Challenges in Implementing Project-Based Learning in Malaysian Vocational Colleges During Teaching Practicum

Abstract

Project-Based Learning (PjBL) has become a pivotal pedagogical approach within Malaysian Technical and Vocational Education and Training (TVET), aiming to bridge the gap between theoretical knowledge and practical application. However, implementing PjBL presents significant challenges, particularly for practicum teachers in vocational colleges. This study investigates these challenges, focusing on two primary areas: classroom control and resource availability. A cross-sectional survey was conducted among 90 technical and vocational education undergraduate students who recently completed their teaching practicum. Results reveal moderate challenges in maintaining classroom control during PjBL activities, with a mean score of 2.42 on a 4-point Likert scale, while resource limitations, including insufficient materials and technology, were perceived as more severe (mean score: 2.88). A Spearman’s correlation analysis (r = 0.501, p < 0.01) indicates a significant relationship between classroom control and resource adequacy, suggesting that resource shortages exacerbate difficulties in managing PjBL classrooms. The findings emphasize the need for improved resource allocation and enhanced teacher training to address these interconnected challenges. By addressing these barriers, the effectiveness of PjBL can be significantly enhanced, contributing to better student outcomes and workforce readiness in Malaysian TVET programs.