AN INTEGRATED PROJECT-ORIENTED PROBLEM-BASED LEARNING APPROACH AND FUTURES WHEEL THINKING MAP MODULE TO FOSTER FUTURE THINKING AMONG SECONDARY SCHOOL STUDENTS

Abstract

This study aimed to determine the validity and reliability of the developed Future Thinking (FT) Module by integrating the Project-Oriented Problem-Based Learning approach and the Futures Wheel thinking Map. The FT module aimed at fostering future thinking among secondary school students. The FT module contained six project activities. The evaluation of the module involved a total of three expert panels, 19 teachers and 44 Form Four students (16-year-old). Data were collected using a module evaluation form and three sets of five-likert scale questionnaires to determine the validity and reliability, feasibility, and usability of the module activities in fostering future thinking. The expert panel reached a high degree of agreement of 93.10 percent that the module constructed was able to meet the outlined criteria with slight improvements. The results of the teachers’ evaluation of the modules showed an overall mean value of 4.64. This indicated that the teachers agreed that the constructed modules could be used as a guide for learning activities to improve future thinking skills. The Cronbach Alpha value obtained for the feasibility of the activity was .71, which indicated that the internal consistency of the developed module activities was acceptable. The overall mean score value for the usability assessment of the activity was 4.56, showed that the students agreed the module could foster their future thinking. In conclusion, the FT module has high validity and acceptable reliability to foster future thinking among secondary school students.