Transforming English Language

Vol. 7, No.
2, June 2019 ISSN 2306-112X (E) 2305-6533 (P)
Transforming English Language Writing Skill Employing Problem Based

Learning
Ghulam Dastgeer*
Muhammad Tanveer Afzal**
Naushaba Atta***
Abstract
Problem Based Learning (PBL) has been implemented successfully to enhance
learning at various levels and in different situations around the world. Some studies in
Pakistan have also proved its worth as effective learning technique in medicine and
language such as English. PBL can enhance learners’ competency in English language
skills and lessen their difficulties for communication. The present study aimed at seeing
effects of PBL in English classrooms for transforming and improving writing skill of
secondary level learners. PBL was applied for teaching-learning of English essay writing.
9th grade students studying at 12 randomly selected Islamabad Model Schools, Islamabad,
Pakistan (IMSIP) were engaged in the study. The study was conducted through pre-test
post-test control group experimental design. The subjects were selected through stratified
and random sampling techniques from four strata: Rural, Urban, Male and female and
divided into two groups (416+415 experimental & control groups respectively). Data were
collected through pre-test and post-test and analyzed through employing t-test and
descriptive statistics. PBL proved as more effective teaching-learning technique than
conventional method for transforming and improving secondary level learners’ English
essay writing. The researchers recommended the use of PBL for English teaching at
secondary level.
Keywords: English writing skill, Problem based learning, Learner-centered classroom,
Authentic problems, Collaborated learning.
Introduction
Importance of English language as lingua franca has been recognised in most parts
of the world. It is widely used in communication and for other purposes such as
correspondence, legislation, court proceedings and medium of instruction. In this regard,
Pakistan is no exception; English is used here for status symbol in addition to economic,
social and political elevation. People consider learning of English essential to achieve
*
Principal, Tanveer Hussain Shaheed Model College for Boys, Islamabad.
Email: gdastgeer@hotmail.com
**
Assistant Professor, Secondary Teacher Education Department, Allama Iqbal Open University,
Islamabad.
***
Senior Subject Specialist, Govt. Girls Higher Secondary School Parial, Rawalpindi.
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Vol. 7, No. 2, June 2019 ISSN 2306-112X (E) 2305-6533 (P)
social mobility, better prospects and higher status in the society. Thus, competency in
English communication skills is a key to success in practical life. Since success in all
examinations and recruitment tests depends upon writing skill, it gets more importance.
But majority of Pakistani students face difficulties in learning English writing to get
through their exams. They lack confidence for communicating in English even after
graduating with good grades. Many efforts have been made by the researchers to find some
methods, techniques and strategies to make learning more easy, effective and motivating.
Teachers apply them for promising results. Problem Based Learning (PBL) is one of these
methods that have been implemented successfully to transform and enhance learning at
various levels and in different situations around the world.
Rationale of the Study
Communication in English language poses many threats and difficulties for
Secondary level learners in Pakistan. Using English in their academic and practical life is
an uphill task for them (Hansel, 2008; Shahid, & Hassan, 2012; Jiménez, 2013; Sumaera
et al, 2014). Many of them are weak even in Urdu communication despite the fact that it is
national language of Pakistan. Majority of public and private schools impart instruction in
English medium; it is important that learners should be able to communicate effectively,
