” DIFFERENT STROKE FOR DIFFERENT FOLKS” Project Based Learning for Continuous Guidance and...

CHAPTER 1

INTRODUCTION

1.0 Introduction and Background

Projects have been a regular feature in the assessment

process of trainees for many years in the teachers’ training

institutes of Malaysia. In our institute, we have been

engaged in this process almost every year for the last ten

years. But after all this time, we have had a nagging feeling

and perception that the process was not utilized for maximum

benefit especially for the trainees who were engaged in the

process of learning.

From observation and experience, more often than not,

the trainees have left the work of doing their project to the

last minute resulting in a feverish attempt to complete their

task in a short time of two to three weeks. Even though

attempts have been made to give out their project task early

in the year, yet the same scene plays itself out like a

broken record at the end of the first semester. Therefore1

this study entitled “Project-Based Learning for Continuous

Guidance and Independent Learning” is hoped to bring about

positive changes in the mode of evaluation in Institute

Pendidikan Guru Malaysia, Kampus Gaya (IPG).

1.1 Background and Rationale

Every year, each department administers a feedback form in

accordance to the requirements of the MS ISO 9001:2000

process. Last year (2008), science department received the

least favorable result with a mean of 3.64 (LAM-PT14-06)

with four as the maximum. This was the lowest of all the

departments in our institute. In addition to this, all the

six lecturers felt rather dissatisfied with the classical

approach where the assignment is given and collected end of

the semester. The students were not motivated nor challenged

by the assignment question. Therefore, at the end of last

year, after the department’s meeting, it was decided that a

new approach was needed and Project Based Learning was

selected. This responsive action research is an attempt to

address this problem and bring about an improvement in the

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way lecturers, conduct the whole process of guidance for

teacher trainees to complete their major course work.

1.2 Statement of the Problem

Assignment is a normal mode of accessing a trainee. However

the current approach used in the science department of

Institute Pendidikan Guru Malaysia, Kampus Gaya (IPG) is not

challenging and motivating, hence the trainees leave it

until the last moment and the quality of the assignment is

poor. There is not much collaboration between trainees and

lecturers in completing the assignment. Though the

assignment is given early in the semester, the trainees only

do it just a few days before due date. The answers to the

assignment are similar and lack creativity. The assignment

is not helping trainees to develop and mature into

independent individuals who are able to face situations in

schools. The aim of this study is to create a new mode of

assessment using the “problem based” assignment which

requires continuous guidance by lecturers and independent

learning by trainees should make them bloom into a teacher

ready to teach science in any situation.

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1.3 Research Objectives

The new mode of assignment for the science coursework (Kerja

Kursus Berasaskan Ilmu ) (KKBI) is based on the principles

and approaches as espoused by the Project-Based Approach

according to Ann Lambros (1990). The expressed objectives

are threefold:

1. To apply a more systematic and continuous guidance

for our teacher trainees using the project-based

approach.

2. To instill independent learning as they go through

the process of producing their project.

3. To explore the approaches and skills that lecturers

need to help improve their service of continuous

guidance for the trainee teachers.

1.4 Research Questions

This study aims to answer the following questions:

1. How the trainees viewed the new mode of Project-Based

Learning assessment (PBL)?

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2. What sort of guidance do the trainees expect from the

lecturers to complete the new mode of Project Based

Learning (PBL) assessment?

3. What skills lecturers need to guide trainees in this

new mode of assessment?

1.5 Significance of the study

The findings of this study will be implemented while

constructing the questions for the coursework (Kerja Kursus

Berasakan Ilmu – KKBI) in future. It will also help lecturers

to equip themselves with the relevant knowledge and skills

while guiding trainees to carry out their KKBI. However the

findings from this study, will only be appropriate if the

mode of assessment is Project Based.

1.6 Limitations

This study was conducted in IPGK Kampus Gaya, Kota

Kinabalu and most of the KPLI trainees are from Sabah and

Sarawak. Thus the guidance and help they requested might not

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be the same as in other colleges in the west who have access

to various sources like books, journals and university

libraries. The study was also conducted based on Project

Based Learning and therefore the findings will only be

appropriate for this mode of evaluation.

1.7 Operational Definitions

Project Based Learning

Project based Learning (PBL) as a systematic teaching method

that engages students in learning knowledge and skills

through an extended inquiry process structured around

complex, authentic questions and carefully designed products

and tasks. This definition encompasses a spectrum ranging

from brief projects of one to two weeks based on a single

subject in one classroom to year long, interdisciplinary

projects that involve community participation and adults

outside the school.

Kerja Kursus Berasaskan Ilmu (KKBI)

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Coursework for major subject which is compulsory for

trainees in teacher training colleges in Malaysia is known

as “Kerja Kursus Berasaskan Ilmu” (KKBI).

Kursus Pengajian Lepas Ijazah (KPLI)

“Kursus Pengajian Lepas Ijazah” (KPLI) trainees, refer to

students who have completed a first degree and are currently

undergoing a training programme to become teachers in

primary schools in Malaysia.

1.8 Conclusion

This study which uses a new mode of assessment (PBL) in

IPGaya hopes to improve the quality of KKBI and produce

teachers who are able to work independently and maximize

creativity and innovation in teaching science.

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CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

Assignment is a normal mode of accessing a trainee. However

the current approach used in the science department of

Institute Pendidikan Guru Kampus Gaya (IPGaya) is not

challenging and motivating, hence the trainees leave it

until the last moment and the quality of the assignment is

poor. There is not much collaboration between trainees and

lecturers in completing the assignment. Though the

assignment is given early in the semester, the trainees only

do it just a few days before due date. The answers to the

assignment are similar and lack creativity. The assignment

8

is not helping trainees to develop and mature into

independent individuals who are able to face situations in

schools. The aim of this study is to create a new mode of



learning by trainees should make them bloom into a teacher

ready to teach science in any situation.

Educators like John Dewey have reported the benefits of

experiential, hands-on, student directed learning for the

past 100 years. Research has shown the effectiveness when

students are engaged, have planned field trips, laboratory

investigation and interdisciplinary activities that enrich

and extend the curriculum (Son, 1999). Teachers have been

giving projects to students for the past few decades but it

has become more formal and is fast becoming a part of the

curriculum in many countries (Ann Lambros 1990).

PBL has its roots in problem based learning which was

used in medical schools (Bereuter, 1999). In schools PBL was

more appropriate and is done within the curriculum which is

designed in accordance to the culture and need of a nation.

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2.1 The Need for Change

Education is a tool to bring about “changes” in a

society. As a educator, new innovative approaches in

teaching and learning should be developed continuously to

improve the quality of education parallel to the dynamic

changes in the current society.

The Minister of Education in his 2006 Ministerial

Message stated: “The way we assess our children’s

achievements in learning must be in response to developments

and changes in the world” (Hishamuddin Hussein, 2006).

This statement is a call for all educators to seek new

approaches in the teaching and learning strategies. The

mode of assessment must benefit the person who is conducting

the assessment to determine the rank of his or her student.

At the same time, the students who are assessed must also

benefit them and bring about changes intrinsically and

extrinsically.

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2.2 Project- Based learning

Project Based Learning is a model where learning is done

through a process of self organizing and experiencing

through a given project which is task of higher level.

According to Thomas (2000), the projects given must be

complex, based on challenging questions which require

students to design, create or investigate using their

knowledge and experience. It should also enable students the

opportunity to work independently over extended period and

time before completing the project. This condition is very

favourable for KKBI assessment in teacher training colleges

which require a maximum of six weeks.

PBL is based on a driving question which is designed

based on the curriculum and certain criteria’s. The five

criteria are centrality, driving question, constructive

investigations, autonomy, and realism.

i. PBL projects are central, not peripheral to the curriculum .

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This criterion has two main features. In PBL, the project

is the central teaching strategy; students encounter and

learn the central concepts of the discipline via the

project. There are instances where project work follows

traditional instruction in such a way that the project

serves to provide illustrations, examples, additional

practice, or practical applications for material taught

initially by other means. However, these "application”

projects are not considered to be instances of PBL. Second,

the centrality criterion means that projects in which

students learn things that are outside the curriculum

("enrichment" projects) are also not examples of PBL, no

matter how appealing or engaging (Thomas 2000).

ii. Driving Question

PBL projects are focused on questions or problems that

"drive" students to encounter and struggle with the central

concepts and principles of a discipline. The definition of

the project (for students) must be constructed in order to

make a connection between activities and the underlying

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conceptual knowledge that one might hope to foster."

Ravitz,et al., (2004). This is usually done with a "driving

question" (Blumenfeld et al., 1991) or an ill-defined

problem (Stepien and Gallagher, 1993).

iii. Constructive Investigation

Projects involve students in a constructive investigation. An

investigation is a goal directed process that involves

inquiry, knowledge building, and resolution. Investigations

may be design, decision-making, problem-finding, problem-

solving, discovery, or model-building processes. But, in

order to be considered as a PBL project, the central

activities of the project must involve the transformation

and construction of knowledge understandings, new skills) on

the part of students (Bereiter & Scardamalia, 1999). If the

central activities of the project represent no difficulty to

the student or can be carried out with the application of

already-learned information or skills, the project is an

exercise, not a PBL project. This criterion means that

straightforward service projects such as planting a garden

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or cleaning a stream bed are projects, but may not be PBL

projects.

iv. Autonomy

Projects are student-driven to some significant degree. PBL

projects are not, in the main, teacher-led, scripted, or

packaged. Laboratory exercises and instructional booklets

are not examples of PBL, even if they are problem-focused

and central to the curriculum. PBL projects do not end up at

a predetermined outcome or take predetermined paths. PBL

projects incorporate a good deal more student autonomy,

choice, unsupervised work time, and responsibility than

traditional instruction and traditional projects(Thomas

2000).

V. Realism

Projects are realistic, not school-like. “One of the major

advantages of project work is that it makes school more like

real life. It is an in depth investigation of a real world

topic worthy of children’s attention and effort.” (Sylvia

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Chard, Associate Professor of Education , University of

Alberta, Alberta, Canada).Projects embody characteristics

that give them a feeling of authenticity to students. These

characteristics can include the topic, the tasks, the roles

that students play, the context within which the work of the

project is carried out, the collaborators who work with

students on the project, the products that are produced, the

audience for the project's products, or the criteria by

which the products or performances are judged. There is a

distinction between academic challenges, scenario

challenges, and real-life challenges. PBL incorporates real-

life challenges where the focus is on authentic (not

simulated) problems or questions and where solutions have

the potential to be implemented.

Project Based Learning is sometimes equated with

inquiry-based or experiential learning. Though PBL shares

some overlapping characteristics with these two terms,

standards-focused PBL is designed to acknowledge the

importance of standards and evaluation of student learning.

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In an era where parents and educators place importance to

testing and results, it is imperative that all instructional

methods incorporate high standards, rigorous challenges, and

valid assessment methods.

In addition to research, convincing reports have come

from teachers in Buck Institute for Education (BIE ) that

PBL is a rigorous, relevant, and engaging instructional

model that supports authentic inquiry and autonomous

learning for students. Along with encouraging academic

proficiency and meeting the traditional goals of education,

PBL has important benefits for today’s students. Research

conducted by BIE (2009) in schools in US Teachers report

that PBL:

Overcomes the dichotomy between knowledge and thinking,

helping students to both ‘‘know’’ and ‘‘do.’’

Supports students in learning and practicing skills in

problem solving, communication, and self-management.

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Encourages the development of habits of mind associated

with lifelong learning, civic responsibility, and

personal or career success.

Integrates curriculum areas, thematic instruction, and

community issues.

Assesses performance on content and skills using

criteria similar to those in the work world, thus

encouraging accountability, goal setting, and improved

performance.

Creates positive communication and collaborative

relationships among diverse groups of students.

Meets the needs of learners with varying skill levels

and learning styles.

Engages and motivates bored or indifferent students.

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2.3 Studies on Project Based Learning

There is not sufficient research or empirical data to state

that PBL is a proven alternative to other forms of teaching

strategy. PBL can help a teacher to create a higher

performing classroom in which students form a power full

earning community focused on achievement, self-mastery, a

contribution to the community. PBL is an enrichment activity

that can develop students thinking skill to develop a

meaningful project using knowledge and content received by

other teaching methods. PBL will enable students to be well

prepared for real life situations which require an

individual to solve problems or carry out a project.

Engineering, accountancy management and many other fields

require candidates who are able to work independently and

produce a project as a final product for assessment.

PBL also has its limitation as it is not appropriate

method for teaching certain basic skills such as reading or

computation; but it does provide an environment for the

application of those skills. More important, evidence shows

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that PBL enhances the quality of learning and leads to

higher-level cognitive development through students’

engagement with complex, novel problems.

Engineering students from University Technology

Malaysia has been exposed to project based learning and

their lecturer reported that the performance in exams were

better and students themselves admitted that they learnt

more and felt a sense of belonging towards the project and

also enabled them to master skills other then engineering

while doing their project. However all these studies did not

mention the guidance and help, the lecturers rendered to the

students doing the PBL.

Studies conducted by Roslan Hashim and Mokhtar Aizizi

(2009) on civil engineering students at the end of year one

of a four-year civil engineering degree programme using PBL,

found that the outcomes for the hard skills, engineering

survey and conceptual engineering design, were achieved

though with lesser degree for the engineering design. The

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shortcomings were related to the fact that students had not

yet been taught engineering design. The other aspects were

better because students had already been taught those

aspects. Students became more confident and learnt soft

skills and hard skills on engineering but the intricate and

finer aspects were lacking. This mode of learning added more

cost to the department as it required transport, manpower in

handling equipments and lecturers’ time. However, the

researchers reported that the outcome would have been better

if this project was carried out at the end of year two. Some

of these issue were similar to the teacher training

college too because it required more of lecturer’s time and

commitment as well as cost to the department.

