1.

0 INTRODUCTION

Teachers, parents and administrators are being faced with numerous changes in education. Many people are concerned that the high school graduates are not capable of making real-life decisions. In postindustrial world that we live in today, the need for problem-solving skill is necessary. Employers are searching for graduates who not only have the academic drive to do well in school, but the ability to take on a task that may or may not have an answer. The scholars in Malaysian have called for a re-thinking of the dilemma of graduate unemployment in Malaysia. Why there are 36,669 Malaysian graduates without jobs, in an expanding economy? This serious phenomenon urges government to think on how to overcome this issue. Ministry of Human Resources (MOHR) launched the RM100-million Graduate Training Scheme (GTS) to assist and equip unemployed graduates in Malaysia secure the right skills to find employment. It is time to have an in-depth study on why university graduates cannot find jobs. The Ministry of Human Resources (MOHR) steps are good, but it done only as a remedial effort or on an ad-hoc basis. Graduates have to be prepared for the working world while still in university. Classrooms today are often dictated by state standards and assessments. This is not always a negative issue, but the impact of it must be concerned. The goal is for students to graduate with a well-rounded education having developed the skills to be successful in the next phase of their lives. Huge changes must be done in our education system. Students not just learn how to make a right answer in the examination paper but they need to learn how to read and interpret information. Learning how to think and problem-solve is the point of education. Government standards and school assessment plans clearly dictate what must be taught in any classrooms. Most of the material required by the Malaysian state standard is important knowledge that students should know before they leave the high school classroom. The question then arises, when the students do not know how to apply the knowledge that has been taught in school during their working life. Is it possible to teach the required content of knowledge, all the while teaching them problem based learning skills that will prepared them for life?

The concept of teaching segmented disciplines versus integrated or interdisciplinary curricula is in the center of the debate on what and how to improve instruction. Segmented disciplines divide knowledge into useful, organized hierarchies of facts and theories that direct research and bring order to our understanding (Tchudi & Lafer, 1996). The disciplines are the long established status quo; however, one of their major weaknesses is that they sometimes produce a scholar whom an expert in his or her unique corner of the universe, but is unable to speak to others. There is concern that schools are not educating students who can recognize how their knowledge and expertise relates to the real world situation. Few problems facing our society are aligned within disciplines. Solving environmental pollution, resource depletion, and world hunger requires economical, mathematical, physical, biological, chemical, medical, political, and sociological expertise. According to Meier et al. (1996), students taught within the lecture-based disciplinary system typically have not been able to solve problems that require them to make connections and use relationships between concepts and content. There is not much way to sustainable development other than to expose students not only to how to solve immediate problems, but to acquire a novel way of solving daily problems of living. There is no other time than now that the whole world is facing economic down turn that we need to evolve a problem-based curriculum as well as creating employable and sellable skills in students. Chemistry touches all aspects of human life, proficiency and capability in other science and science-based careers anchor on the subject. To make chemistry teaching and learning able to fulfill the roles of generating useful education or functionality in our lives, it must be made relevant to the home, the environment, future employment and most definitely for future changes and developments within the society. In an attempt to make learning more meaningful and relevant to our daily lives, student now need to perform labs or hands- on activities, watch videos, partner with other students to do project. But most of these learning formats still do not provide a genuine student-centered classroom. Laboratory experiences turn into cookie cutter activities to ease the preparation stress on teacher and then fall short of true investigation. Chemistry discipline should equip learners with knowledge needed to solve every day real world problem. Fahmy(2000) states that this is the most interesting thing about the discipline. It applies to human daily lives. This is one clear argument for problem-based approach to pedagogy. A problem-based chemistry

curriculum and an approach to teaching will lessen the difficulty most students have in applying chemistry to real world life outside the classroom. Such proven approach will help to bridge the gap that Venkatachemy et all (2005) refers to exist between know what and know how in learning. Problem-based learning states that it is possible to teach the content through real-life scenarios without having the traditional notes, drilling practice, and assessment cycle. It also claims that students will be more engaged in the process. Problem-based learning was initially designed for graduate medical school programs when instructors noted that young physicians were graduating with a wealth of information but without the necessary problem solving skills to use that information wisely (Gallagher, Stepien, Sher, & Workman, 1995). In 1969, a medical school was founded in Ontario with a unique educational philosophy, the "McMaster philosophy," which has evolved into the educational strategy known as problem-based learning (PBL) (Bayard, 1994). Problem-based learning represents one approach to reforming leadership education. To further understanding of this innovative approach to leadership development, we discuss what PBL is, the theoretical underpinnings of this approach, the major implementation issues, effectiveness and the possibilities for future research.

