2009 International Conference on Engineering Education (lCEED 2009), December 7-8, 2009, Kuala Lumpur, Malaysia

Problem Based Learning in Engineering Education At Malaysian Polytechnics: A Proposal

Murugan Krishnan

Fakulti Pendidikan, Universiti Kebangsaan Malaysia 43000 Bangi, Selangor

murugan@polipd.edu.my

Abstract-Today graduate need to be self directed and possess

lifelong learning skills. They need to be creative, critical thinkers, problem solvers and analytical in their approach. In present teaching scenario, polytechnics are still practicing the traditional

approach in classroom such as pen-and-paper or exam-based learning. Students can no longer survive by memorizing textbooks, they now need to explore and experience genuine tasks that connects to the real-world; in which they can develop, master, and demonstrate authentic skills. Engineering Education needs to move from an instructive to constructivist approach. Problem based learning (PBL) is one of the constructivist approaches where cooperation among learners plays important

role in the learning method. Project is one of the core subjects in Polytechnic system which carrying 2.5 credit hours. Students will be assessed based on their performance throughout the projects as well as the final outcome of the projects. Generally, most of this final projects designed by students are lack of creative and innovative except a few only. This approach differs in certain aspects from conventional learning. In normal conventional classes, students normally learned based on what the lecturers delivered in class. This study compares the learning and study strategies of project course by using PBL and traditional approach between two groups of the students of the Department of Electrical Engineering in Polytechnic Port Dickson. The research proposed the cognitive constructive learning model (ADDIE) in Problem Oriented Project Based to study to what extend does PBL improve the performance of students project with respect to the conventional method of learning. On the others hand, this study also research into whether PBL approaches creativity, criticality and team working among polytechnic's students.

Keywords- Problem based learning; Problem Oriented Project Based

I. INTRODUCTION TO PROBLEM BASED

LEARNING

PBL originated and gained wide acceptance in medical education [1 ]. The model was designed to help interns improve their diagnostic skills through working on "ill­structured problems." However, in the last decade, there has been a growing movement throughout the world to adopt PBL in other fields, including engineering [2]. Problem-Based Learning (PBL) is one of the learning strategies that are based on student-centered learning. The Problem Based Learning has

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Ass.Prof. Dr. Ruhizan Muhammad Yassin, Ruhizan

Fakulti Pendidikan, Universiti Kebangsaan Malaysia 43000 Bangi, Selangor

ruhizan@pkrisc.cc.ukm.my

become a popular term in education and is now often applied to educational methods and innovations. Students are guided by cognitive coaches through the problem solving process and develop high levels of generic skills [3] and attributes, along with the content specific knowledge and skills that they require. PBL practitioners often claim that their learners are more motivated and independent in their learning

In PBL, students use their existing knowledge in order to learn and learn how to learn so that they are better able to apply problem solving to new situations in the workplace and in the community [4]. In PBL, the lecturer is a facilitator or coach, whose role is to make the learning process visible, instead of making the content visible as in traditional lectures. Students become problem solvers who have to be actively involved in the learning process. Students being exposed to PBL for the first time must be prepared and motivated.

II. INTRODUCTION To PROJECT COURSE IN

POLYTECHNIC

Project is a core subject need to be taken by all fmal semester students in Polytechnic . For certificate level, this project shall be taken by fmal semester student that is on fourth semester (Project 1). Whereas for diploma level, this project adopted during two semester namely semester 5 (Project 2) and semester 6 (Project 3). Project 2 giving knowledge of implementation method and project deliverables is based on hardware or software or combination of hardware and software, or system analysis or data study information. This course giving exposure to project selection and initial planning, proposal paper preparation method and presentation and production a mini project. After get approval from lecturer, each student should implement early preparation project follow up with category chosen such as hardware, software, system analysis and study use data or information. Project 3 (E5006) is addition of Projek 2 (E4006) where student required design a project which combines some skills. This course emphasising on construction method, testing, fault detection and restoration and complete end product. This course also trained student to preparing project report according to format that is set and make project presentation in the end of semester.

2009 International Conference on Engineering Education (lCEED 2009), December 7-8, 2009, Kuala Lumpur, Malaysia

III. PROBLEM STATEMENT

Each diploma student should produce one project which is related to course adopted either individually or collective which comprises from two to four people in two semester. During project 2 (E4006) student asked to search project topic and same time disclosed on how to produce project report. Student also need to design mini project according to course category which combining certain skills. This fmal project assessment will be evaluated based on result of completing mini project together with progress report . During fmal semester (E5006), students need complete project planned with report and make final presentation during end of semester.

Project always supposed as a challenging subject because it combine some skill to produce one good project. Only a few number of project achieving the quality and standard to be proud. Some of this student's project get good recognition among local entrepreneurs. However most projects designed by this diploma students practically no challenge and too simple. Various factors could be associated in short and less innovative project deliverables in Polytechnic institution. Meeting time by lecturer with students during project 2 (E4006) is two hours a week. During meeting session with lecturer, student would discuss respective project and progress report. A lecturer also required to supervise five to seven groups of students during meeting time. With time constraint and more student groups cause difficult to monitor each group of student effectively.

Beside this, occur situation where lecturer leave lecture to other business such as meeting, course or seminar, which causes the number of contact hours become less. According to [5], more than 50% students would leave lecture room if lecturer did not attending class after 20 minutes. And according to [6], 30% student feel dispirited when no learning session during absent of lecturer. The time allocations for project 3(E5006) class are three hours a week. Student will meet project lecturer once a week only. The Opportunity to discuss on project progress is very limited during lecture time with several groups of students. Furthermore there is no reference centre for student to know something difficulty after office hours. Limited source of reference cause student difficult to obtain relevant information related to project design. Such factors causes make lost students spirit to produce a better project. Finally student will make short and simple project just to fulfil the course needed.