During a Conference on Engineering Education in Kuala

Lumpur, Dec 14-15, 2000, one lecturer reported that his

engineering students reported that PBL was so useful to him

and his team members and said “If I’m the Minister of Education, I will

enforce PBL even on primary and secondary school students!” In the same

conference some lecturers also reported that some students

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were just not in favour of this mode of learning. The

lecturer felt the reason for this attitude was because they

were not taught using this method in schools. Thus this mode

of learning using PBL among KPLI students will encourage

them to teach using PBL strategy.

During a three-year period of the study, conducted by

Boaler (1997) in two British secondary schools he observed

and interviewed students periodically. At the traditional

school, students' responses to the textbook-based teaching

were, according to Boaler (1997), "consistent and fairly

unanimous...the majority of students reported that they

found (the) work boring and tedious." Moreover, "the

students regard mathematics as a rule-bound subject and they

thought that mathematical success rested on being able to

remember and use rules." In contrast, students at the

project-based school regarded mathematics as a "dynamic,

flexible subject that involved exploration and thought."

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Results from mathematical assessments administered in

each of the three years favored the students at the project-

based school. Students at the project-based school performed

as well as or better than students at the traditional school

on items that required rote knowledge of mathematical

concepts, and three times as many students at the project-

based school as those in the traditional school attained the

highest possible grade on the national examination.

This three year period study showed that significantly

more students at the project-based school passed the

national examination administered in year three of the study

than traditional school students.

2.4 Conclusion

Since all these studies show a marked improvement in the

output of students and also there is a tendency to become

more independent in learning and carrying out projects on

their own with a deeper commitment, this mode of evaluation

could bring about positive changes among KPLI trainees in

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IPG. However the guidance the lecturers rendered while the

project was carried out has not been stated in these

studies. Thus this study should throw some light on the

roles of the lecturers in guiding the trainees while they

carry out Project Based Learning.

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CHAPTER 3

METHODOLOGY

3.0 Introduction

This chapter discusses the implementing of Problem Based

Learning (PBL) to overcome the problem in the structuring

and conducting of KKBI in IPG. The research design is based

on Action Research. The instrument for the study is a set of

open ended questions given periodically to the samples. The

samples for this study are 36 KPLI teacher trainees who are

majoring in science and 7 lecturers teaching the science

course. The procedure here was a set of scenario given to

the samples who were required to have a journal each and

record reflections as they go on with their PBL. Data was

collected from the respondents as they answered the open-

ended questions given to get feedback from the trainees.

The effects of continuous guidance was observed and

qualitatively measured from the trainees’ response and

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feedback. The feedback from the first stage questionnaire

was analysed and the fourth and fifth scenario was given to

the students with modification in the style of guidance by

the lecturers.

3.1 Research Design

This study is an adaptation of action research which

involves four stages: plan, act, observe and reflect

(Kemmis, 1988; MacIsaac, 1995; Sasman, 1983).

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Figure 1: Action Research Cycle (adapted by MacIsaac,

1995)

In the first cycle the first, second and third

scenarios of the Project Based Learning were given to the

trainees and were told to record all their findings and

feelings in their journal. The journal was handed to the

researcher and the lecturers recorded their observation.

Based on the observation and reflection, the second

cycle was planned. The trainees were divided into 6 groups

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and each lecturer supervised one group of trainees. Each

lecturer supervised between four to sic trainees. The

supervision was weekly and the trainees were required to

report their findings to their respective lecturers. Both

the lecturers and the trainees also kept a journal

The second research cycle was conducted with

modification in the mode of guidance given by the lecturers.

This was followed by a collective postulation of several

possible solutions, from which a single plan of action

emerged and was implemented. Data on the results of the

intervention were collected and analyzed, and the findings

were interpreted in light of how successful the action has

been. At this point, the problem was re-assessed and the

final stage of the KKBI question was finalized.

The coursework for the Science trainees was based on

PBL and it required the lecturers and trainees to plan

according to the scenarios and act accordingly. Lecturers

were required to observe the students’ progress and guide27

them accordingly. The most important data were from the

reflections that the trainees and lecturers wrote in their

journals. The students’ reflections and the answers to the

open-ended questions were given in three stages.

In order to diagnose the problem, data was collected.

This was followed by a collective postulation of several

possible solutions, from which a single plan of action

emerged and was be implemented. Data on the results of the

intervention was collected and analyzed, and the findings

were interpreted based on the action taken towards the

earlier problem. At this point, the problem was re-assessed

and the process was stopped after the KKBI was submitted to

the lecturers.

3.2 Instrument

The trainees were given five scenarios periodically as shown

below:

Scenario 1:

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You are a beginning teacher who is going to teach science in

primary school. As a beginning teacher you will need to

prepare your lessons before you enter your class.

What you know:

What you need to know:

Scenario 2:

You are going to teach level two primary Science on the

theme Investigating Material. To teach this topic, you will

need to have many real objects made of different types of

materials to use in the teaching and learning process. Your

intention is to teach the topic so that your students are

actively involved in minds-on and hands-on fashion.

What you know:


Scenario 3:

To encourage self-learning and independent investigations by

your students, you will prepare a learning kit that your

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students can use for self-learning. These modules need to be

provided with a robust collection of objects made from

different materials. Your students can then be guided to

carry out experiments or investigations that will help them

discover the science concepts contained in the module. This

teaching and learning package on Investigating Materials

need to be comprehensive enough to cover the syllabus for

that year.

Scenario 4:

Using what you have prepared, choose one topic to prepare a

detailed lesson plan using the 5-Phase of Needham for a 1

hour class. Carry it out in a macro teaching session in

pairs. Reflect on the effectiveness of the learning kit, the

teaching and learning process and the activity. Suggest

improvements and modifications as you deem necessary.

Stage 1 Questionaire

The Early Stage (Jan - Mac 2009)

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What type of guidance do you hope to get from your

lecturers in this course work?

In your opinion, what is your lecturer’s role in

helping you in the successful implementation of your

course work?

Scenario 5:

You will be posted to a primary school in Sabah. Using the

learning kit, plan an actual lesson to be taught in a

classroom. Using paired teaching with the teacher or by

yourself, carry out the lesson using the materials in the

kit. Carry out reflections on how effective the lesson was

and suggest improvements either to the kit or to the

teaching methodology.

The Mid-Stage (April –June 2009)

What is your role in the process of completion of this

course work?

What did you expect from your lecturers in this stage?

How did your view on the role of your lecturers changed

as the course work progresses?

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What is your personal opinion of the helpfulness of the

role of the lecturers?

What do you wish to change about the role of the

lecturers?

How have you struggled in your learning process?

The End Stage (July-September 2009)

How did the guidance of the lecturers help you in this

coursework?

How have you changed and what were the factors that

helped bring about these changes?

