ISSN: 2222-6990
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21st century poses greater challenges for graduates to secure positions in the employment sector. To prepare the graduates for the challenges, the teaching and learning approach needs to be transformed for better outcomes. Cooperative problem-based learning (CPBL) is a new approach that consists the elements of problem-based learning and cooperative learning. Its advantages is numerous that it could help to improve critical thinking skills, creativity, problem solving skills, social skill, leadership skills and motivation, which leads to better experience in the learning process. CPBL has been found to be used in the content-based class such as engineering and has displayed positive results. The elements of critical thinking and the usage of skills in the CPBL module have proposed that it is a suitable approach for the language classroom. A survey using questionnaires on students’ perceptions, motivation and strategies for learning has been conducted on undergraduate students to have insights of CPBL outcome in the language classroom. The questionnaire is later analyzed using exploratory factor analysis in the SPSS software. The results show that the most loaded factor is self-efficacy for learning, followed by extrinsic goal orientation, and intrinsic goal orientation. All these factors correlate with one another that the students focus on their extrinsic goals more than their intrinsic goals to increase their self-efficacy.
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In-Text Citation: (Othman & Idrus, 2019)
To Cite this Article: Othman, H. B., & Idrus, H. B. (2019). Students’ perceptions on Cooperative Problem-Based Learning (CPBL) in the language Classroom. International Journal of Academic Research in Business and Social Sciences, 9(13), 291–303.
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