PROJECT-BASED LEARNING: IMPLEMENTATION & CHALLENGES

Abstract

This study is an attempt to investigate the possibility of applying PBL in some Bahraini Primary Sschools. It also aimed to explore the challenges that might occur during the application of PBL in actual classroom situation. Both questionnaire and semi-structured
interviews were employed in gathering the data. A total of 24 pre-service teachers in 8 schools took part in this study during the academic year 2016/2017. The findings of the study revealed
that more than 3/4 of the participants were unable to implement PBL with their students. The various challenges they encountering were also indentified. These included choosing a significant content, time management, monitoring and assessment, and lack of facilities.
Finally, based on the results, some suggestions and recommendations that could help teachers, schools and decision makers in implementing PBL were offered.

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PROJECT-BASED LEARNING: IMPLEMENTATION & CHALLENGES
Dr. Shaban Aldabbus
English Division Education, Bahrain Teachers College, Bahrain University, Kingdom of
Bahrain
Abstract: This study is an attempt to investigate the possibility of applying PBL in some
Bahraini Primary Sschools. It also aimed to explore the challenges that might occur during
the application of PBL in actual classroom situation. Both questionnaire and semi-structured
interviews were employed in gathering the data. A total of 24 pre-service teachers in 8 schools
took part in this study during the academic year 2016/2017. The findings of the study revealed
that more than 3/4 of the participants were unable to implement PBL with their students. The
various challenges they encountering were also indentified. These included choosing a
significant content, time management, monitoring and assessment, and lack of facilities.
Finally, based on the results, some suggestions and recommendations that could help teachers,
schools and decision makers in implementing PBL were offered.
KEYWORDS: Project Based Learning, Pre-Service Teachers, Teaching Practice 4.
INTRODUCTION
Teaching Project Work in Primary Schools (PBL) is one of the courses taught for Bachelor of
Education Program (B.ED) students at the Bahrain Teachers College (BTC), Bahrain
University. It aims to help candidate teachers to acquire the necessary skills of using PBL with
young learners in Bahraini primary schools. The educational focal point is on ways that
instructors can enhance learners’ dependability in all phases of conducting the project so that
they become dependent on themselves and emphasize learner centered instruction.
According to the Ministry of Education in Bahrain, students should be prepared to enter a
knowledge based economy by helping them to acquire the 21st century skills. To fulfill this
goal, Singapore has been chosen as a model for the reformation of the educational system in
the K12 public schools in Bahrain. Project based learning was also adopted as a method of
instruction ‘’because it is more similar to the globalized working environment than traditional
lecture driven instruction’’ ( Wilkinson, 2014).
In this course, students receive comprehensive theoretical background information about PBL
and then they start implementing it in microteaching sessions in teaching different subjects as:
English, Arabic, Science and Math for their classmates at the BTC. During the application of
PBL, they displayed great abilities and confidence, but they still uncertain whether or not will
be able to apply it in real classroom situation during their teaching practice, and what challenges
they might encounter?
During the supervision of fourth year students in their teaching practice (TP4), it has been
noticed that just few of them who used project based learning in classrooms. This was the key
motive for me to investigate the problem in order to find out the challenges that hinder the
application of PBL. Therefore, this study aims to examine the possibility of applying PBL in
Bahraini schools, and to explore the challenges if there are any. It also aims to provide some

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suggestions based on the findings of the study that might facilitate the implementation of PBL.
However, the following research questions are designed to direct the study.
Research Questions
1. To what extent PBL can be implemented in the Bahraini Primary Schools?
2. What challenges do pre-service teachers encounter when implementing PBL?
3. What are the suggestions that could facilitate the implementation of PBL if any
challenges were occurred?
Significance of the study
Although the sample of the study is relatively small, the researcher expects that this study will
provide useful information about the possibility of applying PBL in some primary schools in
Bahrain and the challenges that might occur. It is also hoped that instructors of method courses
at the BTC can use such information in preparing materials and tasks in advance to minimize
the influence of those challenges. In addition, this information could be valuable for decision
makers to direct their attention to the importance of carrying out an environmental analysis
before adopting new teaching methods or curriculum. However, the results of the study could
help in:
• reconsidering how PBL should be taught at the BTC.
• designing and conducting in-service training sessions for teachers.
• addressing the challenges in order to minimize their negative impact.
LITERATURE REVIEW
Project Based Learning (PBL) is a student centered teaching method based on constructivism
and constructionism theories developed by Gergen, (1995); Piaget and Inhelder (1969);
Vygotsky, (1978). A review of literature shows that PBL has increasingly been trialled and
adopted across a diversity of educational institutions worldwide (Pereira, et al, 2017) and
(Willkson, 2014). The main purpose behind developing this method is to create effective
learning opportunities where learners can work collaboratively in groups to answer a driving
question, solve a problem, or tackle a challenge with an aim of creating an end product (Bell,
2010). PBL is not limited to providing students with content knowledge, but further develops
their psychomotor and social skills, such as searching for information from different resources,
critical thinking, problem solving, self evaluation, summarizing and giving presentations which
are highly recommended for long life learning. In other words, “It educates the whole child
rather than focusing on one aspect of learning” (Phillips, et al. 1999)
Consequently, more emphasis is currently placed upon the implementation of PBL in
classroom as stated by Thomas (2010:2) who described PBL as an effective method of teaching
that can be used in various “contexts, including racially groups and low achievers”. Unlike
traditional methods of teaching where teachers are considered the main source of information
and dominate most of talk time in class ( Aldabbus, 2008), PBL provides valuable
opportunities for students to be engaged individually and in groups in formulating the enquiry

