CRP Final Report Draft 1 - Wei Kang - 1

SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
Bachelor of Quantity Surveying (Honours)
A study on the viability of Project Based Learning (PBL) in Quantity Surveying Program in Taylor’s
University
STUDENT NAME : LOW WEI KANG
STUDENT ID NO : 0346178
SUPERVISOR : Ms. Shirley Chin
DATE OF SUBMISSION : 16 OCTOBER 2023

A study on the viability of Project Based Learning (PBL) in Quantity Surveying Program in Taylor’s
University
LOW WEI KANG
0346178
Abstract
double check the numeering
Project-Based Learning (PBL) has gained attention as an innovative instructional

method that promotes active learning, critical thinking, and practical application of knowledge.
However, its application and effectiveness in Quality Surveying (QS) education remain
understudied. This comprehensive study aims to address this research gap by investigating the
viability of PBL in QS education, with a specific focus on the advantages of PBL, challenges
of PBL and practical solution of implement PBL in QS program. This study employed a
should highlight how many students&lecturers were invited and how many are responded
quantitative method through distributing online questionnaire survey to students and lecturers
in Quantity Surveying program in Taylor’s University to gain their perspective on PBL in QS
program. The findings are then presented in a graphical manner to illustrate and discussed.
Thus, the findings of this study could provide solution on the viability of PBL in QS program
in Taylor’s University and provide reference for Higher Education Institutions (HEIs) that are
looking to implement PBL into their QS program.
Keywords: Project Based Learning, Effectiveness, Advantages, Challenges, Quantity

Surveying
1. should explain the findings based on your 3 objs.