How would you rate the usefulness of meeting your

lecturers every week for consultation of the progress

of your course work?

What was the most helpful thing about that consultation

time?

What was the least helpful thing about that

consultation time?

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Other instruments were used to get the feedback include

journals, folio and the science kit designed by the

trainees.

3.3 Sampling

The sample consists of 36 KPLI students majoring in science

in Institute Pendidikan Guru Malaysia Kampus Gaya . There

were 12 male trainees and 24 female trainees. All the 36 of

them graduated from local universities.

3.4 Procedure

Trainees were required to think ahead as they solved

problems presented to them, scenario to scenario. Each time,

a bit of the task was elicited from them and revealed to

them. The first three weeks trainees were free to do as they

wanted. After the first feedback from the trainees and

lecturers were analysed, new approach was formulated based

on the first cycle.

This was done by weekly consultation time in groups of two

to three persons with their specific lecturers. These

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meeting were to monitor their progress made and to guide

them to make their own decisions for the next step towards

the completion of their task.

Regular team discussions was held by the team of

lecturers to ensure the same approach was carried out with

consistent regularity. The work of the students and their

responses to the scenarios helped to determine if

independent learning was carried out with increasing

freedom.

3.5 Data Collection

Five scenarios were prepared which were unfurled to the

trainees in response to their progress made (See Appendix

A). The effects of continuous guidance was observed and

qualitatively measured from the trainees’ response and

feedback (as given in their journal reflections) as the

lecturers gave them specific open questions to think and

give feedback on (See Appendix B). These open ended

questions allowed the students to give their own personal

34

perspective as to their own learning process and growth in

the area of independent learning. Lecturers also wrote their

journal reflections on the process they underwent with their

trainees.

3.6 Data Analysis

Qualitative methods of data analysis were employed to

identify significant patterns to surmise possible localized

conclusions that answered the research questions contained

in the objectives. A coding system was used to categorize,

synthesis and collate the qualitative data in the process of

determining the emerging patterns. Summaries were made with

possible explanations and learning statements on the part of

the researchers.

3.7 Conclusion

This study is an action research with two cycles based on

the model created by MacIsaac in 1995. The first cycle was

implemented with the planning of the new mode of KKBI using

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the problem-based approach. Then the KKBI was given to the

trainees who were required to carry out the assignment.

Simple questions and encouragement were given from time to

time. While this was happening, the trainees’ attitude was

observed and the reflections written by the trainees and

lecturers were collected and analysed. Subsequently, a new

plan was formulated to address the issues encountered. The

second plan was modified by grouping trainees to a specific

lecturer and a weekly meeting where the trainees met and

discussed their findings and progress with their assigned

lecturers. After the second cycle the action research was

stopped and the data collected was analysed. This feedback

will be useful for the planning and implementation of course

work in future.

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CHAPTER 4

RESEARCH FINDINGS

4.0 Introduction

The aim of this study is to create a new mode of course work



learning by trainees. This is done with the hope that

process will facilitate their maturing process and make them

bloom into a teacher ready to teach science in any

situation. Data collected in the three different stages were

analysed using simple qualitative approach.

4.1 Implementation of the First Cycle

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In the first cycle of this action research, the students

were given their assignment in stages according to the

scenarios prepared. But before that happened, the lecturers

sat down to discuss the approach that we all should adopt so

that there is some measure of similarity in the

implementation of the course work PBL style. We needed to be

on the same page especially since our role should shift from

the giver of information or maker of decision to that of a

facilitator. That proved to be quite a challenge and a

paradigm shift for the lecturers. Dr. Ng reflected on this

process as the team sat together and deliberated on this:

This was the second time we sat down to talk about PBL approachused for KKBI. I asked my team about how we should go aboutpresenting the KKBI to our trainees when we meet them for the firsttime. I was not surprised when one lecturer said that we should passthem a printed sheet with the JPT explaining what they should do. Ihad to say “NO” as this is precisely what we should not do. We shouldinstead draw the ideas from our trainees. As we present thescenarios, we should ask them questions to get them to tell us theirideas and not tell them what we want from them. This is facilitationskills that we need to learn. We are more used to tell our traineesdirectly what they should do. Because of this, we have to experiencea paradigm shift in thinking and a change in methodology inguiding our trainees in doing their KKBI. (Journal NKC_22/1/09)

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It was important that the lecturers were on the same

page and that they all buy in to the idea that our role

needed to be one of facilitators. The point is to encourage

adult learning that is independent. We need to learn to use

questioning skills to help them do their own thinking,

processing of information and synthesizing of ideas.

The lecturers briefed the students altogether

explaining to them the mode of PBL. They were also informed

that they were expected to work independently and to show

initiative. Questions were fielded and explanations were

given without revealing too much of the rest of the

scenarios. They were then released to begin their course

work. Some open ended questions were given to the students

to gauge their initial response.

The Early Stage Questions (Jan- Mac 2009)

1. What type of guidance do you hope to get from your


39

2. In your opinion, what is your lecturer’s role in helping

you in the successful implementation of your course work?

4.1.1 Early Stage Responses

The following are some of the extracts from the reflections

written by trainees in the journal which was submitted to

the lecturers.

I was still blur what should I do… What do the lecturers want us to present… Lecturers should just tell what they want I did not know how to start to plan… I am getting a big problem... I assumed I will be guided step by step

[NKC/S/02/5/3]

I really need guidance and help from the lecturers. Why not lecturer just tell what I’m supposed to do.. cannot relate ,blurr don’t know what the question want or the lecturer

[SOP/S/01/11/3]

I hope they tell me their experiences… I’m blur… just tell what they want… Are they giving riddles? I m so angry frustrated… need their help from time to time…

[NKP/S/01/11/3]

I really don’t know about this…why cant the lecturers just tell..

40

This is new for me.. I’m blur… ’m shock… I need help from lecturer… My assignment in university much easier…

[SAD/S/01/11/3]

After the first scenario was given to the trainees

there was a lot of unhappiness among the trainees. They were

in a shocked stage and were facing difficulties in

proceeding the KKBI. They did not have clue on how to start

their project because this approach was very different from

their previous experience in doing assignment in

universities. In addition they were from various disciplines

which were not related to teaching. Therefore they were

experiencing a mental block and could not proceed further.

This was highlighted in their reflections which have been

classified based on the common themes as shown in the table

below.

Trainees feedback Frequency

I was still blur… what should I do… 24/36

41

I am having problemWhat do the lecturers want us to present…I did not know how to start to plan…I assumed I will be guided step by step I really need guidance and help from thelecturers. don’t know what the question want I hope they tell me their experiences…Never used to this type assignmentJust tell what they want…Need their help from time to time…I m so angry& frustrated…Shocking…This is new for me..Are they giving riddles?Cannot relate

23/3623/3621/3620/3620/3620/3619/3619/3619/3617/3617/3614/3612/3611/3610/36

Comments written by the trainess were analysed and

categorized as follows:

1. Problem to change their understanding.

2. They were not ready to take the responsibilities

3. They have experience to get information from previous

learning experience but have problem in adapting to the

new mode of assignment

4. To change the attitude and learning style from get

directly to explore / self learning.

