The Effects of Project-Based Learning Experience Provision on Media Literacy Skills for Young Children

Abstract

The purposes of this study were to study the effects of project-based learning experience provision on media literacy skills for young children. The target group was children, 5–6 years old, who were studying in K3 of 2021 at Ramkhamhaeng University Demonstration School (Bangna Campus), Bangkok. It consisted of 23 young people who were recruited by cluster sampling. The instruments included 24 project-based learning lesson plans, an assessment form for media literacy skills, and a behavioral observation form. The obtained data were analyzed by mean, standard deviation, and content analysis.            

The results showed that young children who received project-based learning experiences had higher mean post-test scores of media literacy skills than the pre-test ones. After the learning experience arrangement, the children were able to identify the content of media and the source of media. In addition, they were able to distinguish facts from opinions in a rational and effective manner, understand the language and explain the meaning of information in the media, judge and tell the credibility of media content better. Finally, they could better use various information to design and create their own designs for their own work and others.