Master Skills Research Articles

ChatGPT in the Classroom: Evaluating its Role in Fostering Critical Evaluation Skills

Abstract The increasing prevalence of artificial intelligence in educational domains raises both opportunities and challenges in the context of academic integrity and pedagogical efficacy. This study outlines an innovative project that investigates the use of ChatGPT as a tool for enhancing the critical evaluation skills of master’s students in biomedical science. Using a dual approach combining AI-generated essay writing with subsequent student-led critical evaluation, this project sought to foster deeper critical evaluation skills in learners. By having participants critically assess AI-generated essays, supported critical evaluation based on peer-reviewed literature, the project aimed to deepen their evaluative skills. Outputs from the tasks were compared against academic benchmarks considering factors such as marks, writing, and overall quality. Participant perceptions were collected through a combination of a focus group session and an evaluation questionnaire. The key finding of this project was that while ChatGPT demonstrated proficiency in structural coherence and grammatical accuracy, it did not augment academic performance– participant marks for the AI-generated essays aligned closely with their overall module marks, showing no overall improvement. However, this study did see an increase in marks for participants’ critical evaluations. This suggests that ChatGPT was more effective as an assessment tool when used for critical evaluation tasks, aligning with pedagogical emphasis on nurturing critical evaluation skills. User interaction with AI emerged as a significant variable that influenced the tool’s efficacy, highlighting the need for a nuanced approach to its integration into educational settings. The study concludes that while ChatGPT offers promising avenues for both drafting and assessment, and demonstrated a high level of factual accuracy, it is not a substitute for human-led academic enquiry, and students preferred writing their own essays.

Learning how to learn: The relationships between students’ learning-to-learn (L2L) competence, learning self-efficacy, and achievement in project-based learning

Learning to learn (L2L) is a competence that helps students to more efficiently develop knowledge and master skills. Students can develop the ability to understand how they learn best, what learning strategies work well for them, and how to overcome challenges that arise in their own learning process. Students acquire L2L competence while achieving their learning goals. This study examines the relationships between three components of students’ L2L competence (learning management, self-assessment, and self-learning process), learning self-efficacy, and achievement in higher education. An online survey was administered on the Qualtrics platform to collect data from 145 undergraduate students involved in project-based learning at a Hong Kong university. The results indicated that learning management and self-assessment were positively associated with achievement. Learning self-efficacy partially mediated the effect of learning management on achievement and fully mediated the effect of self-assessment on achievement. In summary, L2L empowers students to become independent and self-directed learners when they are exposed to new learning experiences.

PECULARITIES OF DEVELOPING CRITICAL READING ABILITY OF THE MASTERS OF THE SPECIALTITY 7М01712 – TRAINING OF FOREIGN LANGUAGE TEACHERS

The article reveals the development of critical reading skills of master's students of the specialty 7M01712 - ‘Preparation of teachers of foreign languages’. The article emphasizes the importance of using lecture texts in the educational process to prepare master's students for professional activities. Effective use of professional texts in the classroom contributes to the improvement of scientific and professional speech and communicative competence of master's students, which in turn provides the optimal use of various methods of critical analysis in their future professional activities. Special attention is paid to the development of independent thinking skills, search, analysis, systematization, structuring and communication of information.The author identifies three stages of critical reading development. The author also suggests types of questions that promote the development of this type of reading, as well as the ability to identify contradictions and types of structures present in a text and to argue one's point of view based not only on logic, but also on the ideas of the interlocutor. The use of various methods and tools of critical reading technology at the stage of challenge, at the stage of reflection and at the stage of analysis is described. Methodological recommendations on mastering the technology of critical reading are intended for teachers of a foreign language, but can be useful for teachers of other subjects, since the technology of critical reading development belongs to the interdisciplinary modern educational technologies. The article presents practical experience of using some techniques of critical reading technology on the example of the special course “Cognitive linguocultural methodological foundations”.

