THE EFFECT OF PROJECT-BASED LEARNING AND PROJECT-BASED FLIPPED CLASSROOM ON CRITICAL THINKING AND CREATIVITY FOR BUSINESS ENGLISH COURSE AT HIGHER VOCATIONAL COLLEGES

Lijie Hao; Kun Tian; Umi Kalsum   Mohd Salleh; Hai Leng Chin; Shigang Ge; Xinliang Cheng

doi:10.32890/mjli2024.21.1.6

Authors

Lijie Hao Department of Curriculum and Instructional Technology, Universiti Malaya, Malaysia and Foreign Languages Department, China Australia Business College, China
Kun Tian Graduate School of Business and Advanced Technology Management, Assumption University Thailand https://orcid.org/0000-0003-1921-5012
Umi Kalsum Mohd Salleh Department of Curriculum and Instructional Technology, Universiti Malaya, Malaysia
Chin Hai Leng Department of Curriculum and Instructional Technology, Universiti Malaya, Malaysia https://orcid.org/0000-0001-5990-4766
Shigang Ge Department of Curriculum and Instructional Technology, Universiti Malaya, Malaysia https://orcid.org/0000-0002-2209-1906
Xinliang Cheng Foreign Languages Department, China Australia Business College, China

DOI:

https://doi.org/10.32890/mjli2024.21.1.6

Keywords:

Project-based learning, project-based flipped classroom, business English learners, critical thinking, creativity

Abstract

Purpose – With the evolving demands of the global and Chinese economies, cultivating critical thinking and creativity has become imperative for social and economic development. However, contemporary educational practices have not kept pace with this
essential need. This study examines the effects of project-based learning and project-based flipped classrooms on critical thinking and creativity in higher vocational colleges. Moreover, this research delves into the disparity and comparative analysis between the two
approaches.

Methodology – A between-group quasi-experimental study was designed. Data were collected from 120 respondents from one higher
vocational college in Shanxi District using cluster sampling. The Ennis-Weir Critical Thinking test and District creativity test were
used to collect data for further analysis. Data were analysed using analysis of covariance (ANCOVA) and paired-sample t-test. Pairedsample t-tests are employed to test the effects of two teaching methods, while ANCOVA is used to compare the discrepancy between the two methods. With the combination of paired sample t-test and ANCOVA, the more effective teaching method can be determined.

Findings – The results indicated that project-based learning and flipped classrooms significantly affected critical thinking and creativity. Besides, the project-based flipped classrooms had a larger effect on critical thinking and creativity, proving to be a more effective teaching approach to transform the present curriculum pedagogy.

Significance – This study theoretically integrates class activities into higher-order thinking skills and guides teachers and educators to
cultivate talents in higher vocational education.