Effectiveness Comparison of the Traditional Problem-Based Learning and the Proposed Problem-Based Blended Learning in Creative Writing: A Case Study in Thailand

Abstract

The study objective was to compare the effectiveness of creative writing between traditional problem-based learning (PBL) instruction and problem-based blended learning (PBBL) instruction. The target group of this study was sixty English as the foreign language students enrolling creative writing course in Chiang Rai Rajabhat University, Thailand. The course was implemented for 14 weeks. During the experiment, learners were assigned to produce individual creative writing work and group work. Pre-test and post-test were used as one of the research instruments to evaluate the amount of knowledge or creative writing skills before and after the course. Based on the findings of this study, it was found that the overall mean scores of students in PBBL class including individual work, group work, pre-test, and post-test were 120.55 out of 180 points, while the overall mean scores of students in traditional PBL class were 111.30. Therefore, the findings showed that students in problem-based blended learning class were able to gain better scores and perform better improvement in a creative writing course.