Conditional Sentence Comprehension in High School Students: A Project-Based Learning Approach with Pedagogical Reference
DOI:
https://doi.org/10.58837/CHULA.PPJ.39.1Keywords:
Project-Based Learning (PBL), Conditional Sentences, The Pedagogical ReferenceAbstract
This research addresses the challenge of comprehending conditional sentences among EFL high school students in English courses. The study aimed to 1) improve the comprehension of conditional sentences, 2) study the developmental scores (Gain Scores) of high school students after applying Project-Based Learning (PBL) with a pedagogical reference, and 3) examine student satisfaction with PBL coupled with a pedagogical reference. A quantitative pre-experimental design was used, involving 29 purposively selected high school students. Statistical analysis included Standard Deviation (S.D.), Mean (x̅), and paired-sample T-test. The results demonstrated a statistically significant increase in post-test mean scores compared to pre-test scores. The average post-test score was 8.17, compared to the pre-test score of 4.07. The gain scores showed substantial progress in English proficiency, with 48.28% of students making notable advancements. Student satisfaction with the pedagogical reference was notably high, with a mean of 3.85, indicating a "very satisfied" level. Most students (82.76%) expressed high satisfaction, while 17.24% reported a neutral level of satisfaction. The outcomes of this study contribute crucial insights into the practical application of Project-Based Learning, complemented by a pedagogical reference, to enhance the comprehension of conditional sentences in Thai high school students.
References
Barell, J. F. (2006). Problem-Based Learning: An inquiry approach. SAGE Publications
Bender, W. N. (2012). Project-based learning: Differentiating instruction for the 21st century. Corwin Press.
Bilsborough, K. (2013). TBL and PBL: Two Learner-centred Approaches. https://www.teachingenglish.org.uk/article/tbl-pbl-two-learner-centred-approaches
Celce-Murcia, M. & Larsen-Freeman, D. (1999). The grammar book. Boston: Heinle & Heinle.
Chen, J., Guerra, A., Xiangyun, D., & Kolmos, A. (2022). Guest Project- or Problem-Based Learning (PBL) in Engineering Education: Variations and Prospects. International Journal of Engineering Education, 38(4). 876–878. https://www.ijee.ie/editorials/02_Guest_Editorial38-4.pdf
Chiou, B. (2019). The Application of Problem-based Learning Approach in English Grammar Instruction: A Pilot Study. Journal of Language Teaching and Research, 10(3). 446–453.
Coffin, P. (2013). The Impact of the Implementation of the PBL for EFL Interdisciplinary Study in a Local Thai Context. In K. Mohd-Yusof, M. Arsat, M. T. Borhan, E. de Graaff, A. Kolmos, & F. A. Phang (Eds.), PBL Across Cultures (pp. 191–197). Aalborg Universitetsforlag.
Cruickshank, D. R., Bainer, D. L., & Metcalf, K. E. (1999). Learning in action: A guide to developing effective project-based learning (2nd ed.). Corwin Press.
Darling-Hammond, L. (2008b). Conclusion: Creating schools that develop understanding. In L. Darling-Hammond, B. Barron, P. D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimmerman, G. N. Cervetti, & J. L. Tilson (Eds.), Powerful learning: What we know about teaching for understanding (pp. 193–212). San Francisco, CA: Jossey-Bass.
Dirven, R. (1990). Pedagogical grammar. Language Teaching, 23(1), 1–18. https://doi.org/10.1017/S0261444800005498.
Fadhilawati, D. (2019). Improving the Students’ Grammar Achievement on Conditional Sentences by using memrise. Langlit An International Per-Reviewed Open Access Journal, 5(4), 83–95.
Fried Booth, D. L. (2002). Project work (2nd ed.). New York: Oxford.
Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A Middle School Computer Technologies Journal, 5(1).
Guthrie, C. (2010). Towards Greater Learner Control: Web Supported Project-Based Learning. Journal of Information Systems Education, 21, 121–130.
Harada, K., Kirio, Y., & Yamamoto, Y. (Eds.). (2008). Language Development in Foreign Language Learning through Project Based Learning [Project based learning for foreign language development]. (Japanese only). Kairyudo Publisher Co., Ltd., Tokyo Japan.
