Teachers' Perceptions of the Implementation of Project-Based Learning (PBL) in the Design and Technology Subject (D&T)

Abstract

Critical thinking skills applied across various subjects among students must be given due attention in shaping educational transformation and reform. To achieve this goal, teachers are encouraged to implement diverse teaching strategies as recommended by the Ministry of Education Malaysia, one of which is Project-Based Learning. This study examines teachers’ perceptions regarding the implementation of Project-Based Learning in the Design and Technology subject, aiming to evaluate the effectiveness, challenges, and readiness associated with its practice in the classroom setting. Data were collected through a survey method using a structured questionnaire as the primary instrument. A total of 50 primary school teachers from the Kinta district participated as respondents. The collected data were analyzed descriptively using frequency, percentage, mean scores, and standard deviation. The findings revealed that teachers’ perceptions of Project-Based Learning implementation were at a moderate level across all aspects examined, including the teacher factor (mean = 3.04, SD = 0.993), the physical school environment (mean = 3.25, SD = 0.824), the students (mean = 3.19, SD = 1.125), and the curriculum (mean = 3.41, SD = 0.837). These findings can serve as valuable input for the Ministry of Education Malaysia in formulating new initiatives to strengthen the implementation of Project-Based Learning in the Design and Technology subject at both primary and secondary school levels.