Abstract
Having the ability to think critically is prominent to aid students in dealing with academic life, filtering any information, and solving problems. This study investigates the effects of Problem-Based Learning on students’ ability in writing expository essays. It employed a quantitative approach with a quasi-experimental design by utilizing intact classes of advanced writing. The study utilized a writing test and a scoring rubric as the instruments to collect the data. The experimental group was taught by using PBL with group works whereas the control group was taught by using individual guided problem-solving. The findings on the t-test conveyed that the null hypothesis is rejected. Hence, there is a significant difference in the mean score of the students in the experimental group and those in the control group. Moreover, the analysis of each component of writing revealed that the implementation of PBL gives a significant effect on the components of content and organization. Hence, small group discussion for problem-solving tasks is recommended to develop students’ critical thinking skills, social skills, and writing skills particularly in writing expository essays of problem-solution.
Highlights
Having the ability to think critically is prominent for students to aid them in dealing with the academic life, filtering any information, and solving problems
This study investigates the effects of Problem-Based Learning (PBL) on students’ ability in writing expository essays
This study concludes that the implementation of PBL has a significant effect on the students’ ability in writing expository essays
Summary
Having the ability to think critically is prominent for students to aid them in dealing with the academic life, filtering any information, and solving problems. Within Problem-Based Learning ( PBL), students work in small groups to analyze a problem, list the possible solutions to the problem, and propose the best solution by explaining the reasons to back up their arguments (Jumariati & Sulistyo, 2017; Ng Chin Leong, 2009). Referring to the background of the study, the research question is formulated into: Question: Do the students taught using Problem-Based Learning group works have better ability in writing expository essay than those taught using individual-guided problem-solving?. Ha: There is a significant difference on the mean score of the students taught using Problem-Based Learning group works in writing expository essays and those taught using individual-guided problem-solving
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