2. need to enhance the abstract since you have gotten the findings.
Table of Contents
CHAPTER 1 .............................................................................................................................. 1
INTRODUCTION ..................................................................................................................... 1
1.1 Research Background .................................................................................................. 1
1.2 Research Problem Statement ........................................................................................... 3
1.3 Previous Research Studies ............................................................................................... 5
1.4 Research Questions .......................................................................................................... 6
1.5 Research Aim, Objectives and Hypotheses ..................................................................... 7
1.6 Target Population ............................................................................................................. 7
1.7 Scope and Limitations...................................................................................................... 8
1.8 Proposed Research Method.............................................................................................. 8
1.9 Proposed Research Design ............................................................................................... 9
repeated in chapter 3.3. should appear either one of chapter
1.10 Research Programme ................................................................................................... 10
1.11 Expected Contribution of the Study ............................................................................. 12
1.12 Structure of the Research ............................................................................................. 12
CHAPTER 2 ............................................................................................................................ 14
LITERATURE REVIEW......................................................................................................... 14
2.1 Introduction .................................................................................................................... 14
2.2 Project Based Learning (PBL) ....................................................................................... 15
2.2.1 Introduction to Project Based Learning (PBL) ........................................................ 15
2.2.2 Student’s Role in PBL ............................................................................................. 17
2.2.3 Facilitator’s Role in PBL ......................................................................................... 19
2.2.4 Project Based Learning in Higher Education .......................................................... 21
2.3 Advantages of Project Based Learning in Higher Education Institutions (HEIs) .......... 22
2.3.1 Academic Knowledge .............................................................................................. 22
2.3.2 Motivation ............................................................................................................... 24
2.3.3 Critical Thinking...................................................................................................... 26
2.3.4 Collaboration ........................................................................................................... 28
2.4 Challenges of Project Based Learning in Higher Education Institutions (HEIs) ........... 30
2.4.1 Lack of technical skills ............................................................................................ 30
2.4.2 Time Management ................................................................................................... 32
2.4.3 Lack of resources ..................................................................................................... 33
2.4.4 Assessment............................................................................................................... 34
2.4.5 Student Group Collaboration ................................................................................... 36
2.5 Practical Ways to implement Project Based Learning in Higher Education Institutions
(HEIs)................................................................................................................................... 38
2.5.1 Training and Workshop............................................................................................ 38
2.5.2 Resource Limitations ............................................................................................... 39
2.5.3 Project Design.......................................................................................................... 40
2.5.4 Student Collaboration .............................................................................................. 41
2.5.5 Assessments ............................................................................................................. 42
2.6 Summary of Literature Review ...................................................................................... 43
2.6.1 Summary of Literature Review in Relation to Research Objective 1 ..................... 43
CHAPTER 3 ............................................................................................................................ 45
RESEARCH METHODOLOGY ............................................................................................ 45
3.1 Introduction .................................................................................................................... 45
3.2 Research Process ............................................................................................................ 45
3.3 Research Programme ..................................................................................................... 48
3.4 Research Design ............................................................................................................. 50
3.5 Research Framework ..................................................................................................... 51
3.6 Research Technique ....................................................................................................... 52
3.6.1 Quantitative Research Methods ............................................................................... 52
3.6.2 Design of Questionnaire .......................................................................................... 52
3.6.2.1 Survey Questionnaire .................................................................................................... 52
3.6.3 Pilot Test .................................................................................................................. 59
3.6.4 Scale of Measurement ............................................................................................. 60
3.6.4.1 Nominal Scale ............................................................................................................... 60
3.6.4.2 Ordinal Scale ........................................................................................................ 61
3.6.4.3 Interval Scale ........................................................................................................ 62
3.6.5 Sampling Design ......................................................................................................... 62
3.6.5.1 Sampling Methods ................................................................................................ 62
3.6.5.2 Sample Size .......................................................................................................... 63
3.6.5.3 Data Collection ..................................................................................................... 64
3.6.5.3.1 Primary Data Collection............................................................................................. 64
3.6.5.3.1.a Survey Questionnaire .............................................................................................. 65
3.6.5.3.2 Secondary Data Collection ................................................................................ 65
3.6.5.4 Data Collection Period.......................................................................................... 66
3.6.5.5 Strategies to Improve Respondent Rate................................................................ 66
3.6.5.6 Response Rate....................................................................................................... 66
3.6.6 Data Analysis Method ................................................................................................. 67
3.6.6.1 Descriptive Analysis ............................................................................................. 67
3.6.6.1.a Mean ........................................................................................................................... 67
