Problem-Based Learning Management for Developing Desirable Characteristics in Junior High School Students: A Mixed-Methods Research and Development Study in Maha Sarakham Province, Thailand

บทคัดย่อ

Background: The Thai education system increasingly emphasizes character education alongside academic achievement, requiring innovative pedagogical approaches to develop desirable characteristics among students. Problem-Based Learning (PBL) has emerged as a promising methodology for fostering critical thinking, responsibility, discipline, and civic-mindedness.

Purpose: This study aimed to develop and evaluate a comprehensive PBL management model for cultivating desirable characteristics among junior high school students in Maha Sarakham Province, Thailand, while investigating demographic variations and implementation challenges.

Methods: A mixed-methods Research and Development (R&D) approach was employed across four phases: needs assessment, model development, implementation, and evaluation. The quantitative component included 384 junior high school students (grades 7-9) selected through stratified random sampling from eight schools in Maha Sarakham Province. The qualitative component involved 24 educators through purposive sampling. Data collection utilized validated questionnaires (α = 0.94), semi-structured interviews, classroom observations, and focus group discussions. Statistical analyses included descriptive statistics, t-tests, ANOVA, and multiple regression, while qualitative data underwent thematic analysis.

Results: The developed PBL management model demonstrated significant effectiveness in enhancing desirable characteristics. Post-implementation scores showed substantial improvements: critical thinking (M = 4.32, SD = 0.68), responsibility (M = 4.28, SD = 0.71), discipline (M = 4.15, SD = 0.69), and civic-mindedness (M = 4.19, SD = 0.73). Grade 9 students exhibited significantly higher gains (F = 18.42, p < .001), with effect sizes ranging from medium to large (η² = 0.089 to 0.147). Gender differences were statistically significant but practically small. Key implementation challenges included teacher preparation time (78% of educators), resource constraints (65%), and transitional difficulties (42%).

Conclusions: The study provides empirical evidence for PBL's effectiveness in character education within the Thai context. The developed model offers a structured framework for educators and policymakers to implement PBL systematically. Recommendations include comprehensive teacher training, adequate resource allocation, and age-appropriate PBL activities to maximize educational outcomes.