The use of animation tools in the media space of library for the formation of undergraduates' teamwork skills

The problem and the aim of the study. The modernization of library education involves the use of technologies that provide simultaneous work with sound, statistical images, and texts in an interactive mode. The ability to use information tools, in particular computer animation, in working on projects and teamwork skills are indemand soft skills, the maturity of which largely determines the professional self-realization of librarianship specialists. The purpose of the study is to identify the potential of using animation tools in the library's media space to develop the teamwork skills of master’s students. Research methods. The media space of the library is considered as a set of resources that allow professional collaboration of cultural institutions in a new format, attracting potential users to visit libraries, as well as informing them about their services. The Renderforest platform is used to develop didactic animation. The experiment involved 64 undergraduates of specialty 04.51.01 Cultural studies, profile – "Socio-cultural design", Vyatka State University (Russian Federation). The authors use V. Stefanson's methodology to assess the level of teamwork skills of master's students. For statistical processing, – Pearson's χ2 (chi-square) test. A group of experts has been involved in the evaluation of media projects for “Library Night” event. Fisher's method was used to establish statistically significant differences. Results. The students of the experimental group used animation tools to develop projects and library and information services according to the following algorithm: studying a digital service, defining the concept of an action/event for “Library Night”, writing a script, implementing a project, evaluating the potential for the development of the library's media space. Statistically significant differences in the qualitative changes that occurred in the system were revealed: according to the levels of formation of teamwork skills according to the criteria of dependence/non-dependence on the opinion of the group (χ2 = 6.427; p < 0.05); sociability/ nonsociability (χ2 = 7.879; p < 0.05); acceptance of "struggle" / "struggle" / avoidance of "struggle" (χ2 = 6.081; p < 0.05); and by the quality of training – φcrit=1.64<φemp=2.804. Conclusion. The possibilities of using animation tools in the media space of the library for the development of teamwork skills of master’s students are formulated: new formats of collaboration and project activities, innovative work experience, etc. However, there are also factors complicating the process: absence of clear leadership; constrains of communication; weak motivation; low social status of the profession.

Application of Academic Salons in Cultivating the Scientific Research Skills of First-Year Nursing Master’s Students

Objective: To explore the application effect of academic salons on developing the scientific research skills of first-year nursing master’s students. Methods: According to Wallas’ four-stage model of the creative process, from November 2022 to February 2023, 66 first-year nursing master’s students from the School of Nursing at Zhejiang Chinese Medical University were selected using a convenient sampling method to participate in a multidisciplinary academic salon consisting of a total of 8 sessions held once every two weeks. Before the first and after the last academic salon, postgraduate research skills evaluation questionnaires and perception of research skills acquisition questionnaires were used to assess first-year nursing master’s students. A semi-structured interview was conducted with nine students after the final academic salon. Results: The total scores for scientific research skills and sense of achievement among first-year nursing master’s students after the academic salon were higher than those before the salon, and the difference was statistically significant. The interview results showed that the “salon theme,” “tutor comments,” and “sharer output” are the focus of the first-year nursing master’s students in the academic salon. Conclusions: Academic salons can enhance postgraduate students’ scientific research skills and foster a greater appreciation for scientific research. We can enhance academic salons by carefully choosing relevant themes, inviting knowledgeable presenters and expert tutors to provide feedback, and prioritizing equality and effective communication.

The Influence of the Satisfaction of the Master’s Training Environment on the Increment of Research Skill: An Empirical Study from Central China

With the increase in master’s degree enrollment in China, ensuring the realization of value-added research skills of master’s degree students with limited educational resources has become an urgent problem. We developed hypotheses and tested the mediating effect of academic passion (AP) in the role of training environment satisfaction (TES) on research skill increment (RSI) and the moderating role of academic self-efficacy (ASE) using the perspective of Research Training Environment Theory (RTE). We used a structured questionnaire to collect responses from 911 master’s students from universities in central China, including 458 males (50.27%) and 453 females (49.73%), and 66.41% of the subjects were between the ages of 23 and 26. Our findings indicate that TES significantly impacts RSI and can influence RSI via a partially mediated effect of AP. In addition, we determined the moderating effect of ASE between the effects of the three variables. Based on RTE theory, we introduced the concept of value-add assessment and combined the two to realize the expansion of RTE theory. This study has implications for administrators and individuals in graduate education. It can help administrators make changes to the management model or methods of graduate education, as well as provide some inspiration for developing and improving master’s students’ research skills.