2.0 The role of teacher and students The students as well as instructors have encountered great challenges when transitioning from traditional instructional methods to PBL. These challenges might have evolved from students as well as tutors interpretations of self-directed learning. According to (Miin, 2004; Miin et al., 1999, 2000), self-directed learning in PBL could range from reorganized teaching, studentinitiated and selected but instructor-guided learning, to completely self-taught learning. This wide spectrum of interpreting self-directed learning could have contributed to the confusion or unsettled feeling for the students while dening their roles in PBL courses. Similar uncertainty also occurred with the tutors when assuming their roles in the students learning process. In the following sections, we discuss the perceptions of students as well as tutors in terms of their roles in the PBL processes, as well as the tutoring factors that inuence student learning. 2.1 Role of the Teacher In problem based learning, the traditional teacher and student roles change. The students feel more responsible for their learning this will give them more motivation. The faculty in turn becomes resources, tutors, and evaluators, guiding the students in their problem solving efforts (Delisle, 2002). Teacher acts as a cognitive and metacognitive role no more acting as a knowledge-holder. Teacher provides an ill-structured problem based on desired curriculum outcomes, leaner characteristics and problematic situations from the real world. Teachers also investigate the range of resources important to the problem and arrange for their availability. Teacher model, coach and fade in supporting and making explicit students learning process (Bartels, 1998; Sage & Torp, 1997). A major change that must occur is the teacher's perspective. Teachers' traditional views of problem solving are influenced by their area of content specialization. Because PBL is often interdisciplinary in nature, teachers need to recognize the connections between disciplines and collaborate with other teachers in developing learning experiences that provide relevant applications of content and skills (Maxwell et al., 2001; Meier et al., 1996). Teachers must not only change the way they think about instruction, but also how they approach instruction. What makes problems good are what the teachers do with them or what they encourage students to do with them (Tchudi & Lafer, 1996). Teachers need to act as
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models, thinking aloud with the students and practicing behavior they want to instill in their students. A teacher role is to challenge the learner's thinking. The facilitator (and hopefully the other students in this collaborative environment) will constantly ask: "Do you know what that means? What are the implications of that? Is there anything else?" Superficial thinking and vague notions do not go unchallenged.

2.2 Role of the Student Students act the role of active problem-solvers, decision-makers, and meaning makers rather than passive listeners. As the students are coached in their roles as real-world investigators and active learners, they become self-regulated learners empowered to investigate needed information, and learn actively. The students develop into self-directed learners and problem solvers (Plucker & Nowak, 1999). Students construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. Gurses et al. (2007) concluded that research shows that the initial transition to a PBL curriculum may be difficult adjustment for student (p.107). the adjustment is difficult because students are often concerned about content coverage in PBL environments (Dods, 1997; Lieux, 1996). The students, at times, struggle with how to discern what information is supplemental in the problem and what is deemed important information for them to know for the test. Furthermore, they struggle with how to bridge the gap between what they investigated in the scenario and what principles are required for the class. These should go hand in hand. Whatever the students learned in class previously, should be a fundamental part of solving the problem they are given. Overall, their concerns mostly relate to uncertainty about their grades (Woods, 1996). The concern about the sufciency of content coverage also partially contributed to students anxiety during PBL (Lieux, 2001; Schultz-Ross and Kline, 1999). Jost et al. (1997) examined students discomfort levels with PBL in the initial stage of instruction by analyzing the students journals, self-evaluations, and a survey. They found that the students anxiety mainly resulted from their uncertainty about their roles and responsibilities in the course and

how they would be evaluated. The difculty of assuming a more active role with more responsibility in the learning process also results from the students learned denition of roles in traditional methods. Students like to know exactly how much they have to do in order to receive a certain grade. Putting them in roles where they are evaluated in several ways and where right and wrong no longer matter tends to makes some students apprehensive. This might be due to the newness of students roles in PBL or the difficulty of changing their attitudes about the class, the teacher, themselves and the learning process itself. Despite all these issues, students still produced understandable solutions to a problem and most of them were able to relate information gleaned in the process back to the content of the class. The relative effectiveness of the approach has also been written about. Gallagher, Stephen & Rosenthal (1992), Stephen, Gallagher & Workman (1993) and others describe the approach as being capable of developing in students better problem solving skills; resulting in better understanding and retention of biochemistry content; and that the application shows better promise for pedagogy.

