Please use this identifier to cite or link to this item: http://cmuir.cmu.ac.th/jspui/handle/6653943832/37871
Title: Problem-based learning for enhancing English communication abilities among educational supporting staff of the Faculty of Agriculture, Chiang Mai University
Other Titles: การเรียนรู้โดยใช้ปัญหาเป็นฐานเพื่อเพิ่มความสามารถในการสื่อสาร ด้วยภาษาอังกฤษของบุคลากรสายสนับสนุนการศึกษา คณะเกษตรศาสตร์ มหาวิทยาลัยเชียงใหม่
Authors: Sudarat Leerabhandh Hatfield
Phusita Janthima
Issue Date: Jul-2014
Publisher: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่
Abstract: Problem-based Learning (PBL), a new teaching approach focusing on a student-centered by applying problem solving skills, allows learner to think critically, apply self-study method, and integrate newly acquired knowledge to their prior knowledge to find the suitable solution to solve their problems, whereas the teacher performs as only a tutor. This Independent Study applied PBL approach in accordance with the Canadian McMaster University’s tutorials, generally recognized as the pioneer of PBL implementation, to the “English for Office Work” training program in the fiscal year of 2013. This study aimed to examine the effectiveness of this new learning approach on the English communication ability of the educational supporting staff of the Faculty of Agriculture, Chiang Mai University after finishing the training program. This intended study analyzed pre-test and post-test scores of the participants who had attended the training program for at least three training sessions. The researcher utilized the McNemar’s Test for the Significance of Changes which was suitable for the study with “before and after” design to investigate changes of the participants’ knowledge before and after the training program. The test statistics result revealed that the PBL approach had no effect on the participants’ knowledge before and after finishing the training program session 1 – session 3, but found the differences in after finishing the training program session 4 with the statistically significant change of 0.05. From this study it could be concluded that the PBL approach was inappropriate with this short-term training program. The PBL approach enhanced English for communication abilities among the participants after they were trained in at least three training sessions because they gained deeper knowledge of applying PBL to successfully complete the learning activity in accordance with the training program’s objectives. Moreover, the participants had positive change on their learning progress with reading and writing skills more than those in listening and speaking skills.
URI: http://cmuir.cmu.ac.th/handle/6653943832/37871
Appears in Collections:HUMAN: Independent Study (IS)

Files in This Item:
File Description SizeFormat 
ABSTRACT.pdfABSTRACT513.83 kBAdobe PDFView/Open
APPENDIX.pdfAPPENDIX14.19 MBAdobe PDFView/Open    Request a copy
CHAPTER 1.pdfCHAPTER 1291.95 kBAdobe PDFView/Open    Request a copy
CHAPTER 2.pdfCHAPTER 2648.91 kBAdobe PDFView/Open    Request a copy
CHAPTER 3.pdfCHAPTER 3566.1 kBAdobe PDFView/Open    Request a copy
CHAPTER 4.pdfCHAPTER 4387.95 kBAdobe PDFView/Open    Request a copy
CHAPTER 5.pdfCHAPTER 5237.1 kBAdobe PDFView/Open    Request a copy
CONTENT.pdfCONTENT545.33 kBAdobe PDFView/Open    Request a copy
COVER.pdfCOVER986.1 kBAdobe PDFView/Open    Request a copy
REFERENCE.pdfREFERENCE495.74 kBAdobe PDFView/Open    Request a copy


Items in CMUIR are protected by copyright, with all rights reserved, unless otherwise indicated.