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Effects of Project-based Learning on Achievement, Science Process Skills
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Abstract
This research aimed to study the effects of project-based learning on achievement, science process skills
and instructional satisfaction in physics of grade 12 students. The sample group of the study were 33 students of
grade 12/2 in the first semester of the academic year of 2015 which were Hatyaiwittayakarn school, Hatyai District,
Songkhla Province, Thailand selected by purposive sampling. They were instructed via using project-based
learning for 24 hours. The research instruments consisted of a lesson plan for the project-based learning under
the topic of the Fluids, achievement test, science process skills test, questionnaires on satisfaction towards the
instruction, the researcher’s field-note and an interview protocol on the instruction.ǰThis research is experimental which
used the oneǰgroup pretest posttest design. The data was analyzed by percentage, arithmetic mean, standard
deviation and t-test dependent group. The research findings were as follows: 1)ǰThe students’ physics achievement
level are excellent 2)ǰThe students mean score of the post-test on physics achievement was higher than the
pre-test mean score of at the significant level of .01 3)ǰThe students mean score of the post-test on science
process skills was higher than the pre-test mean score of at the significant level of .01 and 4)ǰThe student’s
satisfaction towards project-based learning was at high level.
Keywords:
ǰProject-based Learning ǰPhysics Achievement ǰScience Process Skills ǰInstructional Satisfaction
1
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Corresponding author: Tel o86-2953648. E-mail address:
