Page 180 - Jurnal Kurikulum BPK 2020

question). The post-test 2 purpose is just to reconfirm the results obtained in past-test 1 as the
post-test 2 is the students’ actual MUET reading. There were no more interventions for both
PBL-online and PBL-book’s groups after the post-test 1.

Analysis of Data

SPSS was used to analyse convenience sampling data because we could still learn
something from it. According to Wilkinson (1999), sometimes the case for the
representativeness of a convenience sample can be strengthened by explicit comparison of
sample characteristics with those of a defined population across a wide range of variables. By
and large, all Matriculation college students are L2 learners and they have learnt English for
eleven years. Although students are streamed into Modules 1, 2, 3 (for sciences) and
accounting, they are not segregated by academic performance (mixed-ability classes). Since
there are three dependent variables (pre-test, post-test, delayed post-test) and three independent
variables (PBL-online, PBL-book, non-treatment), the suitable statistical analysis is
MANOVA. However, applying inferential statistical analysis to a single non-random sample,
though common, produces invalid conclusions. So, the results of this study cannot be
generalised and should be treated with caution.

IMPLEMENTATION

This section describes how the study was carried out in the treatment groups. The study
halted in the end of February 2017 as the students had MUET in March. Students sat for the
pre-test (MUET past-year paper) in July and subsequently, I planned for the PBL activities in
two months’ time (i.e. August and September).

PBL Activities

Since this is a collaborative PBL, the students in treatment groups would work in a group
of three or four. Hence, PBL – book (17 students) had five groups of students while PBL -
online (19 students) with six groups. The students had to write their reflections in groups
because it would be an avenue for them to incorporate diverse viewpoints and to develop
communication and teamwork skills in this PBL.
PBL-online group had to use Evernote as a medium to write the reflections and to
communicate or discuss. Thus, this pertinent group did not have to meet up face-to-face to
discuss about their project work. Besides, I could also monitor their progress via Evernote but
I withheld the feedback until the submission date. PBL-online group is labelled as such because
the students’ PBL outcome had to use internet. Comparatively, PBL-book group had to meet
face-to-face in order to discuss their reflections as I had instructed them not to discuss using
any means of online communication. Nevertheless, the newspaper articles selected by teacher
would be sent to students via Whatsapp because the work is assigned outside the classroom, a
nonface-to-face project.
Presentation needs planning as well as coordination which could help students to work
together. Therefore, the all the group members had to present their reflections verbally when
they were selected. Besides, I could ensure all of them contributed in the project work when I
posed questions to check and reconfirm their contribution and collaboration in this group work.
Table 1 gives the details of implementation for this study. Since non-treatment group
did not undergo any PBL activities, there were only two groups’ (PBL-online and PBL-book)
activities.

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