3.6.6.1.b Ranking ...................................................................................................................... 68
3.6.6.1.c ANOVA Test ............................................................................................................... 68
3.6.6.2 Inferential Analysis ............................................................................................... 69
3.6.6.2.a Reliability Test ........................................................................................................... 69
3.6.6.2.b Correlation Test .......................................................................................................... 70
3.6.6.2.c Multiple Regression Test ............................................................................................ 70
3.7 Summary ........................................................................................................................ 71
CHAPTER 4 ............................................................................................................................ 72
DATA ANALYSIS ................................................................................................................... 72
4.1 Introduction .................................................................................................................... 72
4.2 Respondent’s Demographic Profile ............................................................................... 73
4.2.1 Gender ..................................................................................................................... 73
4.2.2 Age group ................................................................................................................ 75
4.2.3 Familiarity with Project Based Learning (PBL) ...................................................... 77
4.2.4 Preferred Teaching Method ..................................................................................... 80
4.2.5 Teaching experience of lecturer respondents ........................................................... 82
4.2.6 Current academic semester of student respondents ................................................. 82
4.2.7 Frequency of incorporating group projects and collaborative activities in curriculum
missing 4.2.8?
.......................................................................................................................................... 84
4.2.9 Student respondents’ enjoyment level of collaborative projects ............................. 86
4.3 The main advantages of Project Based Learning (PBL) in quantity surveying programme
in Taylor’s University .......................................................................................................... 87
4.3.1 Relationship between student and lecturers and their perception towards the
advantages of Project Based Learning (PBL) in quantity surveying programme in Taylor’s
University ......................................................................................................................... 89
4.4 The challenges of Project Based Learning (PBL) in quantity surveying programme in
Taylor’s University .............................................................................................................. 90
double check the numbering. shd be 4.4.1?
4.3.1 Relationship between student and lecturers and their perception towards the
challenges of Project Based Learning (PBL) in quantity surveying programme in Taylor’s
University ......................................................................................................................... 94
4.5 The practical solutions of implementing Project Based Learning (PBL) in quantity
surveying in Taylor’s University ......................................................................................... 95
4.6? 4.7 Inferential Analysis ...................................................................................................... 100
4.7.1 Reliability Test ....................................................................................................... 100
4.7.2 Correlation Test ..................................................................................................... 101
4.7.3 Multiple Regression Test ....................................................................................... 105
4.8 Summary ...................................................................................................................... 106
CHAPTER 5 .......................................................................................................................... 107
CONCLUSION AND RECOMMENDATION ..................................................................... 107
5.1 Introduction .................................................................................................................. 107
5.2 Summary of Inferential Analysis ................................................................................. 108
5.3 Discussion on Major Findings ..................................................................................... 110
5.3.1 Finding 1: Main advantages of Project Based Learning in Quantity Surveying
programme...................................................................................................................... 110
5.3.2 Finding 2: Main challenges of Project Based Learning in Quantity Surveying
programme in Taylor’s University ................................................................................. 111
5.3.3 Finding 3: Practical solutions of implementing Project Based Learning in Quantity
Surveying programme in Taylor’s University. ............................................................... 111
5.4 Limitations of Study .................................................................................................... 112
5.5 Recommendation for future study ............................................................................... 113
5.6 Conclusion ................................................................................................................... 114
Appendices? ie questionnaries?
Abreviation? List of figure/table?
List of References?
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CHAPTER 1
INTRODUCTION
1.1 Research Background
Over the past few decades, educational approaches have evolved in universities to align
with the changing needs of learners and prepare them for their careers in the industry.
Universities are required to not only enhance the hard skills of the learners but also to prepare
students for the workforce. However, educational systems have not adapted quickly enough to
keep up with the rapidly transforming work market (Brungardt, 2009). In a study conducted by
Lee et al, (2013) it stated that there is a requirement to improve the skill levels of construction
students.
In recent years, project-based learning (PBL) has gained increasing popularity among
institutions owing to its promising instructional methods (Boronat et al., 2021). PBL helps
learners develop creative thinking, problem-solving, and communication skills through the
completion of real issues. PBL can enhance learners’ motivation and cognitive processes and
improve their learning achievements by using issues relating to certain subjects in real
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situations (Bradley-Levine & Mosier, 2022). PBL is apparent in Malaysia and has been used
for construction programs, such as engineering degree programs in Malaysia (Teoh, 2002).
However, there is a lack of project-based learning’s presence in quantity surveying programs
offered in Malaysia.
The role of Quantity Surveyors has evolved in the modern era, encompassing a broader
range of responsibilities beyond financial budgeting. It also expands towards contracting
documents, risk allocation, legal advisory, value engineering and management, project
management, and other related areas (Shafie, 2014). The complex nature of the profession
would require not only technical skills but also the support of soft skills (Schulz, 2008).
Therefore, it is essential for universities to implement teaching methods that would not only
improve the understanding of the learner but also develop soft skills that would enhance the
marketability of the student. Hence, this research aims to investigate the viability of problem-
based learning (PBL) in the Quantity Surveying Programme at Taylor’s University.
The research problem that this study wishes to address is the limited research that has
been conducted on the viability of project-based learning in quantity surveying programs. By
addressing this issue, this study contributes to the understanding of how Project Based Learning
could be a viable education method in quantity survey programs. The findings of this research
can inform institutions and educators on the advantages and challenges of project-based
learning in quantity surveying programs.
A quantitative research method is employed to achieve the objectives of this study.