3.0 Features of problem based learning Although the content and structure of PBL courses may be different but the general goals and learning objectives tend to be similar. PBL starts with the assumption that learning is an active, integrated, and constructive process influenced by social and contextual factors (Barrows, 1996; Gijselaers, 1996). In their review of the literature, Wilkerson and Gijselaers (1996) claim that PBL is characterized by a student-centered approach, teachers as facilitators rather than disseminators, and open-ended problems (in PBL, these are called ill-structured) that serve as the initial stimulus and framework for learning. Learning is student-centered because the students are given the freedom to study those topics that interest them the most and to determine how they want to study them. Students should identify their learning needs, help plan classes, lead class discussions, and assess their own work and their classmates work (Gallagher, 1997; Reynolds,1997). Students develop a deeper awareness and ownership of important concepts in the course by working on activities, a basic tenet of the constructive approach to learning (Seltzer, et al., 1996). In addition to emphasizing learning by doing PBL requires students to be metacognitively aware (Gijselaers, 1996). That is, students must learn to be conscious of what information they already know about the problem, what information they need to know to solve the problem, and the strategies to use to solve the problem. Being able to articulate such thoughts helps students become more effective problem-solvers and self-directed learners. Group work is also a needed aspect of PBL for several reasons. First, group work helps develop learning communities in which students feel comfortable developing new ideas and raising questions about the material (Allen, Duch, & Groh, 1996). In addition, group work enhances communication skills and students ability to manage group dynamics. the work and are held accountable for their actions by group members (Cohen, 1994). Finally, groupwork is interesting and motivating for students because they become actively involved in

As noted, in PBL literature the term ill-structured is used to describe open-ended problems that have multiple solutions and require students to look at many methods before deciding on a particular solution (Shelton & Smith, 1998). Educationally sound, ill-structured problems help students learn a set of important concepts, ideas, and techniques (Gallagher, 1997) because they provoke group discussion and give students experience solving problems encountered by experts in the field.

3.1 Benefit of PBL PBL promote metacognition and self-regulated learning as students generate strategies for problem definition, information gathering, data analysis, build hypothesis and testing. PBL involve students learning that are similar to the real world situations and assess learning in ways that demonstrate understanding and not mere replication. Students become more aware of their own understanding when they have to justify their decisions. The problem and solutions are meaningfully connected, so they are easier to remember (Smith, 1999; Greenwald, 2000; Domin, 1999; Krynock & Roob, 1996). PBL offers students an obvious answer to the questions, "Why do we need to learn this information?" and "What does what I am doing in school relate with anything in the real world?" The ill-structured problem scenario calls critical and creative thinking. PBL involved students in learning information similar to the ways it will be recalled and employed in future situations and assesses learning in ways which demonstrate understanding and not mere acquisition (Gick & Holyoak, 1980; Ram, 1999). Problem-based learning students may not perform as well on multiple-choice tests as students taught by lecture-based instruction; however, follow-up studies completed by Norman and Schmidt (1992) reveal better memorization for PBL students. The apparent improvement in memorization may be connected to the way learning occurs in PBL.