especially in writing to get through exams. But they feel difficulty while communicating
in oral or written form of English. Learners remain shy in communication even after
graduating with good marks. They cannot use language as an effective tool for
communication in their real life as their competency level remains at residual level. The
conventional teaching methods seldom provide them with opportunities to express
themselves freely. Generally, these methods make them learn by heart and reproduce in the
exams by recalling their memory.
Therefore, it is essential to improve the situation by adopting such teaching-
learning methods and techniques that encourage and transform the learners from rote
learning to creativity. Problem Based Learning has been experimented for various subjects
at different levels around the world and recognised as an effective technique. The
researchers wanted to see the effects of PBL for transforming English writing skill. They
decided to experiment with Problem Based Learning in secondary school classrooms for
improving English writing skill of students.
Statement of the Problem
Content and ideas in various disciplines are difficult to comprehend for secondary
level students in Pakistan, especially when the medium of instruction is English. Low
competence in English communication makes their learning more difficult. They also face
problems while expressing freely through English writing. Despite teachers’ efforts for
improving their learning and communication through various methods and techniques, the
outcomes remain less encouraging. Majority of them remain low level English users in
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communication even after graduating with good grades. This situation demanded that some
new method and technique should be applied to transform and improve English writing
skill. Hence the researchers decided to experiment with Problem Based Learning to see its
effects on learning English writing skill by secondary level learners.
Objectives
The objectives of this study were to:
I. Determine how much learners, in experimental and controlled groups, achieve
in English writing skill after their treatment through Problem Based Learning
and conventional pedagogy
II. Evaluate which group of learners achieves more after the use of PBL and
conventional pedagogy for learning English writing skill.
III. Examine how PBL affects English writing skill between secondary level
students’ gender and local groups.
IV. Ascertain the impact of PBL on English writing skill of various groups of
secondary level students.
Research Questions
The research questions formed by the researchers were:-
I. How English writing skill of students at secondary level is transformed and
improved through PBL?
II. Whether PBL is more effective than conventional pedagogy for secondary level
students to learn English writing skill?
III. What are the effects of PBL for learning English writing skill on gender and local
groups?
IV. Which of the gender and local groups learn English writing skill more effectively
through PBL?
Hypotheses
This experimental study checked the following hypotheses:
H0 1: There is no evidence of significance between the difference of performance of
Secondary level student groups using Problem based Learning and
conventional pedagogy.
Secondary level student groups across gender groups using Problem based
Learning and conventional pedagogy.
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Secondary level student across rural and urban groups using Problem based
Learning and conventional pedagogy.
Conceptual Framework
The study progressed and concluded its findings and recommendations on a specified
framework where each and every step followed as planned. The conceptual frame work is
presented through figure-1below:
Figure 1: Conceptual Framework of the Study on Transforming English Language Writing