Questionnaire surveys will be used to gather data from both students and lecturers to explore
their perceptions of project-based learning in the Quantity Surveying program. By examining
the survey results, an understanding of the viability of project-based learning in a quantity
surveying program can be achieved.
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1.2 Research Problem Statement
It is found that no teaching methods are one-size-fits-all and teaching methods should
be implemented accordingly to the nature of the discipline (Sehgal, 2014). Despite having
abundant of past research to support the effectiveness of Project Based Learning in higher
education (Peterlicean & Morar, 2013). There has been insufficient research that shows the
viability of Project Based Learning in Quantity Surveying program in the context of advantages
and challenges. This knowledge gap hinders the possible advantages of Project Based Learning
could contribute to the Quantity Surveying program students and lecturers. Therefore, this
study could be use as a reference for higher education institutions to understand the viability
of Project Based Learning in Quantity Surveying program.
In this modern day, the construction industry is constantly evolving with the insurgence
of IR4.0. The ever-changing needs of the industry has put pressure on higher education
institutions to improve the curriculum and teaching methods of the construction industry
related programs there are offering to keep the graduates equipped with the best possible
skillsets (Ekundayo, 2020). A further study done by Ebekozien & Aigbavboa (2023) has also
found that Quantity Surveying education needs to be continually updated and improved to meet
the requirements of the industry. It also found that the current Quantity Surveying curriculum
in higher education institutes need to infuse more technology related modules to assist in their
graduate’s literacy in construction software. Thus, this research can help identify the viability
of Project Based Learning in Quantity Surveying program.
A study done by Mustapa et al. (2022) noted that modern day quantity surveying
graduates in Malaysia must not only possess hard skills but also paired with soft skills
especially after COVID-19 pandemic. The researcher conducted a questionnaire survey on the
employability skills demanded by employers in quantity surveyor consultant firms and found
that the most important skillset for a quantity surveyor to possess is the capability to adapt with
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changes, flexibility, and teamwork skills. The results of the study showed that employers in the
current construction industry market would prioritise soft skills as a more valuable skillset than
hard skills such as quantity take-offs. Hence, this research would be beneficial to identify the
benefits of implementing Project Based Learning on the development of soft skills in Quantity
Surveying program.
In a study conducted by Davis & Savage (2009), the researcher conducted a study on
the challenges of education in built environment and design. The research noted that a
considerable percentage (32.9%) of participants were little to no confidence in their university
programs regarding graduate preparedness. The research also identified a few challenges for
Built Environment and Design programs to refer on such as the ability to work across discipline
boundaries, adaptability to the rapid change of technologies and student engagement. However,
this research study is done in the context of the construction industry in general instead of
quantity surveying specifically although it is included. Hence, this study could provide a more
specific insight to the challenges of Project Based Learning in Quantity Surveying program for
better implementation.
A study conducted by Tee et al. (2015), the researcher examined the student experiences
in a Project Based Learning classroom in Taylor’s University aligned with Taylor’s Graduate
Capabilities (TGC). The experiment is conducted on students taking the module ‘Introduction
to Computing’. The researcher found that Project Based Learning is able to contribute to the
effectiveness in students’ learning and skill development with 93.10% of respondents strongly
agreed that PBL has helped them. However, the students have also noted that there are several
challenges faced during PBL and it is unknown if the same challenges would be faced during
implementation of PBL in Quantity Surveying program as different programs have different
learning methods. Hence, this study could provide a better solution during the implementation
of Project Based Learning in Quantity surveying course by identifying the challenges.
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1.3 Previous Research Studies
Based on the research paper Professors’ and Students’ Perception of the Advantages
and Disadvantages of Project Based Learning by Mihic & Zacrski (2017). They have explored
on the professors and students from various faculties’ perceptions of Project Based Learning
and more specifically their perceptions of its advantages and disadvantages. In the research,
they have conducted a 3 round process of survey, interview and questionnaire to understand
the perceptions of Project Based Learning. Results have shown that students mostly agree that
Project Based Learning is able to improve their teamwork abilities and motivation to study.
Students have also agreed that knowledge acquired from the project is more applicable for the
work in the industry than the knowledge acquired from a traditional classroom. The students
have also provided surprising opinions such as being neither satisfied nor dissatisfied with the
help they received from the lecturers that prompted the authors to question the role of the
lecturers in a Project Based Learning setup. On the other hand, the lecturers were all extremely
satisfied with the progress of the students through Project Based Learning, and all agreed that
Project Based Learning should be implemented in their respective programs. However, some
lecturers have different opinions than other lecturers when it comes to the method of
implementation as some believe Project Based Learning should be implemented as early as
possible while some think that Project Based Learning should be implemented on later stages
of education when there are some prerequisites have been met to ease application of knowledge.
Besides, Aksela & Haatainen (2019) carried out a research on ‘Project-Based Learning
(PBL) in Practise: Active Teachers’ Views of its’ Advantages and Challenges’. The study
focuses on the teachers from early childhood education to upper secondary’s perspective on
the advantages and challenges of Project Based Learning. The study conducted a qualitative
study approach in which data was collected from 99 teachers voluntarily through an e-survey.
The research found that teachers think that Project Based Learning is very useful for education
as it promotes both the students’ and teachers’ motivation to study, collaboration and a sense
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of community and student-centred learning. However, the challenging part of Project Based
Learning is time management, technical issues, resources and student related challenges.
Furthermore, based on the research ‘Faciltators’ perspectives of the factors that affect
the effectiveness of problem-based learning process’ by Chan (2016). The author focused the
study on the factors that affected the effectiveness of problem-based learning from the
facilitators’ perspective. The study conducted interviews with 13 participants from engineering
and medicine faculties who have implemented Project Based Learning in the past or present to
gain insight into the factors that affect the effectiveness of Project Based Learning. The
researcher found that majority of the interviewees agreed that a good and well thought out
problem is key to the effectiveness of Project Based Learning. The problem must be
challenging to the learner but not too challenging in which the learner would not be able to
complete. Good understanding of Project Based Learning principles is also required from the
facilitators in order to effectively implement Project Based Learning. It also found that
facilitators have to put faith in the students’ ability to solve problems to stimulate a better
learning process for the students.
In short, there are research that is done previously on the Project Based Learning topic.
From the papers stated above it can be seen that they have shown study to understand the
viability and effectiveness of Project Based Learning. However, none of the papers have
covered in the Quantity Surveying context.
1.4 Research Questions
According to the apparent research problems determined from the initial literature
survey, the study poses the following research questions: -
Research Question 1: What are the main advantages of Project Based Learning in Quantity
Surveying programme?
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Research Question 2: What are the main challenges of Project Based Learning in Quantity
Surveying programme?
Research Question 3: What are the practical solutions of implementing Project Based Learning
in Quantity Surveying programme?
1.5 Research Aim, Objectives and Hypotheses
The aim of this research is to investigate the viability of Project Based Learning in
Quantity Surveying programme in Taylor’s University. This research aims to achieve the
following objectives: -
Research Objective 1: To Identify the main advantages of Public Based Learning in Quantity
Surveying programme.
Research Objective 2: To Identify the main challenges of Public Based Learning in Quantity
Surveying programme.
Research Objective 3: To Identify the practical solutions of implementing Project Based

