Communication Opportunity of Sophomore Teacher Education Students Exposed To Project-Based Learning
Keywords:
Project-Based Learning, Communication OpportunityAbstract
Introduction
This is an experimental research that determined the communication opportunity exposed in the Project-Based Learning (PBL) of the Sophomore Teacher Education students of Urdaneta City University (UCU) Urdaneta City, Pangasinan during the First Semester, AY 2015-2016. It also looked into their levels of communication opportunity in English as Second Language and established its difference across the experimental group and the control group in using the PBL.
Methods
The subjects of the study were 60 students purposively selected from the different blocks enrolled in the Speech and Oral Communication class of UCU. The four-week series of classroom interaction was recorded and transcribed as the basis of tabulating the lexical density in the academic discourse and the perceptual questionnaire was tallied. The Chi-square and Pearson Correlation were utilized to determine the significant relationship of the Level of Communication Opportunity across the profile variables. To further determine where the difference lies among the level of communication, the results were subjected to a T-test.
Results
The results indicated that students Agree on the positive effect of PBL on their communication opportunity with a High level of communication opportunity. This is supported by the result of Lexical density which is determined as Moderately High. The findings on the relationship in students' level of communication opportunity across profile variables revealed that there is no significant relationship but there is a difference in the level of communication exposed in PBL compared to the traditional approach.
Discussions
This study recommends that the results may be used as a base for formulating language learning tasks on the improvement of communication opportunities of the students.