Research on the Heterogeneity of Project-Based Teaching Effectiveness in Higher Vocational Colleges in Henan Province, China
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Abstract
This study examined the implementation effectiveness of Project-Based Learning (PBLE) in higher vocational education using a structural equation modeling (SEM) approach, with emphasis on differences between teachers’ and students’ perceptions. A quantitative cross-sectional survey was conducted among teachers and students from higher vocational colleges in Henan Province, China. PBLE was conceptualized as a multidimensional construct consisting of Project Task Completion, Team Collaboration Ability, Teacher Guidance Effectiveness, Project Authenticity, Self-Efficacy, and Transferable Professional Competency. The results indicated that PBLE was implemented at a moderate to high level, though significant heterogeneity existed across groups. Project Task Completion and Team Collaboration Ability emerged as strengths, while Project Authenticity and Transferable Professional Competency showed weaker effects. The findings highlight the context-dependent nature of PBLE and emphasize the importance of authentic projects and teacher professional development.
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บทความที่ปรากฏในวารสารนี้ เป็นความรับผิดชอบของผู้เขียน ซึ่งสมาคมนักวิจัยไม่จำเป็นต้องเห็นด้วยเสมอไป การนำเสนอผลงานวิจัยและบทความในวารสารนี้ไปเผยแพร่สามารถกระทำได้ โดยระบุแหล่งอ้างอิงจาก "วารสารสมาคมนักวิจัย"
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