Learning in Quantity Surveying programme.
Hypothesis 1: The higher the student’s enjoyment level of collaborative group projects, the
lesser they feel PBL restricts their individual learning time
lesser they view group assessments as unfair
lesser they have participation issue among students in group activities
1.6 Target Population

8
The target population for this research are the students and lecturers in Bachelor of
Quantity Surveying programme in Taylor’s University.
1.7 Scope and Limitations
The scope of this study will be located in Taylor’s University in Subang Jaya. Taylor’s
University is one of the top private universities in Malaysia that offers Quantity Surveying
programme that is accredited by BQSM, PAQS and RICS. Taylor’s is known for its creative
and innovative teaching method that makes them the forerunners and benchmark among higher
education institutions and producing high quality graduates with high hiring qualities each year.
The Quantity Surveying program offered by Taylor’s University is also very mature as it has
been offered for very long and the lecturers are all industry experts paired with years of teaching
experience which ensures that the study would receive constructive and reliable information
for analysis. Therefore, the university is chosen as the scope for this research study.
This study only focuses on students and lecturers that are in the Quantity Surveying
programme in Taylor’s University. In addition, this research study duration is only about 1 year
which limits the data collection.
1.8 Proposed Research Method
The proposed research method that will be used in this study is a quantitative method
approach in which an online questionnaire survey will be conducted using Google Forms and
9
distributed to each respondent. This will improve data collection process and improve sample
size as it is convenient for respondents to be answer via just an URL link. This survey will
collect data regarding the students’ and lecturers’ perception and valuation regarding Project
Based Learning in QS course.
1.9 Proposed Research Design
Research Objectives Types of Data Sources of Data Method of Data

Collection
To Identify main The main • Articles Primary Data
advantages of Public advantages of Public • Journals • Questionnaire
Based Learning in Based Learning in • Research Survey
Quantity Surveying Quantity Surveying papers
programme programme • Dissertations
• Websites
To Identify the main The main challenges • Articles Primary Data
challenges of of implementing • Journals • Questionnaire
implementing Project Based • Research Survey
Project Based Learning in Quantity papers
Learning in Quantity Surveying • Dissertations
Surveying programme • Websites
programme
To Identify the The practical • Articles Primary Data
practical solutions of solutions of • Journals Questionnaire
implementing implementing • Research Survey
Project Based Project Based papers
Learning in Quantity Learning in Quantity • Dissertations
Surveying Surveying • Websites
programme programme
10
please double check, make sure no duplication vs chapter 3
1.10 Research Programme
Se
m
Activities Week (Semester 6) Br Week (Semester 7)
ea
k
Chapter 1: 1 1 1 1 1 1 1 1 1 1
Introduction 1 2 3 4 5 6 7 8 9 0 1 2 3 4 1 2 3 4 5 6 7 8 9 0 1 2 3 4
Identify Area of
1 Interest
Determining the
2 Problem Statement
Determining the
Research Aim &
3 Objectives
Identify the
Research Design,
Method, Target
Population,
Expected
4 Contribution
Submission of
5 Research Proposal
Chapter 2:
Literature Review
Reading and
Reviewing
1 Literature
Compiling of
2 Literature Review
Submission of
3 Literature Review
Chapter 3:
Research Design &
Research
Methodology
Drafting of
Research
1 Methodology
Data Collection
2
Data Tabulation
3
Finalising Chapter 3
4
Submission of
5 Chapter 3
Chapter 4: Data
Analysis &
Discussion on Data
Analayze Data
Collected using
1 Survey Form
Discussion on Data
2
Submission of
3 Chapter 4
Chapter 5:
Conclusion &
Recommendation
Summarising Key
1 Findings
11
Provide
Recommendation
2 to Future Studies
Submission of Final
3 Report
Preparation of Viva
4 Presentation
5 Viva Presentation
to insert research paper.