Ways to develop soft skills in pre-service mathematics and physics teachers when studying certain topics of olympiad mathematics

The development of soft skills in pre-service teachers helps to improve the quality of teaching, create a positive classroom environment and ensure an individualized approach to learning. The integration of soft skills, in particular flexibility and adaptability to change, helps teachers to respond effectively to new teaching methods, technological innovations and the requirements of the modern educational environment. The authors of this article aimed to investigate the possibilities of developing soft skills within the educational components of the training programme for pre-service mathematics and physics teachers. The methodological basis of the study was the analysis of scientific literature, synthesis, formalization of scientific sources, description, comparison, and theoretical generalization of own pedagogical experience of teaching the course “Olympiad Mathematics”. The results of the study reveal some ways of developing soft skills of future masters of secondary education of Sumy State Pedagogical University named after A.S. Makarenko in the process of studying the course “Olympiad Mathematics”. At the same time, among the various topics of the course, the topic “Proof of Inequalities” was singled out. The peculiarities of applying the following methods and techniques to the proof of inequalities in the context of development of soft skills are revealed: the method of strengthening (weakening) of inequality, the method of mathematical induction, the Malikov's method, the method of transforming the common term in sums and its evaluation, the method of evaluating the terms of the product and introducing an additional factor, the method of applying the properties of functions to the proof of inequalities, the method of using the properties of the definite integral of a certain function on a segment. It has been found that the most common methods of proving inequalities have wide possibilities in the context of development of soft skills. Each of the methods of proving inequalities discussed in the article is illustrated by relevant examples with detailed explanations. It is proved that this topic opens up wide opportunities for the acquisition and development of a number of soft skills. The research allows identifying specific ways to improve soft skills in pre-service mathematics and physics teachers, which are practically significant for further development of these professions when studying specific topics of the “Olympiad Mathematics” course: using group work formats during seminars, problem-based learning in mathematics, applying digital technologies in the study of Olympiad Mathematics, self-analysis and reflection, using mentoring support technology, public speaking during seminars with presentations of own solutions

Modern concepts about organizational and management skills of master's students in social and cultural activities

In this article, organizational and managerial activity is considered as a problem associated with the formation of organizational and managerial abilities of students. It also highlights the cognitive, activity, professional and personal, motivational, communicative, and information and communication components of the organizational and management skills of a master's student.

Testing Teaching, Training Methods and Differentiation in the Module: “Infantry Combat Techniques and Tactics” at VNU National Defense and Security Training Center

From the detailed outline and specific characteristics of the module "Infantry and Tactical Combat Techniques", the author of the article has researched, selected and tested the application of appropriate practical teaching methods, including: teaching methods, practice and differentiation. Through testing and analyzing the learning results of students in the experimental group, it shows that the teaching method of practice and differentiation proposed by the author has had positive and effective effects, helping students to quickly grasp specific and accurate operations (Knowing how to perform well the key areas, basic movements and principles when using grenades, AK submachine guns ensure accuracy, safety and effectiveness). Effective; can train students in posture, mature and serious manners, sense of discipline, health and bravery in combat; Mastering skills and fighting movements in each situation in particular, at the same time training the ability to endure difficulties in a military environment,…). The research results of the article are the basis for searching and applying teaching and learning methods to improve the teaching and learning quality of infantry and tactical combat techniques in schools. university.

