Page 176 - Jurnal Kurikulum BPK 2020

The Effects On Reading Through NiE Project Based-Learning Online Vs
Book

Yenny Chee Fong Yeun
Kolej Matrikulasi Selangor
cheeyenny@gmail.com

Abstract

In view of the relevance of Project based-learning (PBL) in schools, it is noteworthy to evaluate
whether PBL may favour reading achievement since there is a decreasing number of Band 5
and 6 scorers in MUET Reading. However, there are limited number of studies comparing the
impact between PBL via online and conventional method (i.e. written documents) on
matriculation students’ reading comprehension. Therefore, this study attempted to investigate
whether PBL via online or book can help L2 matriculation students in reading. 56 students
involved were from one-year-programme, session 2016/17 (20 students - non-treatment group,
19 students - ‘PBL via online’ group and 17 students - ‘PBL using book’ group). Prior to the
study, a 60-minute pre-test was administered. This study lasted for about five months and their
works were monitored fortnightly. After four months, the students were given post-test 1.
Subsequently, post-test 2 was held after one month. MANOVA test has revealed that there were
statistically non-significant differences among the three groups on reading scores (post-tests 1
and 2). It is recommended that similar PBL activities be implemented in a longer period
including the investigation of students’ attitude towards reading might gain significant positive
effects in teaching and learning.

Keywords: project-based learning (PBL), newspaper in education (NiE), reading, PBL
online, PBL book

INTRODUCTION

PBL is a dynamic classroom approach where students will involve actively in exploring
the real-world issues. Therefore, students will gain in-depth knowledge and skills through an
extended inquiry process structured around complex questions, carefully designed products and
tasks which lead to higher level cognitive development (Cervantes, 2013; Hui, Yu-chun, 2004;
Jo & Ku, 2011; Özdemir, 2006). Students in PBL classes performed better compared to
traditional classes (Penuel & Means, 2000; Stepien, Gallagher, & Workman, 1993) and they
can transfer their knowledge to new situations to perform proficiently (Barron & Darling-
Hamond, 2008; Cervantes, 2013; Meyer, 2015). In line with ‘Malaysia Education Blueprint
2013-2025’, PBL can help to build leadership skills as according to Cervantes (2013) and
Simpson (2011), it recognizes learning as a social process where the design of the learning
circumstances relies heavily on the promotion of collaboration.
Students in PBL classes performed better compared to traditional classes based on the
assessments of content knowledge (Penuel & Means, 2000; Stepien et al., 1993). For instance,
from high-achiever students to low verbal ability and little background content knowledge
students could learn better using PBL rather than traditional way of teaching (Jo & Ku, 2011;
Mergendoller, Maxwell, & Bellisimo, 2006; Mioduser & Betzer, 2007). In addition, students
were able to demonstrate specific content area skills after taking part in PBL (Mioduser &
Betzer, 2007).

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