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1.11 Expected Contribution of the Study
This research is expected to contribute firstly to the understanding on the viability of

Project Based Learning (PBL) in Quantity Surveying program by filling the literature gap. This
research can provide empirical evidence on the viability of Project Based Learning in Quantity
Surveying program. The unique perspective offered from this research may also help
institutions to adjust and make improvements to Quantity Surveying programs to better suit the
requirements of the profession. Lastly, this research can also serve as a reference or make
recommendations for institutions that are looking to adopt Project Based Learning in Quantity
Surveying program.
1.12 Structure of the Research
This research includes five (5) chapters as below: -
Chapter 1 is the general introduction to the research. This chapter will provide the research
topic, research background, problem statements, previous case studies, research aim, research
objectives, target population, scope and limitations, proposed research method, research design,
research programme, expected contribution of the study and structure of the research.
Chapter 2 is the literature review of this research. It is a summary review of past literatures by
other authors on their outcomes and findings that are relevant to this research paper.
Chapter 3 is the research methodology for this research. This chapter will explain the research
methodology and data collection method for this research study.
Chapter 4 is the data analysis chapter in which data will be analysed and presented in a
tabulated manner to display the findings.
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Chapter 5 is the discussion and conclusion of the research study. It will discuss the overall
result and finding of the research and provide conclusion and recommendations for future
research.
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CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
The focus of the literature review chapter is on investigating research findings and
background knowledge related to Project Based Learning (PBL). The review specifically
delves into the parameters used to assess each aspect of PBL, as well as the benefits and
challenges of PBL. The literature is reviewed in order to identify practical solutions for
implementing PBL. The chapter critically examines the findings and perspectives of previous
field researchers. Summary figures is also provided to consolidate the key findings from the
literature review. The chapter concludes by relating the research problems or gaps identified in
the existing literature to the current study's research objectives.
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2.2 Project Based Learning (PBL)
2.2.1 Introduction to Project Based Learning (PBL)
Project Based Learning also known as PBL, is a teaching style that focuses students on
the complex challenges required to examine and comprehend teachings through inquiry. This
method also tries to engage students in collaborative projects that integrate many courses,
allowing students to examine content in a variety of ways that are meaningful to them and
perform collaborative experiments (Belwal et al, 2020)
PBL is an instructional approach based on authentic learning activities that pique

students' interest and motivation. These activities are intended to answer a question or solve a
problem and generally reflect the types of learning and work that people do outside of the
classroom (Sudadi, 2019). PBL is typically carried out by groups of students working towards
a common goal. Individual performance is evaluated based on the product quality, the depth of
content understanding demonstrated, and contributions made to the ongoing project realisation
process (Deborah, 2001).
Researcher Carnawi et al, (2017) has said that Project-based learning is a learning
strategy that employs projects as a learning instrument to develop competent attitudes towards
idea mastery, creativity, leadership, knowledge, and the bravery to take risks and skills. PBL is
a replacement for speaker-centered instruction. The emphasis of PBL is on student activities
that provide meaningful results. The project-based learning method emphasises students'
abilities to solve challenges encountered in real world (Zen & Ariani, 2022).
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There are various methods of implementing PBL to achieve different results. However,
the general implementation of PBL can be summarized as the following steps (Sudadi, 2019):
-
Step 1: Identify a project idea
Step2: Define a plan
Step 3: Determine the timeframe
Step 4: Monitor the projects
Step 5: Assess the outcome
Step 6: Reflect on the experience
The authors above provided a comprehensive understanding of Project-Based Learning

