REFLECTING THE TEACHER’S ROLE IN A PROJECT-BASED LEARNING (PBL) CLASSROOM: LESSONS LEARNED FROM STUDENTS

  • Xiaoxia Wei Wei Department of Mahidol University International College
  • Yan Ye Graduate School of Human Sciences, Assumption University
Keywords: project-based learning, teacher’s role, students’ perceptions, Kano model

Abstract

This study aimed to investigate students’ expectations for teachers using project-based learning (PBL) in an individual classroom, from a tactical perspective, based upon students’ perceptions toward 1) topic choice, 2) teacher’s support, 3) evaluation method, and 4) preference for PBL. The Kano model, commonly used to compare the service expectations and performance perceptions of customers in a marketing context, was adopted as the survey instrument to evaluate 152 students’ perceptions. The results of the study were as follows. 1) From a tactical level, when conducting PBL, teachers should decide the project topic and evaluation method, and must provide sufficient and detailed assistance to students regarding the project. 2) From a more conceptual level, teachers’ domination in areas that are beyond the students’ capabilities to make decisions, greatly contributes to students’ learning.

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Published
2019-01-25
How to Cite
Wei, X. W., & Ye, Y. (2019). REFLECTING THE TEACHER’S ROLE IN A PROJECT-BASED LEARNING (PBL) CLASSROOM: LESSONS LEARNED FROM STUDENTS. Social Science Asia, 5(1), 4-11. Retrieved from https://socialscienceasia.nrct.go.th/index.php/SSAsia/article/view/145
Section
Research Article