Technology of improving foreign language communication skills of master’s students majoring natural and technical sciences

The rapid development of the Internet, as well as the digitalization of almost all spheres of human life, marked the transition from an industrial to an information-technogenic society, as predicted by futurologists in the middle of the last century. The growth of the information and technological space and the intensification of production electronization put forward increased requirements for the training of specialists in the natural sciences and technical profiles, primarily engineers. The given study is focused on the actual problem of improving foreign language skills of Master’s students at Moscow Institute of Physics and Technology that participates in the federal project «Advanced Engineering Schools». Despite the fact that this project is aimed at training highly qualified personnel for the exclusively Russian economy, it seems that it could be further developed within the scientific and professional cooperation between Russia and the BRICS and SCO states, which is impossible without a sufficiently high level of foreign language. As a result, we have identified the advantages of a communicative approach in linguodidactics (orientation to the practical component of the educational content, motivation for communication, maximum development of thinking skills, etc.). Besides, we have established the requirements for exercises aimed at developing students' communication skills, intellectual and cognitive abilities, and forming stable positive motivation to master a foreign language for professional, research, and teaching activities.

Health Care and Social Work Students' Experiences With a Virtual Reality Simulation Learning Activity: Qualitative Study.

Virtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students' experiences with such a learning activity. The aim of this study was to explore occupational therapy, social education, nursing, and social work students' experiences with virtual reality simulation as a learning activity in an interdisciplinary subject. The data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke. The analysis revealed 3 overall themes for students' experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning, illustrates how learning can take place through the students' experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning, demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students' learning. The last theme, Debrief sessions enhance comprehensive learning, pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity. Virtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.

THEORETICAL ASPECTS THE FORMATION ARTISTIC-REFLEXIVE SKILLS OF MASTER MUSIC STUDENTS IN THE PROCESS PIANO TRAINING

The article deals with the problem of forming artistic and reflexive skills of master students of musical art in the process of piano training on the basis of psychological, pedagogical and artistic and pedagogical analysis of scientific and methodological work on the problems of reflection, artistic reflection and reflexive skills of future teachers of musical art, teachers of art disciplines. It has been established that the reflection of master students of musical art makes it possible to personally model the process of piano teaching based on self-observation, self-assessment and self-correction of learning activities. It is noted that the awareness of the value of the mission of a music teacher in the context of its comparison with personal motivation for professional achievements testifies to the formation of reflective skills. The mechanism of artistic reflection of master students of musical art is revealed, which is based on the involvement of mental actions and operations of analysis, synthesis, comparison, concretization, abstraction, etc. A scientific generalization of the essence of the artistic and reflective skills of master's students of musical art is made, and the characteristic features of these skills are specified. Key words. Artistic and reflexive skills, master students of musical art, piano training, reflection, artistic reflection, self-observation, self-evaluation, self-correction, reflective analysis, artistic activity, mental actions and operations, functions of thinking.

PROCEDURE-FUNCTIONAL ANALYSIS THE FORMATION PERFORMANCE SKILLS MASTERS OF MUSIC ARTS STUDENTS IN THE PROCESS SINGING ACTIVITY

The article discloses the content of the procedural and functional analysis of the performance skills of master's students of musical art in the process of singing. On the basis of the theoretical analysis of scientific and methodical works on the research problem, we established that the performing skill of masters of musical art as an integral dynamic professionally significant quality of the personality for medin the process of singing training has its own semantic and logical structure. Among the main functions of performance mastery of masters of musical art, which ensure its procedurality, as the leading (meaning-making) function of master of music master’s performanceas a holistic dynamic professionally significant quality of the individual, which has an integrative character, is for medand constantly improved in the process of singing training, we define value orientation function. Among other functions that are correlated with the leading function, we single out: communicative-dialogic, heuristic-search, normative-regulatory functions, which reveal the functional value of each structural component.Keywords: performing skill, master's students of musical art, procedural and functional analysis, singing activity.

What Value-Based Care Means for Physician Leaders

Value-based contracts have spread unevenly across the country but are becoming increasingly common. Although they require chief medical officers and other physician leaders in health systems to adopt new thinking and master skills well beyond clinical expertise, value-based contracts offer a strategy for improving healthcare overall.