(PBL) as a teaching style that promotes inquiry, collaboration, and authentic learning
experiences as well as highlighting the key characteristics and benefits of PBL, including its
focus on complex challenges, student engagement, and the integration of multiple courses.
Researchers Bellwal, Sudadi and Carnawi have also added credibility to the review by
highlighting the value of PBL in developing competencies such as critical thinking, creativity,
leadership, and problem-solving skills. Overall, the literature review provides a strong
foundation for understanding the principles and benefits of PBL, setting the stage for further
exploration of its advantages, challenges, and practical solutions. However, the constantly
evolving Problem-Based Learning (PBL) approach has proven that it still has unexplored areas.
17
2.2.2 Student’s Role in PBL
As a result of the teachers' guidance and assistance in their own learning process,
project-based learners become more engaged in using the target language than they would in a
traditional learning environment. Students must exert more effort than they might think because
projects force them to put their knowledge into practise rather than just learn it (Mai & Trang,
2022). Students must demonstrate their understanding of the material (content), their ability to
carry it out (demonstration), and any new skills they have acquired (Fleming, 2000).
Fleming (2000) explained that the student’s role transitions from “recipient of
information” to “maker of meaning” in PBL. Students make adjustments and decisions about
the approaches, methods, materials, roles, and language used throughout the project in order to
achieve their learning objectives by using real-world contexts and problems. Prior to beginning
the project, students attend lessons to learn the important ideas under the guidance of the
teachers. In order to take on greater responsibility for finding resources or assuming
cooperative team roles as facilitator, timekeeper, reporter, or recorder for the group project,
they spend more time learning that information. Activities like presentations, discussions, role-
playing, interviews, and other similar ones are planned, organised, supported, or carried out by
students. Only when each team member has finished their assigned tasks is the project work
considered complete. Students present their projects, carry them out, or even evaluate the work
of other groups and themselves during the final product stage.
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Johnston (2005) suggests a change from the passive student role to the active one with
five roles, including (1) ready learner - holding realistic expectations and is qualified, (2)
coachee - applying concepts and seeking help when needed, (3) contributor - adding to
classmates' learning experience, (4) team member - engaging in teamwork, and (5) academic
scholar - learning the necessary content. The roles that students play during projects require
them to utilise their skills and potential in group projects. The projects' various roles and
responsibilities all help students gain 21st-century abilities like collaboration, critical thinking,
and creation.
The authors have highlighted the transformative impact of PBL on students. The
shift from being passive recipients of information to active participants in learning
empowers students to take ownership of their education. PBL allows students to apply
their knowledge in real-world contexts, fostering a deeper understanding of the subject
matter. Integrating authentic tasks and activities allows students to demonstrate their
understanding, apply their knowledge, and refine their skills. The emphasis on the final
product stage encourages students to present their work, carry out their projects, and
evaluate their and others' contributions. Johnston (2005) did a great job by clearly
defining students' roles during PBL, demonstrating the impact of PBL on promoting
active learning among students.
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2.2.3 Facilitator’s Role in PBL
Researcher Harris (2014) mentions that the teacher's role would shift from a content-
deliverer to content-guide, from a lecturer to a facilitator in PBL. Whereas Fleming (2000)
indicates that the teacher's role frequently shifts from "content expert" to "supportive coach".
Direct instruction of necessary resources plans to complete objectives within time constraints,
modelling, feedback, and scaffolding are just a few of the things teachers might do to support
students in PBL classes. In order to facilitate learning, teachers should provide support and
guidance as needed while also modelling the PBL process. Asma & Sabrina (2021) then points
out that the teacher's role shifts from that of an educator who transmits knowledge, commands,
and directs learners to one who guides and facilitates learning because teachers design projects
with interesting topics, scaffold materials, and evaluate learners' progress in addition to create
appropriate learning contexts for their students. The needs and interests of their students must
be known by teachers. In some circumstances, teachers are even able to modify the curriculum
to meet the needs of their students.
Therefore, according to Cheng & Chan (2008), PBL teachers must also possess high
expertise in the subject-matter. To connect ideas and aid students in creating driving questions
so they can build their own knowledge, they must possess a depth of subject knowledge.
Additionally, they must organise their classes to maximise the high level of student autonomy
and provide them with prerequisite training as needed.
Moreover, the teacher's role is less that of an instructor who imparts knowledge and
plans practise activities and more that of a facilitator and a guide (in fact, it is a crucial role).
For projects, teachers must be aware of the interests of their students. When students become
curious about a subject and begin asking questions, teachers must pay attention. Project-based
learning calls for the kind of leadership abilities that enable teachers to guide a group of learners
in the direction they desire, without becoming defensive when learners decide their own ideas
are superior. It is crucial that teachers have the ability to tolerate ambiguity, assist students in
resolving conflicts, and maintain their composure when a project falters or refuses to come
together (Morgan, 1983; Frank, Lavy, & Elata, 2003; Frank & Barzilai, 2004; Stauffacher et
al., 2006; Lehmann et al., 2008; Otake et al., 2009).
20
Researcher Kubiatko and Vaculove (2011) has argued that the success of PBL is
determined by the teacher’s role. Research done by Styla & Michalopoulou (2016) agreed and
supported the claim as their research proved that the teacher’s collaboration with the
requirements of PBL helped determined the success of PBL. The specific teachers that adhered
to interdisciplinary, discovery learning, collaboration, etc., didactic principles, making it
simpler for the shy students to participate in teamwork.
The above researchers have used different terms to describe the role of teachers in PBL
on how they view the importance and role of the teacher in PBL. The different perspectives of
the researchers have enabled a better understanding and insight into the roles of the facilitator.
Based on the literature review above, the researchers have unanimously agreed that the
facilitator plays an important role in the success of PBL. The teacher's role has evolved into a
broader and higher responsibility role of a facilitator through additional responsibilities such
as guiding and mentoring the students.
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2.2.4 Project Based Learning in Higher Education
A critical responsibility of higher education is to provide creative education for students