Skill Employing Problem Based Learning
Significance of the Study
Problem Based Learning has been adopted as an effective teaching-learning
technique and is widely used in many disciplines around the world. The findings of this
study would be beneficial to the learners, teachers, and educational leaders, and could be
applied in many analogous contexts. The students can learn English writing skill using PBL
for enhancing their communication competency. The teachers can use PBL to transform
their classrooms into learning-centred one making teaching more effective. The head
teachers can facilitate their teachers to create congenial environment for meaningful
learning. Moreover, the findings of this study could lead to the new avenues of knowledge
kingdom. The future researchers could experiment PBL in different contexts.
Literature Review
Problem Based Learning is an instructional approach (Albanese and Mitchell 1993;
Vernon & Blake, 1993; Maxwell, Bellisimo, & Mergendoller, 2005). PBL is also an
approach to devise curriculum (Boud & Feletti, 1997). According to Koschmann et al
(1996), PBL is teaching-learning theory where teaching takes place through collaboration
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of students making them learn as self-directed learners focusing on specific cases or

problems. The implementation of PBL follows five steps: I. Defining the problem in
specific terms, II. Application of Knowledge, III. Learning under self-direction, IV.
Summarising and V. Self-assessment. Sonmez and Lee (2003) find PBL in functional terms
more applicable to secondary education as it is an instructional approach that involves the
students to develop various skills according to their own motivation, determination and
discretion. It challenges them to find out the solutions of real life problems.
PBL was first experimented for education at Canadian medical schools in 1970s.
The teachers taught their students through this method (Barrows, 1996 as cited in Gijbels
et al, 2005) and found it more effective than conventional pedagogy. Since then, it has been
applied in other disciplines and contexts and the results are quite encouraging (Gijbels et
al, 2005). It is not much old in the history of pedagogy, yet it has intellectual roots in ancient
teaching methodology used by Socrates. He made his students engage in debates and
question-answer process for learning new ideas. PBL may also have been developed from
the Hegelian technique of thesis-antithesis-synthesis used through discussion (Rhem,
1998). Ward, and Lee (2002) mention that Plato (360 B.C.E./1960) reported Socrates’
practice of guiding his students by making them raise questions and answer the same by
themselves or through discussion. They tried to find out solutions to their problems by
relating their knowledge to real life situations. The purpose of such practice was to
encourage bringing forth their new ideas individually or in groups. PBL can also benefit
from the same practice of questioning as used by Socrates. John Dewey’s learning by doing
or discovery based learning also has common features with PBL with some minor
difference: Dewey’s method engages the students at abstract level, while PBL makes them
share their ideas through discussion. The students can discuss the details of even abstract
ideas by using cognitive science and technological tools.
Problem Based Learning, when applied for language learning, can be compared with
such approaches as Community of Inquiry Model (Garrison, Anderson, & Archer, 2001),
‘Content-Based Learning’ (Rodgers, 2006; Garner & Borg, 2005;), ‘Project-Based
Learning’ (Alan & Stoller, 2005; Lee, 2002; Moss & Duzer, 1998 cited in Mathews-
Aydinli, 2007) and ‘Task Based-Learning’ (Ellis, 2003; Skehan, 1998; Willis, 1996). The
above cited teaching methods and techniques are similar to PBL in many ways. There
might be some common features in their procedure and these even share the same
theoretical base. But PBL is different too from these approaches; it advocates finding
solutions for real life-like problems which are open ended and have more than one solution
(Ertnmer et al, 2003). Hmelo-Silver, Duncan, and Chinn (2007) associate PBL with
constructivism. They are of the view that PBL involves students in constructing new
knowledge in one way or the other. All these approaches work efficiently in such
environments where advance technology is used for assisting the learning. The hardware
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or software is merely used as a means to enhance and facilitate learning process rather than
as an end.
Many researchers have used Problem Based Learning in a variety of situations.
Albanese and Mitchell (1993) have given the summary of different research works where
PBL was used. They agree that PBL was more nurturing and enjoyable as compared with
conventional instruction. PBL graduates performed well, and sometimes better in clinical
examinations and faculty evaluations.
As pedagogy, PBL has also been implemented in Pakistan over the last decade. But
most of the studies have been carried out by the researchers in the context of medical
profession. The results from eleven studies conducted here reveal that PBL has been found
more effective and advantageous than lecture method in knowledge acquisition, increasing
learners’ motivation, confidence and interest in learning (Mahmud & Hyder, 2012).
Hussain, Nafees and Jumani (2009) conducted an experimental study on grade XII learners.
They found PBL as more effective than conventional lecture method in enhancing
achievement level of the learners and helpful for teaching literature to L2 learners.
Methodology
This experimental study followed pre-test post-test control group experimental
design. Problem Based Learning was applied on the students in experimental group to teach
English writing skill. Their performance was compared with the performance of students
in control group. Traditional method was used to teach the same content to the control
group.
The subjects for experimentation were the students studying in 9th class at 12 Federal
Government schools. The schools were selected randomly from male, female, rural and
urban echelons. These schools are named as Islamabad Model Schools and function under
the administrative control of Federal Directorate of Education Islamabad. English essays
were taught following a teaching module developed, validated and ensured for reliability
through pilot study. Savin-Baden and Major (2004) suggest Shoestring approach to apply
PBL for teaching. This approach advocates applying PBL gradually only to teach specific
items or area of the subject. The rest of the items are taught using conventional teaching
method. The use of PBL is then increased steadily. The researchers adapted it for
employing PBL to teach English writing skill. PBL on Shoestring approach is given in
Figure 2.
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Semester Teaching Method