Use of Problem-Based Learning Strategies in Improving Problem Solving Skills

Education for a child is very important for motor development and his thinking becomes critical in responding to an incident. His skills can be honed properly and master skills that support his future career. So that the potential for the progress of each child can be achieved and learning objectives can be completed optimally. In life, of course, you will not be separated from various kinds of problems, so the solution to every problem must exist and be able to solve it. The problem based learning strategy is the answer to improve problem solving skills. This strategy is a problem-triggered learning model, which encourages students to learn and work cooperatively in groups to find solutions, think critically and analytically, be able to determine and use appropriate learning resources. For this reason, it is necessary to apply this method in education. The purpose of this research was to improve problem solving skills using the problem based learning (PBL) method. By maximizing this method many positive impacts will be obtained. The method used in this research is a quantitative method. The data obtained is through the distribution of a questionnaire. The questionnaire was made using the Google form application. The results of this study explain that the use of problem based learning strategies to improve problem solving skills in education can help students solve problems with the right solutions. As well as sharpening the ability to think critically and systematically, so that they can be more mature in responding to various problems. The conclusion of this study is that the use of problem-based learning strategies to improve problem-solving skills by students can be maximized, because they have mastered the right and effective way to solve a problem. The limitation of this research is that researchers only conduct this research at the school level where the method requires new strategies in learning such as the use of problem based learning strategies.

Application Experience of Eyesi Operation Simulation Training System in the Teaching of Cataract Surgery for Ophthalmology Masters

Objective: To explore the application effect of the Eyesi surgical simulator in the teaching of cataract surgery for professional ophthalmology postgraduate students. Methods: The professional postgraduate students who were trained in the third year of ophthalmology at the First Affiliated Hospital of Xi’an Medical University were selected as the research objects. After passing the theoretical examination, they were randomly divided into the pig eyeball group, Eyesi group, and pig eye + Eyesi group, with 5 students in each group. The pig eyeball, Eyesi surgery simulator, and pig eye + Eyesi surgery simulator were used for microscopic technique operation and cataract surgery steps training, respectively. After the training, the overall training effects of the three groups of postgraduates were scored, and questionnaires were used to objectively evaluate the three training methods. Results: The scores of the students in the pig eye + Eyesi group were better than those in the Eyesi group, and the students in the Eyesi group were better than those in the pig eyeball group. Conclusion: The Eyesi surgical simulation training system can evaluate the microsurgical skills of professional masters and improve their surgical skills. This system is of great significance for the training of the cataract surgery skills of professional masters.

Communication as a component of simulation training competence

Medical education in Ukraine is an integral part of the national system of education and health care. Medical education is especially important and relevant today, in the conditions of war, when the requirements for the future professional are increasing. Simulation training is a mandatory component of professional training, which is used as a model of professional activity in order to provide opportunities for everyone to learn to perform a professional skill or its element in accordance with professional standards of providing medical care. The content of the concept of pedagogical competence integrates theoretical psychological and pedagogical knowledge, practical skills, experience, and personal qualities important for pedagogical work, among which it is worth noting the need for self-improvement, the presence of critical thinking, the desire for creativity, and love for the profession.Aim. To determine the role of communications as a component of competence in education in the conditions of modern realities.Materials and methods. The role of communication as a component of the competence of simulation training and the data of available national and foreign publications containing information on possible ways to improve higher medical education are analyzed.Results and discussion. The vector of medical education is aimed primarily at the formation of competencies, which, accordingly, are directed to educational activities: lectures, seminars, remote modules, etc. However, it is the theoretical base that is the first stage on the way to mastering the entire matrix of specialist competencies, and the acquired knowledge requires further reinforcement with practical skills. The student gets the first practical experience "without fear" of incorrect execution and risk for the patient precisely with the help of simulation techniques. Simulation teaching methods have already become quite widespread in the modern educational process and, regardless of the degree of complexity of the mannequin, are used in practical classes to form the general professional and professional competencies of the future specialist. The basis on which the training is built is knowledge, so they should be conducted after learning the theoretical material at lectures, seminars, round tables, video conferences and further assessment of the level of acquired knowledge (surveys, tests). Thus, training is a process of active learning, the purpose of which is to consolidate knowledge and master skills. In the traditional sense, simulation training is a practical session using simulation technologies, which includes an in-depth study of theoretical material at the previous stage and the implementation of applied practical tasks with subsequent feedback, for example, analysis of the results of the session by the students themselves together with the teacher at a debriefing.Conclusions. The development of medical education and training of a competitive specialist is an urgent issue of modern education, especially in the conditions of martial law in the country. There is a need to introduce new methods and approaches to the formation of professional qualities of the future medical specialist. In the conditions of reforming medical education, it is essential to increase the level of professionalism on the basis of the obtained theoretical knowledge through the improvement of the practical interaction of the student with the patient. Simulation training of practical competencies and improvement of communication skills will help develop sustainable qualification skills of graduates of higher medical institutions, ensuring that highly qualified specialists provide practical health care.

