TY  - JOUR
T1  - Success Factors of Problem based Learning for IT Courses: Measurements on
PBL Characteristics, PBL Assessments and PBL Practices
AU - Mohd, Haslina AU - Marzukiand, Zaharin AU - Husin, Mohamed Zabidin AU - Puteh, Nurnasran AU - Baharom, Fauziah AU - Saip, Mohamed Ali AU - Darus, Norida Muhd AU - Yasin, Azman 
JO  - Journal of Engineering and Applied Sciences
VL  - 12
IS  - 21
SP  - 5514
EP  - 5517
PY  - 2017
DA  - 2001/08/19
SN  - 1816-949x
DO  - jeasci.2017.5514.5517
UR  - https://makhillpublications.co/view-article.php?doi=jeasci.2017.5514.5517
KW  - critical success factors of PBL
KW  -soft skill
KW  -problem solving
KW  -IT courses
KW  -Problem Based Learning (PBL)
KW  -assessment
AB  - Recently, a shifting from lecture-based teaching methods in for IT undergraduate courses to a more
student-centered learning is called as Problem-Based Learning (PBL). A problem-based learning approach is
one of the applicable solutions to strengthen IT student capabilities in critical thinking, problem solving, soft
skill such as communication, leadership and team-work skills. Educational Institutions can produce students
with the ability of critical thinking, creative and innovative through soft skill. This soft skill is crucial in
preparing IT students with honorable values which later may contribute to the success of Malaysian Vision
2020 to increase skilled worker with soft skill ability. To date, there is a lack of statistical evidence to show IT
student’s perception of IT courses related to PBL characteristics, PBL assessment and PBL practices. Therefore,
this study aims to identify the PBL success factors of IT courses. The survey technique was applied in this
study. The self-administered questionnaires were distributed to 119 IT students who had experienced in PBL.
The results of reliability test showed the Cronbach’s alpha value for the questionnaire is 0.983. The findings
from a descriptive analysis of the PBL characteristics, PBL assessment, PBL practices and PBL perception show
that the critical success factors of IT courses that highlighted by the respondents with the mean value of 4 are
self-assessment (one of the sub-factor of PBL assessment), Roles of facilitator (one of the sub-factor of PBL
Characteristics) constructism and group activity (two sub-factors of PBL practices). These findings may
contribute the IT educators in improving their PBL implementation for IT courses and also to the PBL
researchers in improving the existing PBL models.
ER  -