5. They don’t understand their responsibility42

6. They lack motivation and creativity

7. They are not used to this mode of studying. They prefer

to be told in detail.

4.1.2 Groping in the Dark

When we walk into a dark and unfamiliar room, we usually

extend our hands and start groping in the dark. This is

because we feel insecure about what is ahead of us and we

progress slowly and cautiously. Usually our emotions are

heightened and our adrenaline flows to keep us more alert to

new situations that we face. The early stage of implementing

PBL was very much like that for both the lecturers and

trainee teachers.

On the part of the trainee teachers the uncertainty and

the sense of confusion was clearly expressed by them. They

were used to assignments and course work being fully and

clearly explained in the beginning. The path ahead was

clearly mapped out for them by the lecturer and each stage

43

was elucidated so that they knew the path they were going to

take.

In this approach of PBL, the assignment was like a

murder mystery, unfolded to them in stages according to the

scenarios. The path ahead for them was not unfurled in full.

This was done with the intention that they would learn

independently instead of relying on their lecturer to tell

them what to do.

The lack of clarity in the beginning caused them to be

like people groping in the dark. They expressed that they

were blur, confused and frustrated. This situation was new

to them and it made them uncomfortable. It was uncharted

territory for them and they felt very insecure and unsure

how to forge ahead in their task. This was understandable

because new situations tend to bring out such negative

feelings. They were also frustrated with the lecturers whom

they expected to tell them what to do but they seemed

elusive and evasive.

44

4.2 Implementation of the Second Cycle

New strategies were planned to overcome the problems faced

by both trainees and lecturers. Trainees were divided into

small groups under specific supervision. Each lecturer was

allotted 4 to 6 trainee each and had to have compulsory

meeting with the same lecturer weekly. All trainees were

encouraged to explore and not jump the gun.

The trainees were also introduced to on-line

supervision using Claroline (http:/campus.claroline.com).

This helped trainees to go online and post messages to

lecturers and other classmates. Lecturers can be contacted

even when they go outstation. The mid-stage open-ended

questions below were then administered to monitor the

responses of the students.

The Mid-Stage Questionnaire (April –June 2009)

1. What is your role in the process of completion of this

course work?

45

2. What did you expect from your lecturers in this stage?

3. How did your view on the role of your lecturers changed


4. What is your personal opinion of the helpfulness of the


5. What do you wish to change about the role of the

lecturers?

6. How have you struggled in your learning process?

The End Stage Questionnaire (July-September 2009)

1. How did the guidance of the lecturers help you in this

coursework?

2. How have you changed and what were the factors that


3. How would you rate the usefulness of meeting your

lecturers every week for consultation of the progress of

your course work?

4. What was the most helpful thing about that consultation

time?

46

5. What was the least helpful thing about that consultation

time?

Other instruments that were used to get the feedback include

journals, folio and the science kit designed by the

trainees.

4.2.1 Second Stage Data

The Mid-Stage (April –June 2009)

What is your role in the process of completion of this

course work?







lecturers?


Trainees Feedback Frequency

47

Cannot depend on lecturer aloneSleepless nightsThe KKBI on my mind all the time PBL has become part of my lifeJust tambah kerja, more workloadI am beginning to know what is required frommeMeeting with lecturer important Without lecturer I m goneWhen I bring journals and downloads lectureris still not satisfiedDon’t know how to make lecturer satisfiedDiscussion with lecturer makes me realize howlittle I know Nice to use Claroline when shy to telllecturer Lecturer make me feel sillyIs he listening to what I am saying?I need my lecturerDon’t like this PBLBoring wasting timeI have become more independentI am more confidentLecturer should just tell and make it easy Wasting time meeting lecturer every week

28/3622/3622/3620/3621/3621/3621/3620/3620/3619/3619/3617/3613/3612/3611/369/368/364/364/364/364/36

Lectures Reflection

Lecturers Comment Frequency

I don’t have the skill to supervise thetrainees on this type of assignment.

Make a same platform from every lectures tounderstand the role, concept,

2

4

48

responsibility

I m angry and don’t know what the traineesexpect from me.

How much can I tell them?

I am beginning to realise that howindividuals respond to this approach ofdoing assignments also depends on theattitude of that person.

We have to moderate how much of hold wehave on the process depending on the personwe relate to.

Different strokes for different folks

4

5

5

5

6

4.2.2 Cycling Without the Training Wheels

In this second cycle, it could be detected that the trainees

were growing in confidence. Just like learning to ride a

bicycle, the lecturers started to release hold on the

‘bicycle’ as the trainees started to actually balance and

ride. Eventually, they could cycle without the training

wheels and with modest help from the lecturers. However,

both trainees and lecturers had to pay the price before they

could advance to the end of this stage.

49

4.2.3To Tell or Not To Tell, That is the Question

The second cycle was challenging for the lecturers. Trying

to stay on the same page was not an easy task. It became

evident that even though it was discussed and moderated in

the early stage, each of the lecturers had their own

interpretation of their role in the PBL process. Heart-to-

heart discussion in a professional way ruffled some feathers

as was evident from the ‘angry and frustration-laden’

comments from 4 lecturers. Lecturers have realized that

different people work differently and the encouragement and

information received and perceived could be quite different

as initially intended. Different strokes of different folks

were barriers that had to be scaled in the steep ‘wall’ of

PBL.

Some of the thorns in the flesh among the lecturers

were matters like whether to allow the students to jump the

gun and go straight for the making of the learning kit, how

50

much of reference materials to collect and the extent of

graphic organizers that had to be produced by the students.

Even though some of these details had been stipulated in the

marking scheme that was formulated at the early stage, yet

the interpretation could be rather varied. During one of the

meetings, the atmosphere became rather heated and tense as

some of them expressed their displeasure that they were not

told that they were to do those matters with their trainees.

Thus, the question of remaining on the same page for the

lecturers was focused on how much the team leader should

“tell”. Communication was a sticky point and it was

exacerbated by the fact that lecturers were very mobile and

busy, thus limiting the possibility of sitting down together

to moderate the process. Another lecturer wrote her view as

below:

They always come to me with the hope that I would give them whatshould be fulfilled in their KKBI. They felt disappointed and uneasy ifI did not give direct answer on what the KKBI required. They eventhought that I knew nothing about an educational paradigm thatthey pointed out. Very frustrating and upset! They want 100% answerfrom lecturer with the reason that they do not have the background

51

knowledge on what we want them to undertake in KKBI. (JournalSOP_18/02/09)

4.2.4To Be or Not to Be, That is the Question

When it came to the guidance the lecturers provided for

their students, they were faced with the dilemma as to how

much information and guidance to give to the trainees as

they went about looking for materials and resources and as

they processed it according to their needs. The lecturers

were always walking in tension whether to be the provider of

information and decisions (which they were quite used to

be). One of the lecturers wrote her grievance regarding this

in her journal.