/Year
1 PBL Conventional Conventional PBL Conventional
teaching teaching teaching
2 Conventional PBL Conventional PBL Conventional
3 Conventional Conventional Conventional PBL PBL
Figure 2. Problem-based Learning on Shoestring Approach. Adapted from Savin-
Baden and Major (2004)
Shoestring approach has an advantage in the sense that PBL can be applied to teach
students in a flexible manner. PBL is applied to a specific area of study only; rest of the
topics are covered applying conventional teaching method. This study was carried out
applying PBL for teaching of writing essays in English language only. The students in
experimental group were fearful in the beginning that there might be some waste of time
or extra load in using PBL. So rest of the topics and areas in English language teaching
were taught applying conventional teaching method.
PBL uses learner-centred approach where students are involved at all stages. Prestera
(2002 cited in the Herridge Group Inc, 2004) has suggested ‘the Morrison, Ross and Kemp
Model’ (Classroom-oriented) design for instruction as best suited to learner-centred
classroom environment. This design was adopted in this study because of its two benefits:
I. All orientation is taken from learners’ point of view, and II. This system is cyclic where
all the components and stages are independent of one another. The students can begin from
anywhere according to their requirement and convenience.
Participants/ Subjects for Experimentation
Islamabad Capital Territory (ICT) comprises urban and rural areas of Islamabad. It
has 157 public male and female schools and colleges where secondary classes are
functioning. These institutions work under the control of Federal Directorate of Education
Islamabad. Total population of students at secondary level (9th grade) was 16300 (Urban:
9802 and Rural: 6498).
The subjects for this study were the 9th grade male and female students studying at
urban and rural schools of ICT. They were selected from 12 randomly selected schools
using stratified sampling technique. Their selection was also random from four strata
(male, female, rural and urban). A pre-test was administered on 9th grade students studying
in two sections at each of these schools. They were required to write English essay to show
their competence in English writing skill. The students from both the sections at each
school were equated on the basis of pre-test results. They were named as experimental and
controlled groups. 416 students were assigned to experimental group and 415 to control
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group. Table 1 below shows students’ allocation in experimental and control groups at each
school.
Table 1 Students’ Allocation in Experimental and Control Groups at Each School
S. No. Local & Gender Students’ Number : N
Group
Experimental Control
Group Group
1 Rural Male 38 35
2 33 35
3 42 44
4 Rural Female 35 36
5 34 29
6 32 37
7 Urban Male 32 35
8 25 28
9 33 29
10 Urban Female 30 28
11 45 40
12 37 39
Total Number of Students 416 415
Problem Based Learning was used to teach English writing skill to the students in
experimental group at each school. While controlled group students were taught through
employing conventional teaching method.
Instrument for Data Collection
The researchers used Pre-test post-test control group design for this experimental
study. Pre-test and post-test were used to collect data. The students were asked to write
essays narrating their experiences or describing their observations. Validation of the tests
was done by experts before employing these for data collection. Similarly, these tests were
also checked for reliability. To ensure maximum objectivity, a rubric was used to assess
students’ performance in these tests.
Procedure of Experimentation
Problem Based Learning was employed on experimental group students to teach
essay writing in English language. The researchers developed a module for teaching essay
writing. The teachers and experts improved and validated this module. Before its
experimentation on large scale, its validity was also ensured through a pilot study. One
teacher from each of the twelve schools was selected who showed their willingness and
consent to teach the experimental groups. This was done with the cooperation and help of
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their principals who adjusted the class time-table accordingly. A group of teachers
including these twelve volunteers was trained for employing PBL through a workshop.
Federal Directorate of Education Islamabad collaborated and sponsored this INSET
workshop extended upto the duration of three days (Eighteen hours). The teachers were
trained using a training module developed for this purpose.
The experimentation for employing Problem Based Learning commenced after the
teachers were trained for the task and experimental and controlled groups were formed
after pre-test. The controlled group students were taught employing conventional lecture
method. This method is used for transformation of knowledge generally in lock step class
formation. The students sit in rows in a teacher-centred environment. Most of the time
teacher speaks and delivers information to them and they memorize. The experimental
group students on the other hand, received PBL instruction in a student-centred
environment. They worked in groups to find solutions of authentic problems; construct
meaning and improve their learning. The process of PBL implementation is briefly
described below:
The learning in PBL classes started when the teacher introduced new topic or idea
before the class was divided into groups of four or five students. In the first meeting, the
students discussed the topic and defined the problem in clear terms. They also discussed
the various ways and tools required to solve the problem. Later on, they studied more at
homes and collected information or data helpful to resolve the issue. The second meeting
was meant to discuss and share their ideas in groups and to write draft of the essays. The
follow up study at home further made them able to find more possible solutions. The final
or third meeting provided them with the chance to select the more appropriate and feasible
solutions to the same problem after discussion in groups. All the groups, then, shared their
findings with the whole class through presentations. The class reached at some agreement
by adopting most appropriate solution. The final essay was thus written by the students
giving them a sense of satisfaction and achievement. Thus the learning process was
completed in three consecutive meetings generally held in three days. The experimentation
continued for twenty weeks and post-test was conducted at the end.
Data Analysis
Numerical data was analysed using Inferential and descriptive statistics tools: Mean
scores were compared through t-test, paired samples test, and independent samples test;
while the performance of various groups was compared using ANOVA and Scheffe tests.
Pre-test
All the students were given a Pre-test at the start of the study. Then they were
allocated in experimental group and control group. Both the groups were equated. Table 1
describes the number of subjects in each group at the selected institutions.
The analysis of pre-test data of experimental and control groups is given in table 2
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Table 2 Comparison of Pre-test Mean Scores of Experimental and Control Groups

