1. A Study of the Efficacy of Project Based Learning in Database Design
Saisunee Jabjone
Nakhonratchasima Rajabhat University

2. Why Project base learning?
Tell me—and I will forget.
Show me—and I may remember.
Involve me—and I will understand.
Confucius (450 B.C.)

3. Involve Me and I Will Understand
Average Retention Rate 5%
10%
20%
30%
50%
75%
90%
From: National Training Laboratories, Bethel Maine

4. Why Project base learning?
Student could not analysis and
design the real world project.

5. What is Project-Based Learning?
Students actively engaged in learning
Teachers as facilitators and coaches

6. Characteristics of PBL
Organizes standards-based curriculum around a meaningful open-ended problem or project with more than one approach or answer
Encourages active inquiry and higher-order thinking skills
Engages students as stakeholders
Creates a learning environment where teachers coach, guide inquiry and facilitate deeper levels of understanding
Concludes with realistic products

7. Project Based Learning
emphasizes learning activities that are:
student-centered
They become the problem solver, decisions maker, investigator, documentarian
They take on the role of those working in a particular discipline
long-term
Projects can be a variety of lengths
What they are not is one-day teacher centered lessons
integrated with real world issues and practices and have compelling questions
Significance beyond the classroom walls

8. Project Based Learning
Develops real world skills
many of the skills are those desired by today's employer such as:
the ability to work well with others
make thoughtful decisions
take initiative
solve complex problems.
Allows for a variety of learning styles
accessible for all learners

9. The Students Move from following orders
. . to carrying out self-directed learning activities
from memorizing and repeating
. . To discovering, integrating and presenting
from listening and reacting
. . To communicating and taking responsibility

10. The Students Move from knowledge of facts, terms and content
. . to understanding processes
from theory
. . to application of theory
from teacher dependent
. . to empowered

12. Objective
To investigate the effectiveness of project-based learning in database subject

13. 50 IT students who enrolled in Database subject
Methodology
50 IT students who enrolled in Database subject
Analysis and conceptual design
Entity Relationship Diagram (ERD)
II. Relational database mapping
Relational scheme and normalization
III. Database implementation
Application
Problem Definition and
Project Objective
Presentation and documentation
Risks to teachers
Uneasy because not knowledgeable about content
Open ended nature – no right answers can be threatening
Can be faulted for not finishing curriculum
Risks with giving up control – students may not participate, students can get out of control, students may have trouble with HOTS or open – ended questions
Barriers
Takes a lot of preparation time
Resources not available
Lack of administrative support and support from other teachers
Mandate to cover curriculum
Mandated standardized test
Valid assessment is complex and difficult

15. EVV Sale Ticket System

16. EVV Sale Ticket System

17. Results more experience in analysis (84.62%)
collaborate with colleagues on solving common tasks (53.85%)
more exchange and discussion (84.62%)
However, they have far less experience with find the learning resource
(only 23.07% are familiar with learning by themself) and using the Internet
to find peers for solving problems (only 38.46% answered positively).
Majority of them (53.85%) reported that they have learned as effectively
as in traditional way, and 30.77% reported that they have learned more than
in traditional way.

18. Conclusion
Project-based learning helps students develop skills for living in a knowledge-based, highly technological society.
Students make effective use of IT as they produce a product, presentation, or performance
IT is integrated into the learning – students are NOT learning IT skills in isolation
technology is used to promote critical thinking and communication
These 21st Century skills include:
personal and social responsibility
planning, critical thinking, reasoning, and creativity
strong communication skills, both for interpersonal and presentation needs
cross-cultural understanding
visualizing and decision-making
knowing how and when to use technology and choosing the most appropriate tool for the task
The old-school model of passively learning facts and reciting them out of context is no longer sufficient to prepare students to survive in today's world. Solving highly complex problems requires that students have both fundamental skills (reading, writing, and math) and Digital Age skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high-tech tools). With this combination of skills students become directors and managers of their learning process, guided and mentored by a skilled teacher.
By bringing real-life context and technology to the curriculum through a project-based learning approach, students are encouraged to become independent workers, critical thinkers, and lifelong learners.

19. THANK YOU