I feel frustrated each time I meet the trainees. They are just lookingat me hoping I will tell them what they are supposed to do. I amsometimes angry with my boss for coming up with this PBL idea.Cant blame him alone , we all also agreed for this mode but now it isso frustrating. Wish we had given them the assignment a bit laterwhen they have learnt all the different educational strategies. It willbe so much much easier just to tell them , but guiding them to dotheir own thinking is just too hard.(Journal NKP_25/2/09)

52

The skill that they had to learn was how to guide

without telling. This required the facilitation skill of

using probing and guided questions. The following accounts

will illustrate what is meant by facilitation by using

questions.

4.2.5 A Plethora of Terminology

During one session, one of the lecturers unknowingly waded

into the quagmire of terminologies used. This is how he

described it:

Was away and so had to combine the 2 groups under mysupervision. Frankly, I did not know what to expect and did notprepare ahead anything in particular.

The three girls (F, J and S) came first and started sharing about whatthey know and what they need to know from the scenario 2. As theystarted sharing I began to detect that there was a confusion ofterminology.

Everything seemed to be materials to them (beaker, wood, glass) –those things that they had to collect (to make their kit). Later Lumiatiand Diana came and joined us. They added more terminology to ourdiscussion: tools and instruments for teaching, materials forresources (books and syllabus) and references, materials such assolid, liquid and gases. By this time, I knew that we had tosynchronize our understanding and use of this plethora ofterminology.

53

I proceeded to ask questions to test their meaning of the words. Ialso opened up the primary science syllabus for year 4 and 5 andasked them to read the terminology used there. As they read thesyllabus, they became aware of the differences and soon were able todistinguish them. The terms we finally agreed upon to use in futurediscussions were:

Materials (wood, metal, clay, glass) Objects (made from materials) Teaching aids (anything to help in T&L process) Resources (books, internet)

(Journal NKC_20/2/09)

This was a classic case of the same word (material)

bearing different meanings to different people. It’s might

just as well have been one person talking in Chinese and

another person talking in Kadazan. It took great effort to

get everyone on the same page in the use of terminology. The

process involved the lecturer asking probing questions to

find out the prior ideas of the trainees regarding the

particular term. This led to a state of conflict when

contradictory opinions were expressed. The next stage of

moderation to arrive at a collective consensus involved the

lecturer asking guided questions.

54

Is a table a material? If not, what is it? Is there

another word that we can use to describe tables, pen,

and books?

If we can’t call what we use to help us teach, what

other word can we use for these things that we use in

the teaching and learning process?

The role of the lecturer was always a facilitator. Instead

of telling the answer, the process evolved through

negotiation and moderation. One lecturer reflected on this

process and what he learnt from the process:

I feel adult learners are able to think ahead but the use of questionsto prod them on was an important skill. The tendency for useducators was to tell. But to get them to think, one must be able toask questions that stimulate them to think for themselves. In PBL,teachers guide the process but they must resist making decisions forthem. Although the process was slower, it was important that theyown this decision-making process. Part of problem solving was thisprocess of making decisions and acting on them. This process willalso enhance and encourage independent learning. Over-reliance onthe teacher to make decisions will cause premature death to thisprocess. Open ended questions and evaluative questions areimportant. But one has to be able to formulate questions on the feeti.e. spontaneously respond to sharing and questions with questions!(Journal NKC_20/2/09)

4.2.6 Jumping the Gun

55

On the part of the trainees, the training wheels were

beginning to come out. They started to take responsibility

towards the completion of their course work. The scenarios

started to be revealed at a faster pace because they were

able to show proof of their readiness. When it was revealed

that they had to prepare the learning kit, many started to

fixate on this task. They tried to jump the gun and start

making their learning kit before they had done their

literature review on different learning methods and

approaches. It was not easy to slow them down and to do the

early ground work first. In addition to this, they had not

had the chance to study and analyse the primary science

syllabus and whatever they did was according to their prior

ideas and opinions formed. Yet they wanted to jump the gun

and start preparing the learning kit and proceed to the

lesson plan.

To illustrate this, consider the following exchange

after the clarification of terminology:

56

After we have cleared the air regarding the terms used, I proceededto guide them to think about their next course of action. I asked thesimple question, “Knowing what you know now, what do you need todo next?”

Their answer was look for information. When I asked them to bemore specific, they answered: What to teach. I had to ask them toconsider what they needed to know before they started planning toteach.

As the questioning continued, they moved from their need to knowwhat level to teach, to topics to be taught, content that coverslearning outcome and objectives.

After prodding further, they said they also needed to know whatmethods to use. I was so glad they brought that up (J). J responded tomy question about what she meant by methods by namingexperiments. This led to thoughts about teaching aids and even thelearning kit (they got the scenario 3 from their friends who attendedtheir academic guidance last Tuesday and Wednesday).

I had to use all my reportoire of questions to get them to understandwhat a learning kit is all about. I asked what is found in a learningkit. They said real objects (they have learned the right terminology). Icontinued to ask them to think what else could be put into the kit.Someone said visual pictures. They also said that the objects in thekit each had its own purpose.

I then asked, “If I were to take your kit and want to use it, how do Iknow what to do with the objects?” They were quick to respond thatinstructions were needed. I asked further, “Instructions for whom?”They eventually said for the teachers and students. “Are theinstructions the same for both teachers and students?” They repliedin unison, “No.” (Journal NKC_20/2/09)

Negotiation on the next course of action was also

facilitated. It took time and effort to bring them to a

57

point where they can think for themselves the sequence of

steps ahead of them. Nevertheless this is essential if PBL

is to promote independence in thinking and decision making.

The following account illustrates how the trainees started

to “ride without training wheels” with a little bit of

prodding and encouragement from the lecturer:

L then asked me one question, “Do we do the kit first and thenresearch on teaching methods?” This was a question that wanted meto make a decision for her. I threw the question for the rest to thinkand answer.

At first one or two of them said that they should do the kit first andthen research on the teaching methods. But eventually D and Jsuggested that it could be done concurrently. I was happy that theyhad thought of that and responded positively to their suggestions,but allowed them the freedom to make their own decision. (JournalNKC_20/2/09)

Another matter to note is that the social interaction

and dynamics in a group promoted and encouraged exchange of

ideas that led to them making decisions on their own. The

bouncing of ideas off their peers and with the lecturer (who

remained a facilitator throughout the process) gave them an

opportunity to test their ideas. The environment needed to

be a safe one in which they were free to express their ideas

58

and allowed to disagree amicably. The lecturer also avoided

playing the normal role of judge and final decision maker.

In PBL, the process is just as important as the

product. What happens in the trainee and the skills or

knowledge gained along the way was important and very much

part of the framework of learning desired in PBL. In other

words, we realize that PBL is not just arriving at the

destination; it also enjoying the scenery along the journey.

