Project-Based Learning Combined with Collaborative Learning to Develop Cultural Sensitivity Skills
Article Sidebar
Main Article Content
Abstract
This research aimed to compare Cultural Sensitivity Skills through project-based learning and collaborative learning before and after learning. The sample consisted of 32 undergraduate students at Thaksin University, Phatthalung Campus, who registered for Multilingual Education for Learning in the first semester of the 2025 academic year. The research instruments consisted of 1) three lesson plans and 2) Cultural Sensitivity Scale. The statistics used for data analysis included mean (), standard deviation (S.D.), and the t-test. The results of the research found that cultural sensitivity skills were significantly higher after project-based learning combined with cooperative learning, compared to before learning, at the .05 level.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารครุศาตร์ มหาวิทยาลัยราชภัฏนครศรีธรราช
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับวารสารครุศาสตร์ มหาวิทยาลัยราชภัฏนครศรีธรรมราช
References
Boonyasaranai, P. (2013). The Politics on Languages in Thai Society. Journal of Social Sciences, Chiang Mai University, 25(2), 109–135. retrieved from https://so04.tci-thaijo.org/index.php/jss/article/view/172922 (in Thai)
Byrne, D. (1991). Teaching Writing Skills (5th ed.). Cambridge: Cambridge University Press.
Campbell, C. (1998). Teaching Second-Language Writing: Interacting with Text. Boston: Heinle & Heinle.
Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3(1), 1-15. retrieved from https://digitalcommons.uri.edu/com_facpubs/36
Fritz, W., Graf, A., Hentze, J., Möllenberg, A., & Chen, G. H. (2005). “An examination of Chen and Starosta's model of intercultural sensitivity in Germany and United States.” Intercultural Communication Studies, 14(1), 53-65. https://digitalcommons.uri.edu/com_facpubs/24/
Johnson, D.W., and Johnson R. T. (1987). Learning Together & Alone (2nd ed.). USA.: Prentice Hall International Editions.
Kaemanee, T. (2024). Teaching Science: Knowledge for Organizing Effective Learning Processes (27 nd ed.). Bangkok: Chulalongkorn University Press. (in Thai)
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Nuktong, P. (2018). Development of language teaching models based on sociolinguistic theory and experiential learning approaches to enhance cultural sensitivity of secondary school students. (Doctoral dissertation). Bangkok: Chulalongkorn University. (in Thai)
Sudrung, J. (2004). A development of the project-based process curriculum to enhance English language skills for upper secondary school students. (Doctoral dissertation). Bangkok: Chulalongkorn University. (in Thai)
