the effectiveness of the implemented instructional model in fostering critical thinking. The study was executed in three distinct phases corresponding to each research objective. In Phase 1, the study population comprised 150 undergraduate students enrolled in the Innovation Training Course at Guangxi Minzu University during the first semester of the 2024 academic year, along with three lecturers responsible for teaching the course. Phase 2 involved the purposive selection of three experts to validate the conformity of the problem-based learning instructional model. In Phase 3, the sample included 50 students enrolled in the Innovation Training Course during the second semester of the same academic year. The research instruments utilized were: 1) questionnaires for students and interview protocols for lecturers; 2) conformity assessment forms for validating the instructional model; 3) lesson plans integrating the problem-based learning model; and 4) scoring rubrics designed to assess critical thinking abilities. Data were analyzed using statistical methods including percentage, mean, and standard deviation.
The research yielded the following results:
1. Two primary factors influencing the critical thinking abilities of undergraduate students were identified: internal factors, including students' positive emotions, learning behaviors, attitudes, and physical health, and external factors, encompassing teaching methods, instructional materials, and the learning environment.
2. The problem-based learning instructional model designed to enhance critical thinking was validated by three experts, achieving 100% conformity with standards of utility, feasibility, propriety, and accuracy. The model was structured around five key components: 1) Principles and Rationale, which involved analyzing the course and students' critical thinking abilities, integrating findings from the first objective; 2) Objectives, derived from the second research objective; 3) Content, informed by the course structure used in the experimental phase; 4) Teaching Methods and Materials, aligned with the problem-based learning model; and 5) Evaluation, conducted using the critical thinking scoring rubric.
3. Post-experiment analysis indicated that 22% of the 50 students achieved
an 'excellent' level of critical thinking, 70% attained a 'good' level, and 8% were at a
'fair' level. These outcomes align with the research hypothesis, which predicted that
over 80% of participants would demonstrate a good or higher level of critical thinking
following the problem-based learning instructional model.

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

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Areewan Iamsa-ard

Tanaput Chancharoen

Wapee Kong-in

2023

2024-11-26

2024-11-26

2024-11-26

thesis

application/pdf

TH 378.1793 Y37D 2023

eng

Bansomdejchaopraya Rajabhat University

Degree of Doctor of Philosophy

Doctoral Degree

Curriculum and Instruction

Bansomdejchaopraya Rajabhat University