Information from the abstract
This study investigated the effectiveness of problem-based learning (PBL) as an innovative pedagogical approach to enhancing knowledge, environmental attitudes, and waste-sorting behaviors among primary school students in Thailand. A multi-site quasi-experimental design with pretest-posttest control groups was employed in urban and rural settings. Data were collected from 400 students across Bangkok, Suphanburi, and Lampang, equally divided into experimental and control groups. Instruments included a validated knowledge test, an environmental attitude scale, and a behavioral checklist. Data were analyzed using descriptive statistics, independent t-tests, and analysis of variance (ANOVA). Results indicated significant improvements in the experimental group: knowledge increased by 2.23 points (Cohen’s d=1.52), attitudes by 0.59 points (d=0.68), and behaviors by 1.78 points (d=1.67). Mediation analysis confirmed that attitudes partially mediated the relationship between knowledge and behavior (β=0.35, 95% CI=[0.28, 0.43]). No significant differences were observed among the three study sites (p0.05), suggesting that PBL is equally effective in urban and rural schools. These findings provide empirical support for integrating PBL in environmental education, contributing to Sustainable Development Goals (SDG 4 and SDG 12).
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Related topics: Problem and Project Based Learning · Environmental Education and Sustainability · Sustainability in Higher Education
Thai researcher and institutional participation
Chutiwan Boonarchatong · Saisuda Pantrakool · Phuripoj Kaewyong · Suan Dusit University
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