The Impact of Project-Based Learning in EAD601 Research in Educational Administration
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Abstract
The objectives of this study were (1) to examine the outcomes of project-based learning (PBL) among students enrolled in EAD601 Research in Educational Administration and (2) to investigate students’ opinions of the course when PBL was used. The participants were 16 graduate students in the Master of Education Program in Educational Administration at Suryadhep Teachers College, Rangsit University, who were enrolled in EAD601 during Semester 1 of Academic Year B.E. 2568 (2025). Total population sampling was used. Data were collected using three 5-point rating-scale questionnaires: (1) an evaluation of PBL outcomes, (2) a satisfaction questionnaire on the PBL process, and (3) a course teaching and learning evaluation. Data were analyzed using the mean and standard deviation. The results showed that (1) students rated the overall outcomes of PBL at the highest level (M = 4.79). The highest-rated items were receiving regular assistance during project work and using technology in their work (M = 4.88 for each item). Satisfaction with the PBL process was also at the highest level overall (M = 4.69), with Project Planning receiving the highest mean (M = 4.77), followed by Project Implementation (M = 4.74). (2) Students’ overall opinions of EAD601 under PBL were at the highest level (M = 4.83). The highest-rated item was the clarity of the course objectives (M = 5.00), followed by learner-centered teaching and learning (M = 4.94).
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