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A Study of the Efficacy of Project Based Learning in Database Design

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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.


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