Group N Mean Std. Deviation t-value df Sig.
(2-tailed)
Exp 416 6.2464 1.82469 .847 829 .397
Pre-test
Control 415 6.4336 4.12270
Level of confidence α = 0.05
Pre-test results given in table 2 indicate that difference of mean scores in not
significant (0.397> 0.05) at α = 0.05 level of confidence. Thus experimental and control
groups were equated before starting experimentation with PBL.
Evaluation of Experimental and Control Groups through comparing Mean Score in Pre-
test and Post-test
The first objective of this study was to evaluate which learner groups out of overall
experimental and control groups achieve more after their use of PBL and conventional
pedagogy respectively for learning English writing skill. The comparison of Mean Scores
in pre-test and post-test was carried out employing paired sample test for experimental and
control group separately. Table 3 shows the results for experimental group.
Table 3 Pre-test and Post-test Comparison of Mean Scores of Experimental Group.
N Mean SD t-Value df Sig.
pre-test 416 6.2464 1.82469
Pair 1 -40.381 415 .000
post-test 416 10.4087 2.39479
a. group = Exp
The difference of mean scores in pre-test and post-test of experimental group is
significant (.000) as shown in table 3. It indicates that PBL treatment made students in
experimental group earn significantly. To elaborate this point, Paired sample t-Test was
employed as given in table 4.
Table 4 Comparison of Pre-test and Post-test Means Scores of Experimental Group
Employing Paired Sample Test.
Paired Difference
Difference Interval
Confidence Level: 95% t value
Mean SD Std. Error Mean Lower Upper Df 2-tailed Sig.
pre-test –
post-test -4.16226 2.10231 .10307 -4.36487 -3.95965 -40.381 415 .000
a. group = Exp
The difference of pre-test and post-test mean scores (4.062) as shown in table 4 is
significant (.000). This indicates that students in experimental group learnt significantly
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when taught through PBL; this implies that PBL transformed and improved English
writing skill of experimental group students
Similarly the pre-test and post-test mean scores of control group students were also
compared as given in table 5
Table 5 Pre-test and Post-test Comparison of Mean Scores of Control Group.
N Mean SD t-Value df Sig.
415 6.4336 4.12270 -.992 414 .322
pre-test
Pair 2 415 6.6352 2.58105
post-test
b. group = control
The difference of mean scores in pre-test and post-test of control group is not
significant (0.322> 0.05) at α = 0.05 level of confidence as shown in table 3. It indicates
that students in control group could not learn significantly when they were taught English
writing skill using conventional teaching method. To elaborate this point, Paired sample t-
Test was employed as given in table 6:
Table 6 Comparison of Pre-test and Post-test Means Scores of Control Group

Employing Paired Sample Test
Paired Difference
Difference Interval
Std. Confidence Level: 95% t-value
Error 2-tailed
Mean SD Mean Lower Upper df Sig.
pre-test -
post-test -.20163 4.13889 .20317 -.60100 .19775 -.992 414 .322
b. group = control
The difference of pre-test and post-test mean scores (0.202) as shown in table 6 is
not significant (.322). This indicates that students in control group could not learn
significantly when taught through conventional method. This implies that conventional
method could not transform and improve control group students’ English writing skill to
a great extent.
Comparison of Experimental and Control Groups’ Post-test Mean Score
Objective number one set in the beginning of this study was translated into two
research questions: I. How Problem Based Learning affects English writing skill of
secondary level students? And, II. Whether PBL is more effective than conventional
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pedagogy for secondary level students to learn English writing skill? The first question was
addressed through the analysis of mean scores comparison of pre-test and post-test of
experimental group as given in tables 2and 3. The second question was addressed through
comparing mean scores of experimental and control groups as shown in table 7 below:
Table 7 Comparison of Experimental and Control Groups’ Post-test Mean Score