Kang, S-M. (2007). Why is it difficult to teach English subjunctive? Studies on English Language & Literature, 49, 21–35.
Kanjanawasee, S. (2014). Gain Scores. The Social Sciences Research Association of Thailand, 1(1). January–April: p. 1–20.
Khamkhien, A. (2011). Quantitative and qualitative views of Thai EFL learners’ learning oral communication skills. Academic Research International. 1(1). http://www.savap.org.pk/journals/ARInt./Vol.1(1)/2011(1.1-08).pdf
Kloppenborg, T. J., & Baucus, M. S. (2004). Project management in local nonprofit organizations: Engaging students in problem-based learning. Journal of Management Education, 28, 610–630. https://doi.org/10.1177/105256290426600
Knapp T. R. (2016). Why Is the One-Group Pretest-Posttest Design Still Used?. Clinical Nursing Research, 25(5), 467–472. https://doi.org/10.1177/1054773816666280
Krajcik, J. S., & Mamlok-Naaman, R. (2006). Using driving questions to motivate and sustain student interest in learning science. In K. Tobin (Ed.), Teaching and learning science: A handbook (pp. 317–327) Westport, CT: Praeger.d.
Krajcik, J. S., & Shin, N. (2014). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed.) (pp. 275–297). New York, NY: Cambridge University Press.
Krauss, J., & Boss, S. (2013). Thinking through project-based learning: Guiding deeper inquiry. Corwin Press.
Murray, K., Bell, R., Frey, N., & Halverson, R. (2004). Learning by designing (Revised and expanded). Heinemann.
Nurcahyoko, K. (1). Project-based learning in teaching grammar for high and low motivated students The Case of The Tenth Graders of Sman 1 Bangsri In The Academic Year of 2013/2014. English Education Journal, 4(2). https://journal.unnes.ac.id/sju/index.php/eej/article/view/6671
Parker, W. C., Lo, J., Yeo, A. J., Valencia, S. W., Nguyen, D., Abbott, R. D., Nolen, S. B., Bransford, J. D., & Vye, N. J. (2013). Beyond breadth-speed-test: Toward deeper knowing and engagement in an advanced placement course. American Educational Research Journal, 50(6), 1424–1459. https://doi.org/10.3102/0002831213504237
Sattayatham A. & Honsa, S. (2007). Medical students’ most frequent errors at Mahidol University, Thailand. The Asian EFL Journal, 9(2), 170–194. https://asian-efl-journal.com/June_2007_EBook_editions.pdf#page=170
Simpson, J. (2011). Integrating Project-Based Learning in an English Tourism Classroom in a Thai University. [Doctoral Thesis, Australian Catholic University]. Sydney, Australia. https://doi.org/10.4226/66/5a961e4ec686b
Solomon, G. (2003). Project-based learning: A primer. Technology & Learning, 23(6), 20–27.
Somjai, S., & Soontornwipast, K. (2020). The integration of implicit and explicit vocabulary instruction, project-based learning, multimedia, and experiential learning to improve Thai EFL senior high school students’ vocabulary ability. Arab World English Journal (AWEJ) Special Issue on CALL, (6). 171–190. https://dx.doi.org/10.24093/awej/call6.12
Soparat, S., Arnold, S.R., & Klaysom, S. (2015). The Development of Thai Learners' Key Competencies by Project-Based Learning Using ICT. International Journal of Research in Education and Science (IJRES), 1(1), 11–22.
Srikrai, P. (2008). Project-based learning in an EFL classroom. Journal of Humanities and Social Sciences, Khon Kean University, 25, 85–111.
Supadol, P., Sukreeyapong, W., Intarakumhaeng, P., Siripan, K., Chantanapim, W., & Nesusin, N. (2014). Results of Learning Activities of Grade 1 Thai Language Subjects Using the Project-based Approach. Procedia - Social and Behavioral Sciences, 116, 1444–1448. http://dx.doi.org/10.1016/j.sbspro.2014.01.413
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pasaa Paritat Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
