DEVELOPMENT OF PROJECT-BASED LEARNING INSTRUCTIONAL MODEL TO PROMOTE PROBLEM SOLVING ABILITY OF UNDERGRADUATE STUDENTS

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The objectives of this research were 1) to examine the factors affecting problem solving ability of undergraduate students in Guangxi Province, 2) to develop project-based learning instructional model to promote problem solving ability of undergraduate students in Guangxi Normal University and 3) to study the results of project-based learning instructional model to promote problem solving ability of undergraduate students in Guangxi Normal University. Phases were carried out to answer research objectives 1, 2, 3. The population of Phase 1 were 150 former students and 3 lecturers of the Brand Clothing Design course in the 1st semester of the 2022 academic year from 3 colleges in Guangxi Province. The target group of Phase 2 were 3 specialists, and the sample group of Phase 3 were 21 students who enrolled in the Brand Clothing Design course in Guangxi Normal University. The research instruments were 1) a set of questionnaires for students, and interview for lecturers 2) a set of questionnaires for conformity instructional model, 3) lesson plans using project-based learning Instructional model, and 4) Scoring rubric form. Data were analyzed by percentage, frequency, mean, standard deviation.  The results revealed the following are the factors to promote problem solving ability of undergraduate students in Guangxi Province were internal and external factors. The former included Cognitive Skills, Phycology and attitude, while the latter involved teaching methods, materials, environment, and the project-based learning Instructional model to promote problem solving ability of undergraduate students in Guangxi Normal University include 5 components: (1) Principle and rationale, (2) Objectives, (3) Contents, (4) Method of teaching & materials and (5) Evaluation.The model was 100% conformed to utility, feasibility, propriety, and accuracy standards as assessed by 3 specialists. In summary, effective management of class size is crucial for optimizing the learning environment. If classes are too large, it becomes challenging for lecturers to attend to individual learning needs, while overly small classes may hinder healthy competition among student groups. Maintaining a relaxed and free classroom atmosphere is essential, and lecturers must adapt their approach based on the diverse communication styles of students. The course demands lecturers with social resources, practical experience, and a strong connection to actual projects. At the university level, fostering deeper partnerships with enterprises can provide students with hands-on opportunities, enhancing the overall teaching effectiveness and lecturer credibility.