Applying online peer assess ment with total quality management to elevate project-based learning performance

Shu-Hsuan Chang, Li Chih Yu, Yen-Kuang Kuo, Yi Ting Mai, Jen-De Chen

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macrolevel instructional tool to guide students in teacher’s directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasiexperimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students’ design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.

Original languageEnglish
Pages (from-to)379-390
Number of pages12
JournalJournal of Baltic Science Education
Volume14
Issue number3
Publication statusPublished - 2015 Jul 1

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learning performance
quality assurance
learning
student
mathematics
engineering
teamwork
science
development project
Taiwan
educator
curriculum
university
experiment
teacher
performance
Group

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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abstract = "Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macrolevel instructional tool to guide students in teacher’s directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasiexperimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students’ design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.",
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Applying online peer assess ment with total quality management to elevate project-based learning performance. / Chang, Shu-Hsuan; Yu, Li Chih; Kuo, Yen-Kuang; Mai, Yi Ting; Chen, Jen-De.

In: Journal of Baltic Science Education, Vol. 14, No. 3, 01.07.2015, p. 379-390.

Research output: Contribution to journalArticle

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