PBL is a type of teaching curriculum based on making students to face problems in certain framework then ask from them to find appropriate solutions by providing a good educational environment to them. The purpose from this strategy is to motivate the active independent learning and thinking of students, and to improve
In addition, the students do not show any resentment towards PBL learning. This implies that the students prefer PBL approach compare to traditional teaching strategy. However, there were few concern and doubts in the study such as the different experiences and backgrounds of students. Therefore more researches on PBL learning need to be conducted to further research. Nevertheless, this research was considered to be useful and fruitful for the researcher as the researcher is a pre-service teacher.
PBL requires much time that must be provided to solve complex problems. So, it will lead to a lack of time available for the material/content and the organization and administration of project based learning can be time-consuming (Helle et al. 2006; Kemdikbud, 2013a). b. Many instructors/teachers feel comfortable with traditional classroom, where they play a central role in the classroom (Kemdikbud, 2013a).
Hence, students are encouraged to work on the same problem using and discovering different methods. However, students must use to learn various strategies and thus deepen the students ' mathematical knowledge and develop their creative mathematical thinking (Klavir & Hershkovitz, 2015). The formulation of the solutions enables teachers to establish the level of the students’ active knowledge and enables them to discuss and raise the level of the conversation they gain. The discussion on the terms employed and the higher concepts that could have been employed can provide students with the necessary support to progress toward higher levels of knowledge and understanding (Klavir, 2014). Many researches quantified the positive effect of using open-ended approach in the teaching-learning
Other students are just not interested and don’t want to participate and let the stronger students do all the work. This needs to be addressed in future studies, perhaps by having the groups assign tasks to each
A research method consists of four methods to gain data, which is questionnaire,interviews and observation. According to Bowling (2005) researcher need to consider the requirement of method of collecting data depends on the quality and accuracy. In this research study planned to use the questionnaire, focus group and interview method to gain in-depth information on the researcher topic “Reading and language development through play for Early years ESL Students”. Action Research
In the process students must apply their subject knowledge, and critical thinking and problem solving skills in a safe, real-world context. In this case student teachers are required to solve the problem situations presented in the form of scenarios by actively indulging in the problem solving process by identifying oneself with the character of the problem-scenario. Scenarios can be framed from anecdotes and cases as experienced by experienced
Sampling Procedure The goal of the research is to understand and describe students in depth, therefore, the researchers used homogenous sampling under purposive sampling techniques. This sampling procedure was used because all the members of the sample share a common trait according to the criteria of the research. Research instrument The following instruments were used by the researchers in gathering data 1.) Voice recorder that keeps all the information, proof and evidence of what the interviewee was saying. 2.)
PPP is one of the most used techniques by the teachers. The problem is, the students who fail the exams and retake the level are given the same style of teaching via PPP. However, applying PPP once more does not help teacher to observe the weak sides of the students practically. It can even be frustrating for students to see that same style of teaching is back on. Level repeating students are motivated on to notice the gaps they have, to take responsibility for their own learning, because they do not want to lose time again.