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questions, setting goals and planning for the process of conducting and designing the project
(Markham (2003:4). This shows the role of the teachers who are seen as facilitators and
advisers, provide students with adequate guidance and feedback. They give students more room
to choose the way they approach the task which motivates students to be more independent.
Besides that, students have to work together in groups, distributing roles, helping and
supporting each other, searching for information, sharing experience, designing activities, and
reflect on the knowledge and social skills which are essential for lifelong learning. Bell, (2010)
summarized the remarkable advantages of PBL as it motivates students to be fully engaged in
the process of learning and gives them a feeling of satisfaction. They also observed that PBL
encourages students to collaborate with each other in solving problems; it promotes self-
learning as students become more responsible in their learning; and as PBL involves a range
of activities, it meets various learning needs and interests of learners. PBL is sparkling method
of teaching through which students can discover the challenges and problems in the world
around them. The responsibility of learning is transferred from teacher to students’’ (Grant,
2011).). According to Gubacs, (2004) learners have the chance to self assess their own end
products, they can also evaluate their classmate’s projects and give constructive feedback to
each other. This would help them to become aware of their own strengths to be enhanced and
weaknesses to be eradicated.
What makes projects based on PBL different from the regular projects that students usually
carry out at the end of the term or academic year is that the projects do not end up in a
predefined results or take restricted paths decided in advance by the instructor. Projects based
on PBL create more freedom for students, so they can select the suitable topic, resources to be
consulted, distributing responsibilities among group members and the way they design and
display their final products (Marwan, 2015). In a study conducted by (Thomas, 2000) indicated
that students who learn by PBL are able to develop better social interactions and are more
punctual in terms of attendance. This behavior has positive impact of students learning.
Similarly, Edelson, et al (1999) argued that the way students conduct the project, the material
to be used and roles of participants the way they design the end product foster their intellectual
powers throughout problem solving skills, thinking and reflecting on the various stages of the
project.
According to Thomas (2000), it has been observed that only few teachers who experienced
some serious difficulties in implementing PBL in their own classrooms. However, this method,
as any other method of teaching, has some drawbacks as illustrated by Habok and Nagy
(2016:3) who argued that PBL is a “highly time consuming activity and requires great attention
to detail”. In addition, students who lack the skills of working in groups may face some
challenges in working collaboratively (Johnson & Johnson 1989). Likewise, Ladewski, et al.,
(1991) indicated that ‘’the implementation of PBL can conflict with deep-seated beliefs on the
part of a teacher’’. That is, some teachers resist any suggested shift from the methods of
teaching they use to apply with their students to more advanced methods as PBL. Other
challenging issues reported by Marx et al. (1997) stated that projects usually take more time
than expected. They added that some teachers find it difficult to monitor and scaffold students'
activities, as they either give them too much freedom or too little modelling. Some students
were unable to come up with effective driving questions, keep up motivated and actively
engage in the process of conducting the project till the end. They also noted that some students
were sometimes not able to access the technology necessary to search for information.