4.2.7 Keep on Pounding on the Same Spot

As the process of PBL course work proceeded, it became

apparent that paradigm shifts do not happen easily. But if

implementers of PBL keep pounding on the same spot, a hair

line crack will appear at some point down the line.

Eventually the whole wall of old thinking will come down and

new walls could be erected.

For example, it was only after about two months of

meeting every week and the lecturer playing the role of

facilitator that early signs of independent learning and

59

decision making appeared on the scene. The lecturer

expressed it this way:

Time caught up with us and we had to end. But I complimented themon their progress. D suggested that next time we meet, they couldstart showing me some of their ideas on materials they could use intheir activities. I was happy that she was the one suggesting whatthey should be doing next. This showed that she was taking theinitiative and owning the idea of self-learning. This sign of being self-directed was a good thing for me.(Journal NKC_3/3/09)

It was also somewhere at the end of the phases that ability

to self-evaluate was demonstrated:

When we evaluated the other activities, D kept saying, that theactivities were ordinary and not fantastic. In this sense, she was ableto evaluate for herself whether the activity was interesting or had aninteresting twist to it. I believe that this was part of the process ofself-direction and self-determination. Self-evaluation was animportant part of independent learning .(Journal NKC_3/3/09).

The ability to self-evaluate their work is an important

by-product of independent learning. In this sense, they had

progressed to the point that they could achieve what Bloom

Robert Gagne calls the highest level of learning:

evaluation. But such progress is not easily attained. Most

students are quite happy to fall into the traditional mold

of letting teachers do the evaluation. That’s their comfort

zone. But, if implementers keep pounding on the same spot, a

60

breakthrough will come but only with the price of

perseverance and diligence.


1. How did the guidance of the lecturers help you in this

coursework?




lecturers every week for consultation of the progress of

your course work?


time?

5. What was the least helpful thing about that consultation

time?

Trainees Response Frequency

Guidance was of great helpWouldn’t have completed if not for lecturersguidanceThank you so muchSuitable assignment to become teacher Changed for goodDifferent from the normal assignment The meeting with lecturers was great help I liked the independent working approach

33/3630/3629/3625/3625/3620/3625/3624/3623/36

61

Not much interference from lecturers is good.Free to use own formatWeekly Meeting with lecturer made me closer and comfortableMeeting lecturer make me realize what I haveto look for A situation in class can be solved in many ways Lecturers experience helped me in choosing strategiesUseful, have to keep working before meeting As a teacher I have to be independentLearnt so many other things while doing KKBII prefer normal assignmentPBL Makes it difficultI don’t like thisBeating around the bushUnnecessary work

23/3616/3620/3615/3614/3619/3611/3610/3610/3610/369/369/368/36

Interpretation from the End Stage Questionnaire.

4.2.8 No Pain, No Gain

The guidance given by the lecturers in the second cycle of

the action research was appreciated by the trainees as is

62

evident by the comments that the guidance was of great help

and that they would not have been able to complete the

assignment without the lecturers.

The assignment did bring about changes as 25 trainees

stated that they have changed for good and another 25 also

felt that this assignment was suitable to become a teacher.

The independent working approach was also appreciated and

this was one of the factors that brought about the changes

according 20 of them. The weekly meeting also made them work

before the meeting.

According to 16 trainees the consultation time with

lecturers made them closer and comfortable. It also helped

them to look at the assignment in different way. One problem

can be solved in many different ways according to 15

trainees. The lecturers’ experience helped the trainees in

selecting the right strategies.

63

It was not stated clearly what was the least helpful

thing about the consultation time but 10 of the trainees did

not like PBL and prefer normal assignment. Another 9 of them

stated PBL was beating around the bush and prefer normal

assignment. 8 of them stated PBL is unnecessary work. It is

undeniable that the PBL approach to course work entails hard

work on both the part of the students and the lecturers.

More hours are poured into the process of discourse,

exchange of ideas, interaction, independent thinking and

decision-making, analyzing and synthesizing thoughts and

generalizations. Even though, the feedback seemed negative

to PBL yet that need not mean that PBL was a failure among

the trainees. They were ambivalent in their conclusion since

they shared that they changed for the good though as they

did the assignment though it entailed hard work and

continuous effort. The common adage is appropriate here: no

pain, no gain. Change and learning is uncomfortable and

normally avoided.

64

4.2.9 Flying the Kite of PBL: Different Strokes for

Different Folks

How individuals respond to the PBL approach of doing

assignments also depends on the attitude of that person.

There was an occasion, when a lecturer shared that one of

his trainees was reluctant to meet him because she was not

quite ready to show her progress report. On the other hand,

her partner was very enthusiastic and adapted well to

independent learning. The lecturer wrote:

I had to counsel her to do something and show me. She seemedreluctant but eventually agreed to show me something after Iassured her that I was not expecting the final copy but a draft. Iagain had to explain to her that it was the process that wasimportant and not the final product...

Her partner on the other hand is doing well. She seemed to be quitefocused and self-directed. One thing that occurred while we weremeeting together was when she was sharing about the things shewas to collect for the kit. She said, “The materials I have to collect…er…no the apparatus that I have to collect for the kit are…” She hadself-corrected herself and I recalled the time when we first met andwe had to synchronise our understanding and usage of terms. I waspleased that she had remembered that lesson together and was ableto self-correct herself. We were on the same page in this matter.(Journal NKC_14/4/09)

65

In this case, one responded well to it by being

positive while the other seemed to be floundering in the

sea. Even though we would like to see that adult learners

are able to be more independent and self-directed, yet there

is a measure in which we as educators still have to play the

role of motivator, checker, and is some sense director or

supervisor of the process. Nevertheless, we have to moderate

how much of hold we have on the process depending on the

person we relate to. Different strokes for different folks.

4.3 Conclusion

The findings showed that every individual is different

and lecturers have to be aware of this aspect while

supervising them. We must vacillate between giving them some

slack and tightening our hold by pulling them back. Human

nature still has a play on the situation. Perhaps it is like

flying a kite. At times we release the string so that the

kite will soar higher as the wind carries it along. But at

times we have to pull on the string to force the kite to

move higher up. So it is with these folks – when they are

66

doing well, we cut them some slack and let them soar on

their own. But when they flounder, we have to tug hard at

the string and pull them up. Or else they will fall to the

ground.

67

CHAPTER 5

DISCUSSION AND IMPLICATION

5.0 Introduction

The aim of this study was to create a new mode of


required continuous guidance by lecturers and independent

learning by trainees. The findings were used to improve the

quality of the KKBI and also enable lecturers to equip

themselves with knowledge to supervise PBL.

5.1 Early Stage Finding

This early stage refers to the findings based on the

reflections done by trainees and lecturers after the

preliminary session on the KKBI. This stage involved

reflections from lecturers and trainees during first few

weeks after receiving the first two scenarios. The aim of

this stage was to uncover the mindset of the trainees about

the KKBI question. This early stage response should reflect

68

the trainees’ abilities and understanding to become a novice

teacher.

