A Study on a Problem-Based Learning Method Using Facebook at a Vocational School

Abstract

This study used a single-group pre-test/post-test design for a quasi-experimental study to implement a 12-week teaching activity. The research tools included a learning achievement test, a learning attitude scale, a portfolio assessment scale, a response and observation record form on Facebook, and a teaching reflection log. Each tool helped to identify the effect of problem-based learning on students’ learning effectiveness and attitude. The following statistical methods were used to analyze quantitative data: descriptive statistics, one-way analysis of variance (ANOVA), nonparametric tests, single sample t-tests, dependent sample t-tests, Pearson product moment correlations, and Kendall harmony coefficients. The research results are as follows: (1) the teaching model of problem-based Facebook learning has a significant effect on the learning effectiveness of some students and has a positive effect on learning attitude; (2) there is a significant difference in the effectiveness of problem-based Facebook learning among students with different Website hosting experiences and among those who used Facebook’s message function to varying degrees; (3) the problem-based Facebook learning has a significant impact on the effectiveness of the learning portfolios for students with different Website hosting experiences and message function utilization; (4) the problem-based Facebook learning method used for plant identification has a significant effect on the learning attitude of students; and (5) there is a significant positive correlation among the problem-based Facebook teaching of plant identification, students’ learning effectiveness, and learning attitude.