The impact of Hyperoxic training on the development of various physiological variables in basketball players under the age of 18

Basketball is one of the competitive sports activities characterized by variable motor performance, and because of the large number of moves and the proximity of the opponent, as well as the participation of all team players in the offensive and defensive processes, which requires internal physiological adaptations that enable players to acquire special physical abilities and master skills well. The aim of the research is to prepare exercises using hyperoxic and to identify the effect of hyperoxic exercises in developing some physiological variables for players under the age of 18 in basketball. The researcher utilized the experimental technique since it was appropriate for the nature and aims of the research, and the research community was comprised of (12) players from Al-Hilla Basketball Club (2022-2023). To complete the investigation, the researcher has several current methodologies and instruments. The study comprised completing post-tests and statistically processing the data using proper statistical tests and methodologies for a period of (6) weeks, at a pace of (3) training units each week, at a rate of (18) training units. The essential finding is that hyperoxic workouts are extremely crucial in the development of physiological variables. Hyperoxic activities aid in the development of strength and quickness. The most important recommendations are the use of exercises to increase oxygen by trainers and in all sports to save effort and time while achieving training goals; and the use of exercises to increase oxygen during semi-competitions and competitions because of the impact on the development of physiological variables.

Fires of Joy and Anticipation Wedding Firework Displays of the Central European Habsburgs in the Second Half of the 17th Century

Early modern firework illuminations and displays formed part of festivities in both secular and sacred contexts from the end of the 14th century. During the 15th and 16th centuries their designers, often high-ranking artillery officers, became an increasingly important part not only of army but also of court life. The development of fireworks, and especially rockets, gave prominence to intricately conceived displays, which were gradually developed according to the changing tastes of musical theatre productions and the skills of masters of pyrotechnics. In Central Europe, several performances were staged at the Habsburg court from the middle of the 17th century onwards which were clearly among the most costly, complex and, above all, the highest-quality pyrotechnical displays of their kind in the history of human culture. They were instruments of the complex patterns of contemporary propaganda and courtly representation, and their stories reflected the reality, desires, visions and concerns of the ruling dynasty. We can deduce their forms, stories and messages from surviving synopses and printed illustrated sheets.

Peningkatan Hasil Belajar Mahasiswa Melalui Pembelajaran Kolaboratif Berbasis Proyek pada Mata Kuliah Geografi Transpotasi dan Pariwisata

Project-based collaborative learning is an alternative to 21st century learning. This research aims to examine the application of project-based collaborative learning to improving student learning outcomes, especially in Tourism Geography material. This research is a classroom action research according to Kemmis & McTaggart Theory. Research data was collected through tests and observations. The research instruments were in the form of learning tools, evaluation of learning outcomes, and data collection instruments. The data collection instrument was in the form of question sheets to test student understanding and student activity observation sheets. Data processing techniques in this study were carried out using qualitative and quantitative data analysis. Data validity testing technique uses theoretical triangulation and data source triangulation. The results of this research show that project-based collaborative learning can improve student learning outcomes. These improvements include 1) increasing the criteria for student activity, 2) increasing the percentage of student activity, 3) increasing the lowest score, 4) increasing the highest score, 5) increasing the average score, 6) increasing the number of students who complete their studies, 7) decreasing the number students who have not finished studying, 8) the percentage of learning completeness increases, and 9) the learning completeness criteria increases. This increase in learning outcomes indicates that the project-based collaborative learning model can encourage students to master skills in collaborating and understanding lecture material compared to conventional learning models.