The Effects of Problem-Based Learning (PBL) on Promoting Technology Integration in 21st-Century Teaching and Learning: Evidence from a Basic ICT Course at Pakse Teacher Training College

Abstract

This study aims to (1) study the learning outcomes of students in 21st-century teaching and learning management using Problem-Based Learning (PBL) in the Basic ICT course for the Continuing Lao Language Program at Pakse Teacher Training College, academic year 2023–2024. (2) To survey the level of students’ opinions toward the teaching and learning management of the Basic ICT course using Problem-Based Learning (PBL) in the Continuing Lao Language Program at Pakse Teacher Training College, academic year 2023–2024. The sample group used in this study consisted of 50 first-year students, including 15 females, selected through convenience sampling from the Continuing Lao Language Bachelor’s Program at Pakse Teacher Training College during the 2023–2024 academic year. The analysis of test score averages revealed that the pre-test mean score was 4.80, while the post-test mean score was 7.26, indicating improvement to a higher level. Before the implementation of the teaching and learning activities, most students’ learning achievement was at a moderate level (60.00%), followed by a low level (36.00%), and only 4.00% were at a good level. However, after implementing the Problem-Based Learning (PBL) approach, the results showed that most students achieved a good level (58.00%), followed by a moderate level (26.00%), and 16.00% achieved a very good level. Regarding students’ opinions across six aspects, the overall evaluation was at a moderate level. When considered individually, the aspects of the instructor, course content, and learning achievement were rated at a very good level. Meanwhile, the aspects related to students, teaching materials and equipment, and learning activities were rated at a moderate level, respectively.