Exploring the implementation of Project-Based Learning among Agricultural Science teachers at technical schools in Northern Malaysia

Project-Based Learning (PBL) is a pedagogical approach that emphasizes active student engagement through problem-solving activities and the creation of tangible products. This study aims to explore the characteristics and the process of implementation of project-based learning experiences of Agricultural Science teachers in Technical Schools in Northern Malaysia in implementing PBL in their teaching practices. Specifically, the study was guided by two research questions: (i) What are the characteristics of PBL in the Agricultural Science program? and (ii) What is the impact of implementing PBL in the Agricultural Science subject? Employing a qualitative approach, the study adopted a phenomenological design and involved two teachers as informants, selected upon reaching data saturation. Data were collected through semi-structured interviews and analyzed using the constant comparative method. The findings reveal several key characteristics of PBL within the context of Agricultural Science, including: (i) Curriculum-aligned learning content; (ii) Teacher as facilitator; and (iii) PBL as a distinct approach from traditional learning. The implementation of PBL was identified to occur in three main phases: (i) Pre-implementation: Initial preparation and project planning; (ii) During implementation: Briefings and work scheduling; and (iii) Post-implementation: Rubric-based assessment. This study contributes valuable insights for educators and future teachers in understanding the effective implementation of PBL. It also offers guidance to the Ministry of Education in strengthening technical and vocational education policies by promoting more constructive and student-centered teaching strategies.

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