THE DEVELOPMENT OF LEARNING OUTCOMES THROUGH PROBLEM-BASED LEARNING ACTIVITIES FOR SECOND-YEAR VOCATIONAL COLLEGE STUDENTS
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This study aimed to: 1) compare the learning outcomes of second-year students in the Career Planning Course before and after participating in Traditional Learning Activity; 2) compare their learning outcomes before and after participating in Problem-Based Learning (PBL) Activity; and 3) compare the post-test learning outcomes between the PBL group and the Traditional Learning Activity group. An experimental study was conducted with 80 second-year Mechanical Manufacturing students at Guangxi Modern Vocational Technology College. The research instruments included Traditional Learning Activity lesson plans, PBL lesson plans, and a learning outcome test based on the Career Planning Course. Data were analyzed using mean, standard deviation, paired-samples t-tests, and an independent-samples t-test.
The results showed that: 1) students’ learning outcomes after Traditional Learning Activity were significantly higher than before learning at the .01 level; 2) students’ learning outcomes after PBL Activity were significantly higher than before learning at the .01 level; and 3) the PBL group achieved significantly higher post-test learning outcomes than the Traditional Learning Activity group at the .01 level. These findings suggest that PBL should be integrated into the Career Planning Course to strengthen students’ understanding and practical application of employment-related knowledge.
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