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However, Harmer and Stokes (2014) suggested that, in certain cases, PBL can be used as a
supplementary method of instruction if teachers think that consistent use of PBL may affect
the accomplishment of the learning goals. Besides that, PBL is demanding in terms of planning
and preparation, facilities, student discipline and monitoring and evaluating students.
Therefore, “teachers should reconsider the potential benefits that project work may cover with
the potential problems that are associated with them’’ (Heines, 1989).
Implementation of PBL
PBL typically involves the following steps: significant content should be carefully chosen to
meet the learners’ needs and attract their attention. Then the topic should be introduced in an
interesting way such as activating students’ prior knowledge through short discussion, eliciting
questions, displaying a video or a trip. The main purpose of this stage is to stimulate students
and encourage their eagerness to know more about the topic. After introducing and discussing
the topic, students are encouraged to come up with a driving question to help them stay focused
on the area of the project and to give them a purpose behind conducting the project. The
question should be challenging, open ended and directly related to the core of the project.
However, different groups might have different driving questions.
It is very important to make the project meaningful by giving students enough freedom for their
voice and choice about how to carry out the project. They should be encouraged to use their
ideas in designing the project, what materials to be used, and sources of information and how
to present the end product. This room would help them to be more creative and independent
learners. During the process of conducting the project, teachers should make sure that learners
have sufficient time and opportunities to practice skills such as effective communication, using
technology, critical thinking and problem solving which all are important for 21st century job
market.
After answering the main driving question, learners have to share with each other the gathered
information to be evaluated and summarized, then more sub questions can be generated by
students for more detailed information. Feedback and revision is another important element of
project based learning. The teacher along with peers work together to provide constructive
feedback to each other. Students usually learn from the process of conducting the project
through which they revise and modify their work according to the feedback received from their
teacher and peers. Presenting the end product to a public audience like students and teachers of
other classes, parents, community members and friends is considered the main motive for
students to work hard and feel proud of what they have done. So students should be encouraged
as much as possible to display their projects and talk about them to other people and answer
their questions.
METHODOLOGY
The main purpose of this study is to investigate the applicability of PBL in some Bahraini
primary schools, and exploring the challenges that might exist during the application of this
method. Therefore, a case study approach design was chosen to carry out this research. Two
data collection tools were applied in gathering the required data: a questionnaire and semi-
structured interview. The questionnaire has been administered along with the instructions to
24 pre-service teachers in 8 primary schools in different parts of Kingdom of Bahrain at the
beginning of their teaching practice four (TP4) . The aim of the questionnaire is to see, from

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pre-service teachers’ perception and teaching practice experience, whether or not the project
based learning method can be implemented in Bahraini primary schools? And to see if there
were any challenges that might be encountered during the process of the implementation.
Whereas, the interview aims to seek more information and clarifications based on the responses
of the participants in the questionnaire.
Participants and context
24 pre-service teachers studying in year four at Bahrain Teachers College during the academic
year 2016/2017, final semester took part in this study. The participants were selected randomly
from different majors (Arabic and Islamic studies, Math & science and English). They had
almost the same background. That is, they received equal training program, and took similar
content and method courses. Pre-service teachers were distributed by the Ministry of Education
on 8 different schools for teaching practice which lasted for one complete semester. During
their teaching practice they had to teach full lessons based on a teaching schedule prepared by
the schools.
Data Analysis and discussion
Adopting PBL as a method of teaching in Bahraini Primary Schools is considered a big shift
from traditional to advanced methods of teaching. As a result, various challenges are expected
to exist during the implementation of PBL. This section presented and analyzed the data
derived from the questionnaire and semi-structured interviews. The data are classified by theme
and then organized into various categories, as follows:
Challenges related to teachers: The findings of the study indicated that only 7 out of 24 pre-
service teachers were able to implement PBL during their TP4 which lasted for whole semester
because of the following reasons. First, they could not easily decide which topic or unit in the
text book to be taught by PBL. This challenge could be due to the fact that the curriculum has
not been designed to be taught by PBL. Therefore, this was left to teachers to decide. Another
striking difficulty faced by the participants was implementing PBL within the school schedule,
because they had to complete certain topics in certain time as planned by the MOE. Using PBL
often takes more time than other methods of teaching which may delay the processes of
presenting and covering the lessons scheduled by MOE. This is in line with what has been
stated by Dahlgren et al. (1998), that many teachers assume that PBL is time consuming and
they were unable “to cover as much material as a traditional lecture-based style”.
Another major obstacle showed by this study was that some pre-service teachers were reluctant
and not confident enough to apply PBL because they had a preconceived belief that if they
applied PBL students would create too much noise in classroom, as a result they would not be
able to make them calm and regain their attention easily. Besides that, giving support to 30 -36
students and monitoring their progress during the process of the project was hard. Focusing on
all elements of PBL was found to be problematic as well by some pre-service teachers. The
findings also demonstrated that participants were not confident to apply PBL because they were
not sure whether to assess the process of conducting the project or the end product. This could
be due to the lack of experience.
Challenges related to students: The results of the study revealed that some students
dominated the work and did not allow their classmates in the group to take active role in the
project, whereas others wanted to direct the project according to their interests specially high
achievers. As a result, those who did not get the opportunity to participate became upset and

