Publication: The Development And Effectiveness Of The Lwpbl Module Towards Motivation, Self-Efficacy And, Literature And Writing Achievement Among Higher Vocational College Students In China
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Date
2025-01
Authors
Tang, Shenlong
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Abstract
As a critical component of higher education institutions, college chinese course in higher vocational colleges still adopt traditional teaching methods, which makes students lack motivation and self-efficacy, and their literature and writing (lw) achievement is poor. Therefore, this study aims to develop a literature and writing problem-based learning (lwpbl) module and to investigate its effectiveness towards motivation, self-efficacy, and lw achievement among higher vocational students in china. Constructivist learning theory and situated learning theory provide a comprehensive theoretical framework for this study. A quasi-experimental design incorporating pre-test and post-test was used with students who were divided into two groups of classes, the lwpbl module (70 students) and the lw module (70 students). The addie model and pbl model were utilized to design and develop the lwpbl module. The result revealed a significant difference between the control and experimental groups in the post-test and between the experimental groups in the pre-test and post-test for motivation, self-efficacy, and lw achievement.
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Problem-based learning – Effectiveness