Group N Mean SD t- Value Df Sig.
Exp 416 10.4087 2.39479 21.847

Post-test 829 .000
Control 415 6.6352 2.58105 .12670
Post-test mean score comparison of experimental and control groups given in table
7 indicates that difference of mean scores is significant (.000): Experimental group mean
score (10.409) is more than the mean score of students in control group (6.635). H01 was
rejected and thus the alternate hypothesis was adopted. These results show that PBL
transformed and improved English writing skill of experimental group more significantly
than conventional method did for control group.
Post-test Mean Score Comparison of Experimental Gender Groups
The second objective set in the beginning of this study was to examine how PBL
affects English writing skill between secondary level students’ gender and local groups. It
was translated into third research question stating how PBL affects English writing skill of
students in various gender and local groups. The answer was sought through comparing
mean scores of experimental group on the basis of groups formed in terms of gender and
locality divisions. The male and female were representing gender groups while rural and
urban showing localities. Table 8 shows comparison of male and female groups’
performance.
Table 8 Male and Female Groups’ Post-test Mean Score Comparison
Std. t-
Gender N Mean SD Error value df Sig.
Mean 2-tailed
Female 422 9.5089 2.74161 .13346

Post-test 9.740 829 .000
Male 409 7.5083 3.17016 .15675
The female group’s mean (9.509) differs significantly (.000) at α = 0.05 level of
significance to that of male group (7.508). H0 2 is rejected and thus alternate hypothesis
was accepted as the performance of female group was significantly more that of male
group.
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Local Groups’ Post-test Mean Score Comparison

Third research question also aims to measure the effects of PBL for transforming and
improving English writing skill of local groups. The assumption was made through third
hypothesis stating that there was no evidence of significance between the difference of
performance of Secondary level student across rural and urban groups using Problem based
Learning and conventional pedagogy. It was sought through comparing post-test mean
scores of rural and urban experimental groups as shown in table 9.
Table 9 Rural and Urban Groups’ Post-test Mean Score Comparison
Locality N Mean SD Std. t- df Sig.
Error Value 2-
Mean tailed
Rural 430 7.4532 2.91690 .14067
Post-test -10.945 829 .000
401 9.6727 2.92569 .14610
Urban
The Urban group’s mean (9.673) differs significantly (.000) at α = 0.05 level of
significance to that of rural group (7.453). H0 3 is rejected and thus alternate hypothesis was
accepted as the performance of urban group was significantly more than that of rural group.
The results indicate that English writing skill of students in urban group(s) improved
significantly using PBL than that of studying in rural groups.
Post-test Mean Score Comparison of Various Groups

Impact of PBL as pedagogy applied to various groups was found through the
ANOVA statistics. Mean scores of all the groups selected on local and genders basis were
compared as given in table 10
Table 10 Comparison of PBL as Pedagogy on Post-Test Scores through ANOVA
Statistics
Sum of Squares df Mean F Sig.
Square
Between Groups 1883.187 3 627.729
Post-test 6212.904 827 7.513
Within Groups 83.557 .000
8096.091 830
Total
The results in table 10 indicate that there was significant difference of post-test mean
scores of all groups when compared with one another: The significance (.000) of difference
for F (3, 827) = 83.56 is evident which is found through ANOVA. It indicates that
performance of one group is significantly different from the other three groups. This
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difference is found when Post Hoc Tests (Scheffe) tests were employed as shown in table
11 below:
Table 11 Post-test Mean Score Comparison of Groups.
Dependent Difference of Mean
Variable (L) group (M) group (L-M) Std. Error Sig.
Post-test Rural Male Urban Male -1.00780* .26477 .002
*
Rural Female -1.19291 .27271 .000
Urban Female -3.94381* .25961 .000
Urban Male Rural Female -.18511 .27980 .932
Urban Female -2.93601* .26704 .000
Rural Female Urban Female -2.75090* .27492 .000
Confidence level at α = 0.05
The results found through analysis of data from table 11 are as under:
I. The significance of compared performance between rural male group and the other
groups: i.e. urban male group (.002), rural female group (.000), and urban female
group (.000) shows that its performance differed significantly from the others.
II. The performance of urban male group was significantly different from that of the
other two groups, namely urban female and rural male having significance (.000)
and (.002) respectively. While its performance was not significantly different when
compared to that of rural female group (.932).
III. The performance of rural female group was significantly different when compared
with the performance of rural male group (.000) and urban female group (.000).
Whereas it was not considerably different from the performance of urban male
group (.932).
IV. The performance of urban female group differed significantly when compared to
other three groups’ performance. Significance of mean difference score of urban
female group was (.000) when compared with all the other three others groups’:
rural male, rural female and urban male groups.
V. Rural male and urban female groups performed differently from the other groups.
They were significantly different when compared to the rest of the three groups.
Scheffe Test was applied to see which of the groups’ performance was best and which of
the groups remained at the bottom in performance. The ranking of groups’ performance is
shown in table 12.
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Table 12 Homogeneous Subsets Mean Scores Comparison of Groups

