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Becoming socially responsible: the implementation of project-oriented problem-based learning

Project-oriented problem-based learning (POPBL) is an alternative approach to innovative teaching and is widely implemented in the classroom. However, little information is gathered pertaining to its implementation in psychology-related subjects. The present study is guided by two objectives: 1) to...

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Main Authors: Alwi, Azlin, Hussin, Ruhaya
Format: Article
Language:English
Published: International Journal of Contemporary Educational Research (IJCER) 2018
Subjects:
BF Psychology
L Education (General)
Online Access:http://irep.iium.edu.my/68962/1/becoming%20socially%20responsible%2C%20azlin%2C%20ruhaya.pdf
http://irep.iium.edu.my/68962/
http://ijcer.net/download/article-file/602245
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spelling my.iium.irep.689622019-01-07T06:52:56Z http://irep.iium.edu.my/68962/ Becoming socially responsible: the implementation of project-oriented problem-based learning Alwi, Azlin Hussin, Ruhaya BF Psychology L Education (General) Project-oriented problem-based learning (POPBL) is an alternative approach to innovative teaching and is widely implemented in the classroom. However, little information is gathered pertaining to its implementation in psychology-related subjects. The present study is guided by two objectives: 1) to examine students’ perception of this type of approach, and (2) to determine whether students’ perception improves after the implementation of POPBL. 103 participants aged between 18-24 years old (M = 21.91, SD = 2.14) participated in this study. A measure, named the Students’ Learning Experience Scale (SLES) was constructed to determine participants’ perception of their learning in five aspects: (1) acquired knowledge, (2) soft skills, (3) contribution and engagement, (4) sustainability; and (5) assessments. The results from the present study suggested that the POPBL was indeed highly acceptable and favored by all students. A paired t-test was also conducted to evaluate the effectiveness of the approach on students’ scores on the SLES. The results show that there was a significant difference in the scores for students’ perception of the course before (M = 4.15, SD = .45) and after (M = 4.41, SD = .40); t(87) = (-4.05). p = .000. These findings were further discussed with respect to the current literature on teaching and learning approaches, and the significant implications in developing effective pedagogic strategies. International Journal of Contemporary Educational Research (IJCER) 2018-12 Article PeerReviewed application/pdf en http://irep.iium.edu.my/68962/1/becoming%20socially%20responsible%2C%20azlin%2C%20ruhaya.pdf Alwi, Azlin and Hussin, Ruhaya (2018) Becoming socially responsible: the implementation of project-oriented problem-based learning. International Journal of Contemporary Educational Research, 5 (2). pp. 103-112. http://ijcer.net/download/article-file/602245 10.33200/ijcer.478973
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
topic BF Psychology
L Education (General)
spellingShingle BF Psychology
L Education (General)
Alwi, Azlin
Hussin, Ruhaya
Becoming socially responsible: the implementation of project-oriented problem-based learning
description Project-oriented problem-based learning (POPBL) is an alternative approach to innovative teaching and is widely implemented in the classroom. However, little information is gathered pertaining to its implementation in psychology-related subjects. The present study is guided by two objectives: 1) to examine students’ perception of this type of approach, and (2) to determine whether students’ perception improves after the implementation of POPBL. 103 participants aged between 18-24 years old (M = 21.91, SD = 2.14) participated in this study. A measure, named the Students’ Learning Experience Scale (SLES) was constructed to determine participants’ perception of their learning in five aspects: (1) acquired knowledge, (2) soft skills, (3) contribution and engagement, (4) sustainability; and (5) assessments. The results from the present study suggested that the POPBL was indeed highly acceptable and favored by all students. A paired t-test was also conducted to evaluate the effectiveness of the approach on students’ scores on the SLES. The results show that there was a significant difference in the scores for students’ perception of the course before (M = 4.15, SD = .45) and after (M = 4.41, SD = .40); t(87) = (-4.05). p = .000. These findings were further discussed with respect to the current literature on teaching and learning approaches, and the significant implications in developing effective pedagogic strategies.
format Article
author Alwi, Azlin
Hussin, Ruhaya
author_facet Alwi, Azlin
Hussin, Ruhaya
author_sort Alwi, Azlin
title Becoming socially responsible: the implementation of project-oriented problem-based learning
title_short Becoming socially responsible: the implementation of project-oriented problem-based learning
title_full Becoming socially responsible: the implementation of project-oriented problem-based learning
title_fullStr Becoming socially responsible: the implementation of project-oriented problem-based learning
title_full_unstemmed Becoming socially responsible: the implementation of project-oriented problem-based learning
title_sort becoming socially responsible: the implementation of project-oriented problem-based learning
publisher International Journal of Contemporary Educational Research (IJCER)
publishDate 2018
url http://irep.iium.edu.my/68962/1/becoming%20socially%20responsible%2C%20azlin%2C%20ruhaya.pdf
http://irep.iium.edu.my/68962/
http://ijcer.net/download/article-file/602245
_version_ 1643618689302396928
score 13.211869

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