LESSON 2

Problem-Based Learning and

Project-Based Learning
 LESSON OBJECTIVES
At the end of the lesson, you are expected
to:
1.Discuss the salient features of problem-based learning and
project-based learning and their application to the
attainment of learning competencies and learning
outcomes;
2.Analyze technologies for teaching and learning can be
maximized in problem-based learning and project-based
learning; and
3.Share some performance standards form the curriculum
guide that can employ problem- based learning and
project-based learning.
 NATURE OF PROBLEM-BASED
LEARNING
 Problem-Based Learning (PBL) is an approach that involves a
process of inquiry and solving open-ended questions that serve
as the main problem that the learners will work on.

 The type of questions posited is focused on a specific content

standard and its application to real life issues.

 It also requires more than one answer or solution. Learners are

engaged in a collaborative task as they work towards the
solution to the problem
 NATURE OF PROBLEM-BASED
LEARNING
 This learning activity is done in small groups with each
member assigned a certain task to accomplish

 In the process of engaging in PBL, they learn several skills such

as problem-solving, communicating, research, among others
which are essential in the workplace.

 The end goal of PBL is to ensure that the target, the learning
competencies are achieved in the process
Ali (2019)
 Described PBL as a process that is used to
identify problems with a scenario to increase
knowledge and understanding.

 In her article, she proposed the following five

principles of PBL that may be considered by
teachers in planning or using the approach:
 Five principles of PBL
1. It is a power of independent and self-directed learning
2. Learning happens in a group and teacher is a facilitator
3. All groups have to participate equally
4. Students learn about motivation, teamwork, problem-solving and
engagement with the task
5. Materials such as data, photographs, articles can be used to

solve the problem.

Lo (2009) Proposed six-stage process
used in the adoption of the online PBL
1. Identify the problem
2. Brainstorming
3. Collecting and analyzing the information
4. Synthesizing information
5. Co-building knowledge
6. Refining the outcomes
 1. Identify the problem
 Current issues
that do not have
just one answer or
one definite
solution.
 2. Brainstorming
 Generate ideas;
tackle the problem
through self-directed
questioning; arouse
students’ intrinsic
motivation
 3. Collecting and analyzing
the information
Assigning group
members to collect
information; posting
what they found and
what they learned;
collaborative collection
of useful information.
4. Synthesizing information
 Solving the
problem through
synthesized
relevant data;
knowing building;
 5. Co-building knowledge

 Presentation of
the solution to the
learning
problem/issue.
 6. Refining the outcomes
 Giving feedback and
suggestions by the
instructor to help
students improve;
learning from other
group’s presentation.
 BENEFITS OF PROBLEM-
BASED LEARNING