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unwilling to continue working with the same group. This issue maybe because of the little
exposure and training that students received on the skills of collaborative work before
conducting the project, or the group working rules were not effective. However, ‘ teachers are
able to set students up for success by helping them build a solid foundation for these skills
through the use of scaffolds’’(Hmelo-Silver & Barrows, 2006 p. 24).
Furthermore, using technology is one of the essential components of PBL, but the findings
showed that some students don not have their own devices or maybe they did not have access
to technology which obstructed them from searching for information to be shared with their
classmates in the group. Another issue revealed by the study was that some students worked
very fast focusing on finishing the project rather than learning from the process of carrying out
the project. This could be attributed to the common fact that students were still exam oriented
and interested in gaining high marks rather than acquiring skills.
Challenges related to curriculum: The curriculum is artificial and not based upon something
authentic. Therefore, pre-service teachers found it difficult to adjust it to be taught in
meaningful projects. Some of them used it as a normal project or as a task based learning
neglecting the elements of PBL. As it has been mentioned earlier, the curriculum was not
designed to be taught by PBL. Therefore, teachers should strive to find out how the content of
the lesson modified and contextualized so that it can be taught by PBL while preserving the
objectives of the lesson. However, this is a common problem and often happens especially
when the emphasis is placed upon the end product rather than the process of conducting the
project “The true focus of PBL is encouraging students to engage in inquiry, explore real-world
contexts, and share their learning with others’’( Holland, 2015).
Challenges related to schools: The findings illustrated that schools don’t offer the necessary
materials and facilities required for projects. This could be due to the lack of financial resources
devoted for such projects. Different projects need different materials and facilities to be
conducted and if the schools do not have sufficient budget, it would be hard for teachers to
apply PBL. Another striking finding related to schools was that some school administrations
preferred simpler methods of teaching to avoid noise, spending money and adhering to the
teaching plan provided by MOE. Either they did not welcome any shift or they put obstacles in
the path of teachers so they did not use unfamiliar methods of teaching. However, school
factors were the major barrier as reported by many researchers such as: Blumenfeld, et al.
(1994) and Pereira, et al (2017). These factors include insufficient resources, inflexible
schedules, and lack of technology. In addition, a number of students and district curricular
policy are serious limitations that obstruct the implementation of PBL.
Challenges related to parents: School – Parents’ collaboration may help greatly in the success
of the educational process. This relationship did not exist, and there was not as effective
communication between teachers and parents as it should be. Consequently, it has been
observed that some parents underestimated the value of PBL, and were not keen to offer the
necessary materials for their kids to do the project. On the other hand, some parents did the
project for their children instead of just helping them to search for the information or provide
them with the necessary materials and facilities that enabled them to conduct the project. This
was maybe because parents were not aware of the importance of project based learning.

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CONCLUSION
This study sought to investigate the possibility of applying PBL in some Bahraini Primary
Schools and to see if there were any challenges existing during the implementation. Analysis
of the data revealed that less than one third of the participants were able to apply PBL whereas
the rest failed to do so because of the following reasons: some of them were reluctant and not
confident enough to use PBL. Most pre-service teachers found it difficult to manage their
classroom time appropriately because projects took more than the expected time. Additionally,
the context where PBL was implemented played a fundamental role in hindering the process
of using PBL effectively. Designing valid and reliable assessment tools that require students to
demonstrate their understanding was another striking difficulty. There is an evidence
demonstrated by this study that PBL was challenging for students as well. It showed that
students lacked the necessary skills of collaborative work. As a result, some students dominated
the work and imposed their ideas on their classmates. The study indicated that some schools
did not offer the required facilities and were not ready to shift to PBL because of various
constraints such as time, noise and lack of financial support. Lastly, the findings of this study
offered good opportunity for the researcher to come up with some valuable suggestions that
could help in facilitating the process of applying PBL based learning, as illustrated below.
SUGGESTIONS & RECOMMENDATIONS
The following suggestions and recommendations are made to help teachers , schools and
decision makers implement PBL as it has proven to be an effective method of teaching.
• The culture of using PBL should be spread among schools throughout workshops,
seminars and training sessions.
• Teachers should receive in-service training on how to apply PBL.
• Parents should be familiarized with the importance of PBL.
• PBL should be taught along with problem based learning, inquiry based learning and
task based learning.
• Curriculum should be authentic and originally designed to be taught by PBL.
• Special budget for projects should be offered by schools.
• Display area where distinctive projects can be displayed to motivate other students
should be made available to students.
• Rewards for best projects should provided.
• Collaboration among teachers within the same school should be encouraged.
• PBL should be used across the curriculum.
• There should be an application of different effective assessment tools that assess the
process and the end product.

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• Taking into account the Bahraini school environment in the case of adopting a new
method of teaching.
Recommendations
• The sample size that took part in this study was relatively small. Hence, a bigger sample
is recommended.
• Further research to explore the effectiveness of PBL in teaching the 21st century skills
is suggested.
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