Students’ Reflection

Early reflection from the trainees shows that they are not

ready to work independently. They felt the assignment as

something new and very difficult to carry out. They did not

know where to begin. The trainees wanted the lecturers to

tell them what they were supposed to do. There were mixed

feelings about the role of a novice teacher and the extent

to which they should go about their assignment. They wanted

clear instructions as to what they were supposed to do. Some

trainees complained that even their first degree’s

assignment was clearer and they did not have this much of

strain.

There was anger and frustration in the beginning as

was seen from their reflections to their respective

lecturers. The situation was tense and was obvious they were

not ready to work independently.

69

Lecturers’ Reflection

The lecturers felt uneasy as the trainees asked what was

expected from them. They did not know how much to tell them.

Not all the trainees discussed with the lecturers. The

trainees wanted clear guidelines as to what they were

supposed to do. The trainees did not prepare themselves

before meeting the lecturers. They come to the meeting with

the lecturers reluctantly and just keep silent expecting

input from lecturers. Some lecturers expressed anger because

they found not all lecturers were in the same phase. Some

lecturers were giving more clues then others. Two lecturers

felt this mode of KKBI was very stressful to them as they

were not sure how to prepare themselves to guide the

trainees. Three lecturers expressed anger and frustration.

Lecturers stated that they did not have the skill for

guiding trainees in the PBL mode. Telling trainees what to

do was very much easier then guiding them to look for

materials and knowledge. The dilemma was when to intervene

and how much to impart.

70

Second Stage Students Reflection

There was a tremendous change in students’ attitude and

feelings during the second phase after the weekly meeting.

They felt more comfortable as they were meeting the same

lecturer weekly. There was a close bonding between trainees

and lecturer. As the meetings were for an hour trainees got

to equip themselves with downloads from internet and some

brought relevant books for their lecturers’ approval. They

were finally seeing “light” after the long turmoil as many

stated in their reflections.

The questions which the lecturer asked the trainee

helped them to proceed. Their role in the KKBI was clearer.

They felt they had a lot of freedom to explore the areas of

interest. It was challenging for some but some were still a

bit reluctant towards the freedom given.

Towards the completion of the KKBI , 10 trainees stated

they learnt many other things as well through this PBL. 24

of them enjoyed the freestyle of working with their own

approach. All the 35 trainees stated that the weekly meeting

71

helped them tremendously as it made them work continuously

and made them committed towards their work. 29 trainees

enjoyed themselves looking for materials to make their

teaching kit and they were competing with their friends to

make the best teaching kit. There was a lot of collaboration

among other group members and 25 stated that the PBL had

become part of their life. This was a positive change in

attitude compared to the normal assignments which the

trainees did at the last time.

Lecturers Reflection

After being silent and angry some trainees were opening up

and bringing downloads and photostatted copies. Lecturers

wanted them to process the data. Many still did not

understand what the lecturer wanted. Lecturers had to come

up with different questions to coax them to participate

actively in the weekly meeting. After questioning for the

first few weeks trainees started processing their articles

downloaded and came to meeting with enthusiasm. All seven

72

lecturers stated there was a positive change in their

trainees.

Trainees were asking opinion from lecturers regarding

their strategies selected. Some trainees were eager to go

into the teaching kit and the lecturers had to hold them

back. Each trainee was different and the approach used has

to be different. Different strokes for different folks.

5.2 Conclusion

The findings from this study show that the new mode of KKBI

using the Project based approach was not as easy as the

traditional approach. The quality of the KKBI was better and

trainees did acknowledge the guidance given by the

lecturers. Compared to feedback given by the trainees in

2008 on the MS ISO 9001:2000 (LAM-PT-14-06) there was an

improvement from a mean of 3.64 last year (2008) to 3.78

this year (2009) with four as the maximum. The lecturers

learnt a new way of supervising trainees without giving

information but encouraging them to look for information and

73

process them accordingly. As stated by Silberman (1996), the

brain does not only receive information but can process it

and this processed information makes people see the

connection between knowledge learnt and real life situation.

Each individual is different and the encouragement and

guidance has to be different. The saying “Different strokes

for different folks” is very true when supervising project

based assignment.

74

Reference

____________________________________________________________

____

Bereuter, C. & Scardamalia, M. (1999). Process and Product in PBLResearch. Toronto : Ontario Institutes for Studies inEducation/University of Toronto.

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Lambros, A. (2002). Problem Based Learning in K-8 Classrooms. Wakeforest University USA : Corwin Press

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Ravitz, J, Mergendoller, J, Markham, T, Thorsen, C, Rice, K,Snelson, C & Reberry, S. (2004). Online ProfessionalDevelopment for Project Based Learning.

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http://www.eurojournals.com/ejsr.htm

Appendix A

Project-Based Learning as KKBI

Scenario 1:

You are a beginning teacher who is going to teach science in

primary school. As a beginning teacher you will need to

prepare your lessons before you enter your class.

What you know:


Scenario 2:

You are going to teach level two primary Science on the

theme Investigating Material. To teach this topic, you will

need to have many real objects made of different types of

materials to use in the teaching and learning process. Your

intention is to teach the topic so that your students are

actively involved in minds-on and hands-on fashion.

What you know:


Scenario 3:

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To encourage self-learning and independent investigations by

your students, you will prepare a learning kit that your

students can use for self-learning. These modules need to be

provided with a robust collection of objects made from

different materials. Your students can then be guided to

carry out experiments or investigations that will help them

discover the science concepts contained in the module. This

teaching and learning package on Investigating Materials

need to be comprehensive enough to cover the syllabus for

that year.

Scenario 4:

Using what you have prepared, choose one topic to prepare a

detailed lesson plan using the 5-Phase of Needham for a 1

hour class. Carry it out in a macro teaching session in

pairs. Reflect on the effectiveness of the learning kit, the

teaching and learning process and the activity. Suggest

improvements and modifications as you deem necessary.

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Scenario 5:

You will be posted to a primary school in Sabah. Using the

learning kit, plan an actual lesson to be taught in a

classroom. Using paired teaching with the teacher or by

yourself, carry out the lesson using the materials in the

kit. Carry out reflections on how effective the lesson was

and suggest improvements either to the kit or to the

teaching methodology.

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Appendix B

Open-ended Question to Elicit Opinion of Trainee Teachers

Open-ended questions to spark feedback of trainees about the

process of continuous guidance and independent learning.

The Early Stage Questionaire (Jan- Mac 2009)

1. What type of guidance do you hope to get from your


2. In your opinion, what is your lecturer’s role in

helping you in the successful implementation of your

course work?

The Mid-Stage Questionnaire (April –June 2009)

1. What is your role in the process of completion of this

course work?




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lecturers?



1. How did the guidance of the lecturers helped you in

this coursework?




lecturers every week for consultation of the progress

of your course work?


time?

5. What was the least helpful thing about that

consultation time?

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