Learning Outcomes and Attitudes of Preschool Teacher Students toward Project-Based Learning in Early Childhood Environment Management at Luang Prabang Teacher Training College

Abstract

This study aimed to examine the learning outcomes, the differences in learning outcomes before and after implementation, and the attitudes of preschool teacher students toward project-based learning in the Environment Management for Preschool Children course. A quasi-experimental design was employed with 22 second-year students selected through purposive sampling. The research instruments consisted of pre- and post-tests, project assessment rubrics, and attitude questionnaires. Data were analyzed using descriptive statistics and t-tests. The findings revealed that preschool teacher students’ learning outcomes were at a high level, with a mean score of 15.05 (S.D. = 2.66), equivalent to 75.23%; post-test scores were significantly higher than pre-test scores at the 0.05 level of statistical significance; and preschool teacher students’ attitudes toward project-based learning were at the highest level of agreement, with a mean score of 4.66 (S.D. = 0.51). These results suggest that project-based learning can effectively enhance the learning outcomes and foster positive attitudes among preschool teacher students in the Environment Management for Preschool Children course.