3.2 Challenge and barrier in implementation of PBL Programs are resources concentrated and time consuming. One question that must be asked before implementing any new educational innovation is whether the costs of changing the curriculum and then sustaining the new program will be justified in terms of learning effectiveness and efficiency. There are many factors to be considered in assessing cost: time commitments of faculty and students, requirements for support personnel, cost of instructional materials, necessary physical support such as buildings and rooms, such as Barrows recommended a close look at both cost and feasibility before embarking on PBL. Attention should be paid to those physical facilities, which might interfere with the success of PBL. Enhanced student earning and improved professional education should outweigh the initial costs due to refurbishment, for instance. Problem-based learning is resource-intensive and requires much liaison which is time-consuming. . One issue is the identification of appropriate tutors for PBL to facilitate teaching in small groups. It is quiet difficult in identification of appropriate tutor .Should the tutor be an expert in small-group work? Should the tutor be an expert in the content material? Should the tutor be expert in both? Research results are unequivocal. For small groups to function effectively, the facilitator must be familiar with teaching techniques of facilitating small groups. That it is important for tutors to be well informed about a problem and about related learning issues. Look at the effect of facilitating teaching with content expertise tutors on small group-performance. Their findings suggest that content expert tutors have a more directive role which may endanger one of the most important aspects of small-group work. In PBL programs, to achieve the objectives of developing effective clinical reasoning and cognitive abilities, problems included in curriculum must assist students in developing skills to drive thorough lists of hypotheses and test them with focused databases similar in quality to those that an expert would possess or obtain. Studies have shown that the ways medical students think do not match with those of expert doctors. According to these studies, experts rapidly generated hypotheses from the beginning of the encounter with the patient, and often tested several hypotheses simultaneously. They then made a functional enquiry and a review of symptoms and followed up any new clues or hypotheses, which were generated by these procedures.
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3.3 Comparison of PBL and Inquiry Learning Problem based learning originated come from the field of medical education as a method of instruction and a way of organizing the curriculum for preparing future physicians (Barrows & Tamblyn, 1980). In most medical schools, lecturers use PBL to deliver part of a courses content. At start only a few, but steadily increasing number of medical schools organize a substantial portion of their curricula around problems and rely on PBL as the mode of instruction. Cognitive scientists propose that learning results from the exploration of the environment (Bruner,1966;Gagne, 1976; Inhelder & Piaget, 1958; Piaget, 2000) and the learning acquired will in turn help the learner solve his own problem as he/she interacts with the environment ( Kim, Bonk & Teng, 2007). The need for problem-based chemistry at higher level of learning is also to accommodate aims such as evidenced in constructive learning (Fosnot, 2005), open-ended inquiry and learning environment (National Research Council,1995), goalbased scenario (The Higher Education Academy, 2009) self-reflection and creative problemsolving, researching market, pitching and selling. Inquiry-based instruction is a methodology born out of the Constructivist idea that all learning should occur at the hands of the student ( Tenbrink, 1999). According to constructivist thinking, knowledge is personal, and arises out of experiences and interactions which are unique to each individual (Alkove & McCarty, 1992). This type of methodology is defined in the National Science Education Standards as : Science teaching must involve students in inquiry-oriented investigations in which they interact with their teachers and peers. Students establish connections between their knowledge of science and the scientific knowledge found in many sources; they apply science content to new questions; they engage in problem solving , planning, decision making, and group discussion; and they experience assessments that are consistent with an active approach to learning (National Research Council, 1996). While this is actually just a broad definition, it certainly applies to this study. Colburn (2000) offers several different approaches to inquiry-based instruction. PBL seems to fit well with the definition of guided inquiry. Guided inquiry is where the teachers provide only the

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materials and the problem to investigates. Student devises their own plan procedure to solve the problem (Colburn, 2000). This study is designed to investigate the effectiveness of PBL, a form of inquiry-based instruction, in the high school science classroom. Problem-based learning is a natural daughter product of inquiry-based instruction. Barrow (1998) stated that there are 5 guiding principles for PBL. i) ii) Problem-based. It begins with the presentation of real-life (authentic) problem stated as if it might be encountered by practitioners. Problem solving. It supports the application of problem-solving skills required in clinical practice. The role of the instructor is to facilitate the application and development of effective problem-solving process. iii) Student-centered. Students assume responsibility to their own learning and faculty act as facilitators. Instructors must avoid making students dependent on them for what they should learn and know. iv) Self-directed learning. It develops research skills. Students need to learn how to get information when it is needed and will be current, as this is an essential skill for professional performance. v) Reflection. This should take place following the completion of problem work, preferably through group discussion, and is meant to enhance transfer of learning to new problems. The cognitive scientists like Gagne and Suchman and pragmatist like Dewey can be said to pioneer studies in problem-based learning. Problem-based learning cannot be discussed without recourse to John Deweys philosophical perspectives on education also. Dewey (1933) stressed the importance of learning through experience. Dewey believed teachers need to appeal to students experiences. This is the basis of motivation in students. He also believed that students learn best by doing, by discovery and by thinking through problems which are at the root of problem-based learning. Suchman in Hassard (2004) gave a graphic illustration of problem solving session as shown in the table below.

