Abstract

This study aimed to compare the effects of project-based learning (PjBL) and online lessons on the learning achievement of Thai Grade 9 students in the topic of the Internet of Things (IoT), with conventional teaching included as a control group. The study utilized a quasi-experimental design, with three groups: PjBL, online lessons, and conventional teaching. The participants included 125 Grade 9 students from a secondary school in Thailand, divided into three groups: 42 in the PjBL group, 41 in the online lessons group, and 42 in the conventional teaching group. The instruments included a PjBL learning management plan, an online lesson, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using descriptive statistics (means, standard deviations) and inferential statistics (ANOVA and Tamhane’s post-hoc test) to identify significant differences between the groups. The findings revealed that students in the online lessons group achieved significantly higher scores than those in the PjBL and conventional teaching groups. Additionally, the PjBL group outperformed the conventional teaching group. Moreover, the participants in both PjBL and Online lessons were satisfied with the instructional methods. The study provides evidence of the comparative effectiveness of online lessons and PjBL for teaching IoT, offering insights to enhance technology-integrated curricula and promote self-regulated learning in 21st-century education.

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