Development of Problem-Based Learning Instructional Model to Enhance Critical Thinking Ability of Undergraduate Students

บทคัดย่อ

This study aims to (1) examine the factors influencing the critical thinking abilities of undergraduate student, (2) develop a problem-based learning (PBL) instructional model to enhance these abilities, and (3) assess the effectiveness of the PBL model in improving students’ critical thinking. The research was conducted in three phases to address the stated objectives. In Phase 1, the study involved 150 undergraduate students enrolled in the College Students’ Career Guidance course during the second semester of the 2023 academic year, as well as three lecturers from Guangxi University of Finance and Economics, Baise University, and Guangxi Minzu University. Phase 2 focused on the validation of the PBL instructional model, with input from three experts who confirmed its compliance with utility, feasibility, propriety, and accuracy standards. In Phase 3, a sample of 50 students enrolled in the same course during the first semester of the 2024 academic year participated in the intervention. The data collection instruments included (1) a student questionnaire and lecturer interviews, (2) a conformity assessment form for validating the instructional model, (3) lesson plans designed using the PBL framework, and (4) a scoring rubric to evaluate critical thinking abilities. Data were analyzed using descriptive statistics, including percentages, means, and standard deviations. The results of the study are as follows: 1. The study identified both internal and external factors that affect the critical thinking abilities of undergraduate students. Internal factors included psychological or physiological conditions, attitudes, and cognitive skills or knowledge. External factors encompassed teaching methods, instructional materials, and the learning environment. 2. The problem-based learning instructional model developed to enhance critical thinking was assessed and confirmed by three experts as fully compliant with utility, feasibility, propriety, and accuracy standards. The model comprises five components: (1) Principles and rationale, based on the course content and the results from objective 1 of the research; (2) Objectives, derived from the second research objective; (3) Content, aligned with the course structure; (4) Teaching methods and materials, designed according to the PBL framework; and (5) Evaluation, using a scoring rubric to assess students’ critical thinking skills. 3. Following the intervention, the results indicated that 18% of the 50 students demonstrated excellent critical thinking skills, 74% achieved a good level, and 8% reached a moderate level. These findings support the research hypothesis, which posited that over 80% of participants would exhibit critical thinking abilities at a good level after being taught through the PBL model.