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Effectiveness Comparison of the Traditional Problem-Based Learning and the Proposed Problem-Based Blended Learning in Creative Writing: A Case Study in Thailand

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Effectiveness Comparison of the Traditional Problem-Based Learning and the Proposed Problem-Based Blended Learning in Creative Writing : A Case Study in Thailand. / Dawilai, Sirikanya; Kamyod, Chayapol; Prasad, Ramjee.

In: Wireless Personal Communications, Vol. 118, No. 3, 06.2021, p. 1853-1867.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

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Dawilai, Sirikanya ; Kamyod, Chayapol ; Prasad, Ramjee. / Effectiveness Comparison of the Traditional Problem-Based Learning and the Proposed Problem-Based Blended Learning in Creative Writing : A Case Study in Thailand. In: Wireless Personal Communications. 2021 ; Vol. 118, No. 3. pp. 1853-1867.

Bibtex

@article{84a2aae859cc4faa9bf3db4b2c7abee1,
title = "Effectiveness Comparison of the Traditional Problem-Based Learning and the Proposed Problem-Based Blended Learning in Creative Writing: A Case Study in Thailand",
abstract = "The study objective was to compare the effectiveness of creative writing between traditional problem-based learning (PBL) instruction and problem-based blended learning (PBBL) instruction. The target group of this study was sixty English as the foreign language students enrolling creative writing course in Chiang Rai Rajabhat University, Thailand. The course was implemented for 14 weeks. During the experiment, learners were assigned to produce individual creative writing work and group work. Pre-test and post-test were used as one of the research instruments to evaluate the amount of knowledge or creative writing skills before and after the course. Based on the findings of this study, it was found that the overall mean scores of students in PBBL class including individual work, group work, pre-test, and post-test were 120.55 out of 180 points, while the overall mean scores of students in traditional PBL class were 111.30. Therefore, the findings showed that students in problem-based blended learning class were able to gain better scores and perform better improvement in a creative writing course.",
keywords = "Creative writing, English as a foreign language, Problem-based blended learning",
author = "Sirikanya Dawilai and Chayapol Kamyod and Ramjee Prasad",
note = "Publisher Copyright: {\textcopyright} 2019, Springer Science+Business Media, LLC, part of Springer Nature. Copyright: Copyright 2021 Elsevier B.V., All rights reserved.",
year = "2021",
month = jun,
doi = "10.1007/s11277-019-06638-x",
language = "English",
volume = "118",
pages = "1853--1867",
journal = "Wireless Personal Communications",
issn = "0929-6212",
publisher = "Springer",
number = "3",

}

RIS

TY - JOUR

T1 - Effectiveness Comparison of the Traditional Problem-Based Learning and the Proposed Problem-Based Blended Learning in Creative Writing

T2 - A Case Study in Thailand

AU - Dawilai, Sirikanya

AU - Kamyod, Chayapol

AU - Prasad, Ramjee

N1 - Publisher Copyright: © 2019, Springer Science+Business Media, LLC, part of Springer Nature. Copyright: Copyright 2021 Elsevier B.V., All rights reserved.

PY - 2021/6

Y1 - 2021/6

N2 - The study objective was to compare the effectiveness of creative writing between traditional problem-based learning (PBL) instruction and problem-based blended learning (PBBL) instruction. The target group of this study was sixty English as the foreign language students enrolling creative writing course in Chiang Rai Rajabhat University, Thailand. The course was implemented for 14 weeks. During the experiment, learners were assigned to produce individual creative writing work and group work. Pre-test and post-test were used as one of the research instruments to evaluate the amount of knowledge or creative writing skills before and after the course. Based on the findings of this study, it was found that the overall mean scores of students in PBBL class including individual work, group work, pre-test, and post-test were 120.55 out of 180 points, while the overall mean scores of students in traditional PBL class were 111.30. Therefore, the findings showed that students in problem-based blended learning class were able to gain better scores and perform better improvement in a creative writing course.

AB - The study objective was to compare the effectiveness of creative writing between traditional problem-based learning (PBL) instruction and problem-based blended learning (PBBL) instruction. The target group of this study was sixty English as the foreign language students enrolling creative writing course in Chiang Rai Rajabhat University, Thailand. The course was implemented for 14 weeks. During the experiment, learners were assigned to produce individual creative writing work and group work. Pre-test and post-test were used as one of the research instruments to evaluate the amount of knowledge or creative writing skills before and after the course. Based on the findings of this study, it was found that the overall mean scores of students in PBBL class including individual work, group work, pre-test, and post-test were 120.55 out of 180 points, while the overall mean scores of students in traditional PBL class were 111.30. Therefore, the findings showed that students in problem-based blended learning class were able to gain better scores and perform better improvement in a creative writing course.

KW - Creative writing

KW - English as a foreign language

KW - Problem-based blended learning

UR - http://www.scopus.com/inward/record.url?scp=85070738367&partnerID=8YFLogxK

U2 - 10.1007/s11277-019-06638-x

DO - 10.1007/s11277-019-06638-x

M3 - Journal article

AN - SCOPUS:85070738367

VL - 118

SP - 1853

EP - 1867

JO - Wireless Personal Communications

JF - Wireless Personal Communications

SN - 0929-6212

IS - 3

ER -