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Topic Atomic structure

Look beyond Postulate, theories and principles of modern atomic structure

Look towards Recycling of chemical wastes

Chemical bonding

Formation of compounds or Green chemistry, producing molecules something not only useful but supporting the

Stochiochemistry

environment Studying the composition of Study how much sugar is matter consumed daily by citizen in the food they eat and the effects

Other studies like those of Seifer & Simmons (1997), Lacek (2001) and Orimogunje (2004) gave different views of the concept. Seifer & Simmons (1997), for example, sees problem based learning as an appeal that enhances communication skills, encourages active participation and helps students become more self-reliant learners. Being self-reliant learners, the students determine what materials should be researched and how they will go about finding information from sources like the internet, interviews, reviewing recent publications and so on. The Lamphier Curriculum Center (2000) provided excellent overview of the problembased learning process. An ill-structured problem is initially presented to the students. Gallagher, Sher, Stephen and Workman (1995) define an ill-structured problem as a real life problem that can be solved in more than one way. It is presented without all the necessary information to solve the problem and the realization that the scope of the problem may change as new information arises. The introduction of an ill-structured problem occurs before any pertinent information is given to the students. At the heart of true PBL is an ill-defined problem, an unresolved "murky" situation. This is presented to small groups of students who have been given a stakeholder role which is the

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"hook", says Gallagher (1995) that propels and invest students in the ill-defined situation. To better understand what is meant by an ill-defined problem it is helpful to examine what is meant by a problem. Although problems can differ in many ways, they all can be considered as having three characteristics. First, there is an initial or present state in which we begin. Second, there is a goal state we wish to achieve. Finally, there is some set of actions or operations needed to get from the initial state to the goal state.

3.3 Learning Process in PBL Several steps of what constitute the problem-based learning process were also given by some authors like Gallagher (1995 ) and Greenald (2000). For instance, while some identify five steps, others talk about six, seven and so on. Gallagher (1995) emphasizes, all three of these key features must be present: initiating learning with a problem, exclusive use of ill-defined problems and teacher as metacognitive coach. Greenald (2000) listed ten steps which are; encountering an ill-defined problem , having the students ask questions, pursuing problem finding, mapping problem finding and prioritizing, investigating the problem, analyzing the results, reiterating learning, generating solutions and recommendations, communicating the results, and conducting self-assessments. The major components identified by Seifert and Simmons are; problem formulation, data collection, brainstorming solutions, evaluating and selecting solutions and implementing the solutions. Whatever the number and the complexity of steps, one thing is common, almost all of the steps involve the active participation on the part of the students with the teachers acting as coaches or facilitators. In problem-based learning, students are presented with a loosely structured problem one that has no obvious solution and for which problem-solvers cannot be certain they have the right answer. The problem must be content relevant and represent a real situation faced by an individual, group, company, or community. Solving the problem takes students through the following processes (Savoie & Hughes, 1994): 1) Engagement.

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Problem-based learning requires students to self-direct their search for solution, often by assuming the role of a key actor in the problem situation. 2) Inquiry. Students brainstorm with others and gather information from multiple sources. 3) Solution Building. Students work in teams discussing alternatives and examining possible solutions. 4) Debriefing and Reflection. Students share information, opinions, and idea with others based on what they have learned through the experience.

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Figure 1. The problem based learning process. Taken from Barrows and Myers (1993).

