The Relationship Between Teachers’ Knowledge and The Implementation of Project Based Learning at Vocational College

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The transformation of the education system in Malaysia aims to equip students with new skills to realize the country's aspirations become high-income developed country by 2020. Project-based Learning (PBL) is seen as an innovation in education today to develop the features of 21st-century students. This pilot study aims to identify teachers' knowledge in the areas of technology pedagogy and content. In addition to determine the relationship between the variables studied and the implementation of PBL. A total of 30 respondents in the vocational program of the Malaysian Vocational Diploma program from Chenor College of Vocational (Agriculture) participated in this study. Respondents were randomly selected to answer this questionnaire. The results showed that technological knowledge (M = 3.71, SD = 0.510) and pedagogical knowledge (Min = 3.75, SD = 0.409) were at the highest level while content knowledge (M = 3.08, SD = 0.44) was at the moderate level. The findings also showed that there was a significant positive and moderate relationship between technology knowledge and PBL implementation (N = 30, r = 0.421 *, p = 0.05), a weak but non-significant relationship between pedagogical knowledge and PBL implementation (N = 30, r = 0.139, p = 0.05) and a significant negative and moderate relationship between content knowledge and PBL implementation (N = 30, r = -.410 *, p = 0.05). This finding is expected to assess the level of knowledge of teachers in the implementation of PBL to enable the stakeholders to develop the improvement efforts needed to further strengthen the PBL methodology in vocational colleges.