PROJECT-BASED LEARNING OF MARX-LENIN POLITICAL ECONOMY FROM THE PERSPECTIVE OF JOHN DEWEY'S EDUCATIONAL PHILOSOPHY – THE CASE OF PHAM NGOC THACH UNIVERSITY OF MEDICINE

Abstract

This article focuses on analyzing and evaluating the current status of project-based learning in the Marx-Lenin Political Economy course for students at Pham Ngoc Thach University of Medicine, from the perspective of John Dewey's educational philosophy. The study employs a cross-sectional descriptive method, selecting a sample of all undergraduate students who have completed the Marx-Lenin Political Economy course. Data was collected through self-administered questionnaires covering general information, readiness levels, learning goals, interest levels, and factors influencing project-based learning methods. In total, 417 responses were collected and processed using SPSS 20.0 software. The research results are presented in terms of average percentage and standard deviation. Based on the collected and analyzed data, the article provides recommendations to enhance the effectiveness of project-based learning in the Marx-Lenin Political Economy course for students at Pham Ngoc Thach University of Medicine