Problem-based Learning (PBL) among Malaysian teachers: an evaluation on the in-service training of facilitation skills

Problem-based Learning (PBL) is practised in Malaysian universities, but it is rarely carried out in Malaysian secondary schools. Hence SEAMEO RECSAM conducts PBL courses on a regular basis, to introduce teachers to PBL. The 32 respondents of this study were selected from a large group of Malaysian teachers who had attended the 2017 STEM Workshops at SEAMEO RECSAM. The literature showed that the benefits of PBL come at a price, in that PBL requires more ICT resources and facilitation by educators who have reported the task as difficult and frustrating. The author facilitated this class of PBL, and can thus share the first-hand experiences. Six research questions were answered in this study. The author found that although it was challenging to see to the needs of 32 individuals, it was not frustrating as there were positive findings. The respondents agreed that the PBL lesson was appropriately conducted, and was aware that the roles of the teacher and students have shifted in PBL. All the respondents (except for one) were willing and confident to practise PBL in some of their lessons with their students. This implied that certain educators adapted more easily to be a facilitator of PBL than other who was more difficult to be convinced. It is hoped that more teachers will be empowered through training of PBL facilitation skills in the subsequent year with the knowledge and experience gained through this study