Problem-Based Learning: Its Effects on Students' Ability in Writing Expository Essays

Abstract

Having the ability to think critically is prominent to aid students in dealing with academic life, filtering any information, and solving problems. This study investigates the effects of Problem-Based Learning (PBL) on students’ ability in writing expository essays. It employed a quantitative approach with a quasi-experimental design by utilizing intact classes of advanced writing. The study utilized a writing test and a scoring rubric as the instruments to collect the data. The experimental group was taught by using PBL with group works whereas the control group was taught by using individual guided problem-solving. The findings on the t-test conveyed that the null hypothesis is rejected. Hence, there is a significant difference on the mean score of the students in the experimental group and those in the control group. Moreover, the analysis on each component of writing revealed that the implementation of PBL gives significant effect on the components of content and organization. Hence, small group discussion for problem-solving tasks is recommended to develop students’ critical thinking skills, social skills, and writing skills particularly in writing expository essays of problem-solution.