Effects of Project-Based Learning Management that Prioritizes Student Experience on Learning Achievement in the Agribusiness Accounting Course
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Abstract
Project-based Learning (PBL) is a form of active learning that will promote students’ thinking and problem solving. The research aimed to examine learners’ satisfaction and learning achievement in the Agribusiness course through project-based learning management. The course stresses the importance of developing students’ professional skills as well as other important skills for citizens of the 21st century. This study was conducted during the 2nd semester of academic year 2024 with 35 students. A one-group pretest-posttest in the experimental design was implemented. The research questions were used to elicit information concerning whether the agricultural background of family influences their satisfaction level and academic achievement. Results showed that two-thirds of all students are from families involved in agricultural work (AW) while others were not (non-agricultural work: NAW). Various agricultural projects were chosen by these students including crop and animal husbandry, agricultural produce purchasing, and other related businesses. The AW students’ satisfaction level for lecture topics was higher than the NAW students, i.e. on Thai (Agricultural) Accounting Standard (TAS) (mean=3.28 and 2.90; respectively, t=-2.568, p=0.017). Similarly, the project-based learning method seemed to fulfill higher satisfaction level for the AW students than the NAW students (mean=3.24 and 2.94; respectively, t=-2.328, p=0.031), respectively. The posttest score (mean=32.29) was higher than pretest one (mean=27.59) (t=4.656, p=.000). The students’ academic achievement score was in an excellent range, the overall average score was 82.1 from 100. Learners’ self-assessment for the 21st century skills was at the high-developed level in all dimensions, with the score between 3.09-3.50 from 4. The AW students (mean=3.24) assessed themselves higher than the other group in terms of the development for the 21st century skills (mean=2.94, t=-3.752, p=.001). The findings could provide insights for teachers to find suitable teaching methods in accordance with students’ knowledge and backgrounds.
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