EVALUATION OF A PROBLEM-BASED LEARNING MODULE IN ENGLISH FOR NAVAL ARCHITECTURE: STUDENTS’ PERSPECTIVES

Abstract

This study evaluates a Problem-Based Learning (PBL) module designed for English for Naval Architecture, focusing on students’ perspectives. In recent years, the need for specialized English language skills in technical fields has become increasingly important, particularly for students in naval architecture. The objective of this research is to investigate students’ perspectives towards the use of English for Naval Architecture-based PBL modules in enhancing students' learning experiences. Employing a descriptive quantitative approach, the study involved 17 students enrolled in the Naval Architecture program. Data were collected through questionnaires, focusing on five key indicators: module quality, the influences of the module on skill development, the implementation of PBL, and the relevance and usefulness of the module. The findings reveal that 88% of students believe the module’s quality is good and easy to comprehend for the Naval Architecture students, and 86% agree that the module content encourages their skill development such as problem-solving, communication, and collaboration. Furthermore, 86% acknowledge that implementing PBL in the module helps solve working problems in work-life. In comparison, 88% feel the module is relevant and useful for them both in the learning process and their working life. Based on these results, the study recommends continuous improvement and adaptation of the module to better meet the evolving needs of students and the industry, emphasizing the importance of integrating practical applications within the curriculum.