Effectiveness of the Project-Based 6E Learning Model

Week	Topics
1	Meeting
2	Briefing about the course
3	Basic concepts, classification of values, formation of values and historical process
4
5	Factors affecting values
6
7	Curriculum and values
8
9	Teaching materials, technologies and values
10
11	Teacher–student relationship and values
12
13	Teachers’ professional responsibilities, their relations with their colleagues and administration, and values
14

Table 3.

Project-based Virtual Learning Competencies Scale: dimensions and items

Dimension	Item
Introduction	I can get information for project work. I can do a literature review for project work. I can work by myself. I can choose appropriate project topics.
Working with a group	I can take an active role in the project subject. I can communicate with my project group friends. I can guide project group mates. I can distribute the work of the project work. I can work with a project group. I can create a discussion environment about the project topic.
Self-control	I can work patiently. I can tolerate criticism of my work. I can use time wisely.
Execution	I can analyse the information obtained through project work. I can develop appropriate strategies while trying to solve the problem situation. I can synthesise information obtained through project work. I can notice complications between the resources I scan. I can work for a long time without worrying about solving problems.
Concluding	I can present project work. I can publish project work. I can report project work. I can evaluate the work of my project group and other groups.

Table 4.

Project-based Virtual Learning Competencies Scale: pre-test and post-test results

Factor	Test	N	Mean	Std. deviation	t	p-value
Total	Pre-test	86	81.80	12.668	–3.602	0.000
Total	Post-test	71	90.07	16.093
Introduction	Pre-test	86	15.83	2.347	–2.840	0.005
Introduction	Post-test	71	17.01	2.896
Execution	Pre-test	86	18.16	3.511	–3.101	0.002
Execution	Post-test	71	20.00	3.906
Conclusion	Pre-test	86	14.08	3.152	–4.479	0.000
Conclusion	Post-test	71	16.28	2.953
Working with a group	Pre-test	86	22.43	3.966	–3.282	0.001
Working with a group	Post-test	71	24.69	4.662
Self-control	Pre-test	86	11.30	2.087	–2.038	0.043
Self-control	Post-test	71	12.08	2.719

Table 5.

Students’ views on the model

Categories	Codes
	Positive		Negative
Design of the course	Efficient/instructive/important/effective Interesting/beautiful/enjoyable Permanent learning by experience Student at the centre/active, teacher guide Never experienced before Getting easier over time		Tiring/difficult/complex/intense Teacher passive/no narration Inefficient/not permanent Boring/monotonous Less teacher–student interaction Lesson time is short, the classroom is crowded
Individual study	Discovering new knowledge/learning Research/advancement in investigation Enjoyment Associating old and new knowledge		Tiredness/strain The ‘What else can I learn’ part is unnecessary
Group study	Interacting with friends/socialisation Funny/have a good time Reduction of the workload Providing motivation Providing peer learning		Failure to fulfil responsibilities Difficulty getting together Large number of people in the group Lack of group consciousness Negatively affected group score
	Gaining skill	Collaboration/group work Planned study Leadership
	Gaining value	Patience Responsibility/cooperation Tolerance/empathy Unity and solidarity Being open to criticism Different perspectives
Problem-solving	Gaining research skills Learning to identify the problem Learning data collection and data analysis Gaining the ability to produce results Gaining different perspectives Gaining multidimensional thinking skills Enjoyment		Difficulty in determining the problem Difficulty in collecting data
Presentation	Learning from others’ presentations Gaining presentation/speaking skills Gaining teaching experience Gaining self-confidence Finding peer assessment effective Gaining evaluation skills Having a fun time		Inability to listen and focus on presentations Difficult and stressful presentation each week No specific feedback for groups Insufficient presentation time
Reporting	Learning to write articles, theses and reports Realise own mistakes Creating products		Being tiring and frequent Not providing examples Short delivery time

Table 6.

Human Values Scale: pre-test and post test results

Factor	Test	n	Mean	Std. deviation	t	p-value
Total score	Pre-test	86	159.83	16.738	–0.879	0.380
	Post-test	72	162.21	17.163
Responsibility	Pre-test	86	25.38	4.134	–1.312	0.191
	Post-test	72	26.21	3.681
Friendship	Pre-test	86	27.71	4.725	–0.762	0.447
	Post-test	72	28.31	5.092
Being peaceful	Pre-test	86	27.41	3.948	–1.002	0.318
	Post-test	72	28.03	3.790
Respect	Pre-test	86	27.03	3.563	–1.836	0.068
	Post-test	72	28.15	4.089
Tolerance	Pre-test	86	29.42	3.016	1.738	0.084
	Post-test	72	28.57	3.108
Honesty	Pre-test	86	22.87	3.803	–0.123	0.902
	Post-test	72	22.94	3.524

Table 7.

The effect of the course on the value perceptions of students

Categories	Codes
Values information	Learning the concept of value Learning the types of values Learning formation of values and its historical process Learning the factors that affect values Learning values education approaches Learning methods and techniques of gaining value
Values overview	Gaining awareness towards values Recognising the sources of values Understanding the importance and functions of values Understanding the importance of values Understanding that different values should be respected Recognising value problems and solutions
Values education at a glance	Understanding the importance and necessity of values education Understanding that values can be learned/taught Understanding what values should be given to students Understanding the importance of the school in gaining values Noticing the interaction of student, family and school in values education Understanding that values should be given implicitly Understanding that values education should be supported by activities Understanding that values education should be interdisciplinary
Own values	Reviewing and questioning own values Understanding the factors that affect own values Being aware of the values to have and not to have Reinforcing own values Making up missing values Gaining new values
Teaching perception	Understanding the meaning of teaching Having a positive attitude towards the teaching profession Gaining experience towards the teaching profession Understanding the difficulties of the teaching profession Understanding that teachers need to be well trained Recognising the teacher’s responsibility and place in student life Understanding the importance of the teacher and recognising him/her as a model in gaining values Recognising the values that the teacher has and should have Having a change in how to consider students Understanding the importance of teachers’ relationship with students and parents Gaining motivation to give positive value to students Gaining motivation to be a good teacher