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3.4 Assessment Issues The assessment used in the early implementation of PBL largely relied on traditional U.S. board exams, which were standardized tests designed to assess students factual knowledge and clinical reasoning. Nendaz and Tekian (1999) criticized traditional assessment as not being in line with the principles of PBL; therefore, the PBL students performance might have been at a disadvantage under traditional assessment. Fortunately, Blake et al. (2000) noted a shift in more recent years such that the emphasis of assessment has moved from testing factual knowledge to assessing application of the knowledge. This change not only benets the students who study under PBL curriculum but also signal an increasing attention to students abilities to apply and transfer basic knowledge instead of focusing on factual knowledge acquisition. A number of different methodologies have been developed to assess students problemsolving skills, reasoning skills, and personal progress; for example, according to the classication by Swanson et al. (1998), there are outcome-oriented instruments, such as the progress test (Van der Vleuten et al., 1996), essay exams, oral and structured oral examinations, patient-management problems, clinical reasoning exercises (Wood et al., 2000), problemanalysis questions (Des Marchais et al., 1993), formative assessment (Neufeld et al., 1989), and tutor, peer, and self-assessment. As Savin-Baden (2004) contended, assessment is probably one of the most controversial issues in PBL because it is probably the most important indicator for validating its effectiveness. The mixed results of PBL students learning outcomes discussed earlier might have been largely due to incomparable assessment being used. In their meta-analysis of PBL research, Gijbels et al. (2005) found that the effects of PBL varied mostly depending on the focus of assessment instrument used. PBL had the most positive effects when the instrument focused on assessing the understanding of principles that link concepts. This may explain the pattern seen in PBL research that traditional students performed better in basic knowledge acquisition while PBL students did better in application of knowledge and clinical reasoning. Reviewing the assessment in the medical schools implementing PBL from 1966 to 1998, Nendaz and Tekian (1999) concluded that a lack of uniformity existed with regard to the assessment methodologies used in measuring PBL students performance.

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4.0 DISCUSSION Problem based learning is one of the choices in instructional approach , it is well known for their benefits in developing students skills rather than gathering and memorizing facts. PBL involved students in learning information similar to the ways it will be recalled and employed in future situations and assesses learning in ways which demonstrate understanding and not mere acquisition (Gick & Holyoak, 1980; Ram, 1999). PBL become the practice in develop country (western county) but rarely or may not be practiced in developing countries like Malaysia. In order to be a develop county, the first thing we have to look is human capital. Human capital play a vital part in planning natural resources, develop and design technology, and etc. Furthermore, employers nowadays demand more from their workers. Employers cite the need for workers with excellent communication skills, the ability to work collaboratively to solve problems, an understanding of statistics, and the ability to creatively solve ill-defined problems (Meier, Hovde, & Meier, 1996).Therefore teachers have to change their paradigm in term of pedagogy approach. They should no longer acting as a disseminator of knowledge but become as a good facilitator in classroom. The teacher should encourage students more engage in discussion and search for information. After all, the way how teacher teaches will affect the quality of human capital. Theoretically PBL looks simple and easy but a lot of things need to be done whether for students and teachers. The role of both parties has change tremendously from many aspects. Many challenge we have to face in order to practice PBL and many questions need to be answered. Some of the questions are Do our teacher ready to change their paradigm?, Do our school evaluation system ready to change from centralized examination to de-centralized exam?, Do our school management ready to accept this new approach of teaching? These are only few example of questions need to be rectified, but a lot more should be explored in order to put PBL in practice. The most critical factor in implementing PBL in Malaysia is a teacher. Teacher is a front line that faces the students every day. The successful or failure of teaching and learning depends on several factors and the most two important factors are a teacher and learning method

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(Omardin, 1999). What the teacher think will definitely some day will affect the quality of student thinking skills. This is what we really afraid, if the teacher is a lazy and spoon feeder then the students also become less engage in discussion, not creative and a good user of technology not as a good inventor. Therefore, teacher training education program play a vital part to introduce PBL and monitor the teacher practice while in practical training in school. During this time we can find many weaknesses in term of how to use PBL instruction that suit the cognitive level of students, how supportive school management to the PBL approach and how facilities in schools suitable for using PBL. All those weaknesses should be listed and research should be conducted to look them up detailed problem. Another factor inhibiting change was noted by Albion and Gibson (2000) and Novak (1990) in teacher education programs. Most of these programs still rely heavily on rote learning and traditional lecture formats. It is difficult to expect teachers to adopt learning methodologies that they have not experienced personally or through their teacher education programs. With many administrators, curriculum developers, and teachers lacking experience in interdisciplinary education, barriers to broad scale change. The second factor but rarely being seen is parent or public view about the PBL. Since in context of Malaysia, education is a sensitive issue that need to be handle with carefully since Malaysia is a multiracial and sometime education is included in political agenda of certain parties. Most parent still looking examination result as crucial end product of education. Their perception is if the student can score A for all subject meaning that he or she is clever and having a bright future. They are not looking the process of developing the student thinking skills and the soft skills behind a certificate that actually play a crucial part in surviving in a global competitive job market. In this case our government should provide proper medium for explanation to the public. Otherwise, the implementation of PBL cannot be realized without the support from parent. Students are also play as important as teacher in determining the successful implementation of PBL. But the unique about students in Malaysia is multiracial, rural and remote area also indigenous students. These are part of the challenges that teacher will be