 Several studies have revealed

positive impacts of PBL on
learners as they engage in the
process. Among these are the
following:
 (Ghufron & Ermawati, 2018,
p.666-in n EFL Writing Class)
1. Promote Self Confidence and Motivation
2. Reduces Students’ Nervousness during the learning process
3. Increases Students’ Responsibility in learning
4. Makes Students’ easily learn the material through sharing of
ideas
5. Promotes Problem-Solving skills
6. Promotes Self-Directed Learning
7. Promotes Active Learning
8. Makes Students Explore Many Learning Resources
9. Makes Students Develop Positive Attitude Toward Learning
 Baresh, Ali, & Darmi,
2019-ELF students:
 Enhancement Fluency in
Communication
 Improves Grammar
 Increases Comprehension
 Enhances Good Pronunciation and
Intonations
 Enhances Self-confidence
 For English as a Foreign
Language (EFL) students,
PBL:
 Enhances Fluency in Communication
 Improves Grammar
 Increases Comprehension
 Enhances Good Pronunciations and
Intonations
 Enhances Self-Confidence
 Increases Range of Vocabulary
 The study of Lin (2017) revealed statistically
that the PBL participants showed more
improvement in their reading comprehension than
the non-PBL participants.
 The study further looked into the PBL active
English learning attitudes of the two groups and
found that the PBL participants’ “motivation
intensity, their desire to learn English, and
communication inside and outside the classroom
were significantly higher than those of the
participants of the non-PBL group”.
 The research also found that the PBL
participants’ active English learning attitudes are
 The acceptability of PBL as an approach to
teaching and learning does not only involves the
learners but also the teacher.
In the Study of Markusic and Sabljic (2019),
they sought to establish the teachers’ attitudes on
the problem-based teaching of literature.
 Their data revealed that PBL is an “Acceptable
Methodological System” because they saw
“greater interest and activity of students,
developments of student’s critical thinking and
communication skills, encouraging curiosity and
exploratory thinking, developing love of reading,
and developing the skills of connecting teaching
 Role of
Technology
 How is technology integrated
in the PBL activity?
As the learners embark on an open-ended
question collaboratively, there are a number of
free online tools that they can use from the
commencement of the task to its completion
especially that some of the group task will be
done outside the regular class hours.
These online tools will allow the learners to be
actively connected and engaged in the group task
while monitoring their own contribution.
The teacher acting as facilitator may also have
the opportunity to peep into the activities of each
learner thereby enabling him/her to give
feedback at any stage of PBL activity.
Bower, Hedberg and Kuswara (2010) stress
that technology is simply the mediator for
collaboration and representation and that it is the
type of task and thinking processes in which
students engage that determine the quality of
 The WWW has opportunities for PBL
that can be utilized by the learners to
accomplish their tasks. Web 2.0
technologies are characterized by
collaboration, sharing and networking.
These may facilitate and enhance PBL
Activities (Tambouris et al, 2012) in its
different stages. In the study of Kung
(2018), it was found that advanced
language learners had positive
 Nature of Project-Based
Learning/ Project-Based
Approach.
Project-based learning is an approach but has
evolved as a teaching method that engages learners
in a series of planned tasks resulting to the
generation of solutions to real-world problems. It is
a student-centered approach as it takes into
account the realm of experiences and interest of
students.
This method is based on John Dewey’s principle of
learning by doing and Vygotsky’s constructivist
PrBL/PBA is a collaborative learning activity
where learners work on an authentic task guided
by an open-ended question. Each member has an
assigned role that will contribute to the solution
of the problem that was identified. This problem
reflects real issues in their community or the
world at large.
Past and more recent researches have proven PrBL
to be beneficial in the development of various skills
such as.

1.Research methodology skills (Tiwari,

Arya, & Bansal,2017).
2.Oral communicative competence
(Bakar, Noordin, & Rali, 2019)
3.Development of life skills (Wurdinger
& Qureshi, 2015)
 Research methodology skills
(Tiwari, Arya, & Bansal,2017)
Using students feedback questionnaire given to 99
students, it was revealed that students’ knowledge
of the topic taken, searching review for the topic,
communication skills, data collection skills, and
analytical and presentation skills were enhanced.
The teachers also perceived that PrBL could cause
100% enhancement of knowledge on the various
components of research methodology, update of the
knowledge on a particular topic, and increase in
interaction with students.
 Oral communicative competence
(Bakar, Noordin, & Rali, 2019)
The researchers investigated the effectiveness of
using PrBL activities in the improvement of oral
communicative competencies of 44 Malaysian English
language learners. The study revealed a significant
improvement in the learners’ overall oral
communicative competence after a 12-week
intervention lessons using PrBL as a teaching strategy
is effective and is recommended as suitable English
language teaching strategy especially for learners
 Development of life skills
(Wurdinger & Qureshi, 2015)
Study employed mixed-method to examine the
development of life skills through PrBL. Their
findings revealed that after taking the PBL
course, there was a significant difference in
the mean scores for the following life skills:
responsibility, problem solving, self-direction,
communication, and creativity skills. It was
concluded that PrBL indeed promotes further