Empowering Students’ Learning Achievement Through Project-Based Learning As Perceived By Electrical Instructors And Students

Purposes of this research were to find out factors empowering electrical students‘ learning achievement through Project-Based Learning (PBL) as perceived by instructors‘ and students‘ opinions. The sample chosen for this study were 247 electrical power instructors at vocational education institutes and 161 electrical students in the 3 rd and 4th year who were studying in the 1st semester of academic year 2006 at Electrical Education Department, Faculty of Industrial Education and Technology, King Mongkut‘s University of Technology Thonburi by using simple random sampling. The instrument used for data collection was 7 rating scales questionnaire. The reliability of the instrument calculated by Cronbach Alpha Coefficient was 0.8185 and 0.9839, respectively. The data were analysed by using mean ( ), Standard Deviation (S.D.) and Analysis of Factors by Principal Component Analysis technique: PCA, orthogonal rotation axis by Varimax Method. The results of the study on factors empowering electrical students‘ learning achievement through Project-Based Learning (PBL) were as follows: both instructors and students agreed on Interesting/Attention(0.799 and 0.885, respectively) while other factors such as Planning(0.722), Sharing Ideas(0.582), Thinking(0.576), Facilitating (0.547), Constructionism (0.540), Scientific Process (0.525), Multiple Intelligence (0.479), and Goal Setting(0.453) were perceived by instructors, and students‘ opinions were on Advising/Guiding(0.863), Thinking(0.661), Goal Setting (0.634), Multiple Intelligence(0.553), Scientific Process(0.528), Assisting(0.524), and Sharing Ideas (0.492), if not more so