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facing. Imagine how to teach indigenous students using PBL method. But that cannot be a reason to not implement PBL instead it can be modified or simplified to suit with their thinking ability and limited available resources. In fact this group of students will be more motivated after findings that PBL relevant with their real-life problem. This is true as stated by Bayard (1994 ) that Problem-based learning has the potential to structure knowledge so that acquisition and recall are optimized, students develop self-directed learning skills, and there is an increase in the motivation for learning . It is still depend on the teachers themselves to play their active role as a good facilitator and motivator. Is it any cost involved in implementing PBL in Malaysia? The answer is Yes, one indirect cost is the initial shock or grieving period for both staff and students ( Woods 1994) as many of the learning and teaching strategies suitable for the standard lecture and tutorial format are not suitable any more in the PBL environment. For staff, moving from expert lecturer or teacher to facilitator become difficult and many students report that they are satisfied with the existing surface approaches to learning and can be anxious or even angry about the new PBL approach ( Aldred et al 1997). There is also a time cost. Adequate preparation is essential for staff and students ( Woods 1994, Alderd 1997 , Barrows 1985). Another challenge to PBL is the lack of prepared materials for classroom instruction. Few training materials are available. Present curriculum guides and textbooks do not contain the variety of sample problems or assessment tools needed to support this methodology on a broad scale. The philosophies supporting PBL are well established, but the "how tools" are in short supply (Burruss, 1999; Gallagher et al., 1995).

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4.1 SUGGESTIONS 1. Teachers should be given ample time to prepare themselves pertaining PBL approach. Sometimes if teacher support is neglected, it is very hard to realize the successful implementation. 2. Students or pupils should be given more guidance at the beginning of PBL lesson. Make them struggle and anxious without any support will kill their motivation to become independent learner. In general, the reduction of anxiety and uncertainty tends to increase the students motivation and satisfaction with the learning process (Harasim et al., 1997). 3. Parents or public should also be given explanation in any forum, seminars or course in order to gain their support and change their perception about new approach of pedagogy. 4. More researches are encouraged in this PBL instruction whether in school or universities to look any problems that could arise so that any recommendation for solution would be made. 5. New incentives should be given to teachers who can successfully implement PBL in teaching and learning. This will give motivation for other teachers to also carry out in their lesson. 6. Government support is very important especially involving with cost for training more teachers in PBL methodology and pedagogy.

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5.0 CONCLUSION PBL is an effective way of delivering education in a coherent, integrated program and offers several advantages over traditional teaching methods. It is based on principles of adult learning theory, including motivating the students, encouraging them to set their own learning goals, and giving them a role in decisions that affect their own learning. Importantly, though, students from PBL curriculums seem to have better knowledge retention. PBL also generates a more stimulating and challenging educational environment, and the beneficial effects from the generic attributes acquired through PBL should not be underestimated. Some of the features of the PBL environment are that the learners are actively engaged in working at tasks and activities which are authentic to the environment in which they would be used. The focus is on learners as constructors of their own knowledge in a context which is similar to the context in which they would apply that knowledge. Students are encouraged and expected to think both critically and creatively and to monitor their own understanding i.e. function at a metacognitive level. Social negotiation of meaning is an important part of the problem-solving team structure and the facts of the case are only facts when the group decides they are. PBL as we described it, contrasts with a variety of other problem or case based approaches. Most case based learning strategies (Williams, 1993) use cases as a means for testing one's understanding. The case is presented after the topic is covered in order to help test understanding and support synthesis. In contrast, in PBL, all of the learning arises out of consideration of the problem. From the start, the learning is synthesized and organized in the context of the problem. It is not impossible to fully implement PBL in school or university in Malaysia. The only things are all parties must play their part to comprehend, support and build positive perception about PBL. The selection of new pedagogical approach is critical for us if we want to become progressive nation.

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