Student do not expose to research studies cause difficult for student fmd reference materials for project use. Time constraint during lecture time cause lecturer not able to give emphasis in research aspect. Data Analytical [7] for project 2 course (E4006) show that 9% students obtained score A, 40% score B, while 51 % obtained score C in fmal exam of Port Dickson Polytechnic for Jan 2008 session. The exam result shows that large number of students only able to obtained score C in project 2 (E4006). This indicated that the students knowledge is lacking in basic level. In normal conventional classes, students normally learned based on what the lecturer delivered in class room.

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In this paper, Problem Based Learning method will be introduce in this project course. Student can obtain relevant information on project through website and no need entirely dependent on project supervisor. Through this web page, students are able to communicate and share information with other IPT 's student groups through ICT facilities to build, evaluate, manipulate and present new idea and knowledge.

IV. PURPOSE

The purpose of this paper to study how this research studies can improve the project quality and project result after implementing research and Problem Based Learning in project course. On the other hand, this study also research into whether Problem Based Learning approaches creativity, criticality and team working among Polytechnic's students.

V. OBJECTIVE

The objectives of this study include: a) to study what is the difficulty face by student in

project course. b) to compare the learning strategy by conventional

method and Problem Based Learning. c) to study student attitude on learning method in

research. d) to compare student achievement on project by

conventional method and Problem Based Learning

VI. RESEARCH METHODOLOGY

This research proposed the cognitive constructivist learning model (ADDIE) to study to what extend does Problem Based Learning improve the performance of students project with respect to the conventional method of learning. Solving problems which involves cognitive role in processing information that achieved based on problem which exist. Understanding on problem proposed is cognitive activity where student need to think with knowledge they have. The Learning process by research and PBL method will be applied in this study through development of website software which will be used by students for problem solving. This research involved three major phase.

First Phase

• Information collection of student learning interest and style on their project subject.

• Difficulty face by students in previous teaching method.

• Present knowledge student in field of IT and research application

• Introduction Learning style of project by research method with PBL application.

Second Phase

• Design and website development. • Preparing contents on project activity calendar, listing

project topics, sample of projects in video format,

2009 International Conference on Engineering Education (ICEED 2009), December 7-8, 2009, Kuala Lumpur, Malaysia

technical information related to project, link to web page which related to project information.

• Learning by research through web. • Exposure to Problem Based Learning (PBL).

Third phase

• Evaluate the effectiveness of the web page for research purpose.

• In this phase researcher use qualitative and quantitative method to look effectiveness of PBL in learning purpose.

• Evaluate the effectiveness of PBL in problem solving and students interaction.

• Observation will be conduct through checklist prepared during student use the websites.

• Evaluate the end result of students progress in the end of project 2 (E4006)

• Evaluate the end product of students on project 3 (E5006).

r I

ADDIE rIod.1

Figure l. ADDIE Model

VII. CONCLUSION

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There are some evidence that PBL, in comparison to other instructional methods, has value for enhancing the quality of students' learning in subject matter areas, leading to the tentative claim that learning higher-level cognitive skills via PBL is associated with increased capability on the part of students for applying in problem solving contexts. There are also ample evidence that PBL is an effective method for teaching students complex processes and procedures such as planning, communicating, problem solving, and decision making. Changes in the way that teaching and learning should be carried out in current education system. Assessment must keep pace with these trends. We must begin to look beyond traditional measures toward new and different ways of knowing.

REFERENCES

[I] Barrows, H. S. (1992). The tutorial process. Springfield, IL: Southern Illinois University School of Medicine.

[2] Khairiyah Mohd. Yusof (2005),Zaidatun Tasir Jarnalludin Harun Syed Ahmad Helrni Promoting Problem-Based Learning (PBL) in

Engineering Courses at the Universiti Teknologi Malaysia, Global J. of Engng. Educ., Vol.9, No.2 © 2005 UICEE Published in Australia.

[3] Hasyarnudin Othman & Rahifa Mustafa. (2005). Presentation Paper "Generic Skill in PBL class room arnong students in University Technology College Hussein ONN (KUiTTHO)".

[4] Boud, DJ., Problem-Based Learning inPerspective. In: Boud, DJ. (Ed.), Problem-Based Learning in Education for the Professions. Sydney: Higher Education Research andDevelopment Society of Australasia m (1985).

[5] Claire H. Major.Assessing the Effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature ,Academic Exchange Ouarterly Spring 2005: Volume 5, Issue l.

[6] Jolliffe A, Ritter J, Stevens D. The online, learning handbook: developing and using web based learning. London: Kogan Page, 200.

[7] Final Exarn Result of session Jan 2008 of Polytechnic of Port Dickson; server seven/pmis/jke.html.

Study pre development

H I Analysis l. Present knowledge student in field IT and

"Computer System and Application". 2. Difficulty in traditional method of learning.

3. Project teaching by research method 4. Introduction on PBL method in project

course by using internet

Web-learning design

Create

� I. Data Information on project need

Data 2. Research information in web page

I � 3. On-line collaboration and Design information

4. PBL application

I. Student project activities Storage h 2. Projects title

3. Excellent project video 4. On-line resources

5. Link to other web for PBL purpose

I Development Acces

Create ID & Students password

I Testing Students try to access ID &

Password

PBL tutorial process l. Problem Identifications

Implementation h 2. Brainstorm and analysis the problem

I 3. Determine the solution through PBL 4. Searching and collecting information/resources 5. Sharing and synthesis a new information/finding

� l. Project Proposal through research

I Evaluation 2. Problem solving through PBL 3. Presentation of progress report (E4006) 4. Project design & demonstration (E5006) 5. Project Report

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