Group N Subset for alpha = 0.05
1 2 3
Rural Male 227 6.9774
Urban Male 203 7.9852
Rural Female 182 8.1703
Urban Female 219 10.9212
Sig. 1.000 .925 1.000
Data analysis results shown in table 12 indicate performance ranking of all groups.
Urban female group showed best performance with highest mean scores (10.92). The
second in ranking was rural female group with mean scores (8.17), urban male group got
the third position with mean scores (7.99). The rural male was the lowest achiever with
mean score (6.98).
Conclusions
I. Problem Based Learning improved English writing skill of students at secondary
level significantly. It was found more effective pedagogy than conventional
method.
II. Female students learnt English writing skill more through PBL than male group
of students.
III. Students in urban schools learnt English writing skill more using PBL than their
counterparts at rural schools.
IV. Urban female group students learnt more through PBL than the students in other
three groups, namely rural female, urban male and rural male.
V. Rural female and urban male students learnt through PBL with equal ease. Both
groups showed similar improvement in English writing skill.
VI. The students in rural male group learnt English writing skill through PBL lesser
than the students in other three groups: rural female, urban male and urban female.
Discussion and Recommendations
The findings of this study are similar to those already endorsed by many researchers.
Female students showed more progress as compared to male students. It is not new as
secondary school results of different boards testify that the performance of female students
is better than male students. It may be because females spend more time at home and
concentrate on studies. Urban female students showed better performance as compared to
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other three groups of students. This indicates that female students in urban area have better
facilities and opportunities for studies. Lowest performance of male rural students is due
to less opportunities and facilities in rural areas.
PBL has been applied and proved effective and successful teaching-learning method
in many disciplines and situations around the world. In the context of English language
learning at school level, effectiveness of PBL has been observed as pedagogy in
comparison to conventional teaching method. Dods (1997) found PBL effective for
enhancing learning of knowledge and its long term retention. Maxwell, Mergendoller, and
Bellisimo (2005) also found results analogous to this study when they applied PBL to teach
economic students at school level in California through quasi-experimental study. There
was modest evidence that overall learning of macroeconomics at the high school level was
improved through PBL in comparison to the learning with conventional classes. Gijbels et
al (2005) also employed PBL in their empirical and quasi-experimental studies. They found
difference in the effectiveness of PBL from case to case in relation to measurement of
knowledge levels. When the main constructs were measured in terms of ‘understanding,’
particularly in case of the second level of knowledge structure in taxonomy, PBL was found
most effective as compared to conventional pedagogy.
Sojisirikul and Siriyothin (2010) got similar results from their experimental study on
undergraduate English learners at King Mongkut’s University of Technology Thonburi
(KMUTT). Hussain, Nafees and Jumani (2009) conducted an experimental study on grade
XII learners in Pakistani context. They reported PBL casting positive effects on learners’
achievement in English literature when compared it as pedagogy with conventional
teaching method. PBL enhanced achievement level of the learners and found helpful for
teaching literature to L2 learners.
The researchers recommended the following:
I. Problem Based Learning may be used in English language classrooms to enhance
English writing skill of the secondary level students.
II. PBL may also be employed for teaching English reading, listening and speaking
skills as well.
III. The future studies may be carried out to find the effectiveness of PBL for teaching
English language skills and their retention over longer period of time in
comparison to the conventional pedagogy.
114
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Vol. 7, No.

2, June 2019 ISSN 2306-112X (E) 2305-6533 (P)

Transforming English Language Writing Skill Employing Problem Based

H0 3: There is no evidence of significance between the difference of performance of

Figure 1: Conceptual Framework of the Study on Transforming English Language Writing

of students making them learn as self-directed learners focusing on specific cases or

Semester Teaching Method

Table 2 Comparison of Pre-test Mean Scores of Experimental and Control Groups

Table 6 Comparison of Pre-test and Post-test Means Scores of Control Group

Table 7 Comparison of Experimental and Control Groups’ Post-test Mean Score

Exp 416 10.4087 2.39479 21.847

Female 422 9.5089 2.74161 .13346

Local Groups’ Post-test Mean Score Comparison

Post-test Mean Score Comparison of Various Groups

Table 12 Homogeneous Subsets Mean Scores Comparison of Groups

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