who will enter the labour market in the future, as this increases their competitiveness and
promotes long-term societal growth (Crosling, Nair & Vaithilingam 2015). Research done by
(Martin, Potocnik, & Fras, 2017) has suggested that supporting student’s autonomy when
learning tasks can help foster their innovative ideas that is required in the current market.
There has been abundant of studies that showed the successes of PBL in higher
education. In terms of languages learning, research by Kultsum, Defianty, & Nadrah (2022)
proved that PBL was able to improve the students’ English language comprehension to prepare
them better for their other exams. Results showed that the students’ language skills improved
as well as their soft skills which they gained from working in a group setting.
Researcher Peterlicean & Morar (2013) conducted research on first year and second-
year engineering students to investigate how PBL can contribute to better academic
performance. The results showed that PBL is helpful in improving not only the students’
academics but also helped in developing the students' soft skills. Khandakar et al. (2020)
present a case study in which they used a multi-course project-based learning (MPL) approach
in two electrical engineering interdisciplinary undergraduate courses at Qatar University and
investigated its impact on Education for Sustainable Development. Students in the study
worked on a design project that was used to determine whether they met the learning outcomes,
which focused on engineering soft skills and project management skills such as the ability to
communicate effectively, work collaboratively in a team, think critically and creatively, and
manage projects efficiently with realistic constraints and standards. Geosciences and biology
(Huysken, Olivey, McElmurry, Gao, and Avis, 2019), economics (Pacheco, Guerra, Aguado,
and McGarry, 2018), social studies (Ciftci, 2015), medical education (Kim, 2020), and business
(Huang & Lin, 2017) all revealed similar findings.
There have been a lot of studies of PBL in higher education context. However, there
have been a lack of research evidence to support PBL in the context of quantity surveying in
22
Taylor’s University. As there are no education method that fits all people. This study aims to
find out the viability of PBL in quantity surveying course in Taylor’s University context.
2.3 Advantages of Project Based Learning in Higher Education Institutions (HEIs)
2.3.1 Academic Knowledge
Researcher Phillips (2000) described that learning starts with experience; students
should develop knowledge from experiences with the teacher acting as a facilitator to assist
students in getting the knowledge. When students are able to relate knowledge with experiences
it will help students to have a deeper understanding of the knowledge. Bolstad (2012) also
agreed and explained that knowledge is a process not a product and emphasized on the
importance of construction of knowledge from personal experiences.
The acquisition of knowledge through completing a project is one of the main

advantages of PBL. Knowledge acquired from PBL are also transferable to other courses in
student’s academics as well as daily life. Study by Grandado (2020) showed that students
agreed that they are not only acquire knowledge better through PBL, but they are also able to
apply it on their other subjects in their higher education. This is further supported by Mihic &
Zavrski (2017), they stated that PBL not only helps in knowledge application and contextualize
learning but also has a higher knowledge retention through deeper and integrated understanding.
PBL avoids the disadvantage of fragmented learning which is apparent in traditional

learning. The interdisciplinary aspect of PBL allows students to build deeper conceptual
understanding of the subject (Capraro & Jones, 2013). PBL is able to build conceptual
understanding on the students by allowing students to explore the topic by themselves, they are
23
able to acquire more knowledge and integrate the ideas of a certain topic to improve their
understanding and application (Bell, 2010).
In construction practice, quantity surveying requires various construction knowledge

such as construction technology, building services, project management, and others. Students
would need help comprehending and remembering the content knowledge of the subjects.
Based on the research discussed above, if PBL can be implemented successfully in quantity
surveying courses, there would be significant advantages in helping students acquire and
understand relevant construction knowledge. Hence, further study is required to identify
whether PBL can provide the advantage of improved academic knowledge if conducted in a
quantity surveying course.
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2.3.2 Motivation
Since motivation is closely related to achievement and desired results, it is one of the
most important factors in determining a student's success and performance in the learning
process (Sevilen, 2021). According to Dörnyei & Ryan (2015), motivation is essential, and
people who lack of motivation will fail even if they are well-equipped. The learning approach
of the twenty-first century must be able to keep students motivated, according to Dörnyei
(2020). Learner motivation, which can be developed through classroom experiences or is
present from the beginning, is crucial (Hedge, 2001). Projects that require students to conduct
extensive research into a crucial question and create artefacts that serve as answers to those
questions have the potential to motivate students and improve their comprehension of the
material being studied (Blumenfeld et al, 1991).
PBL motivates students with real life problems that are challenging yet not impossible
to complete. Research by Willard & Duffrin (2003), they proved that PBL was able to
effectively motivate the students to fulfil the course objectives by adding the competition aspect.
The students were highly motivated even in other module lessons as they were keen to explore
information that they could apply in their project. The research also found that the students
were also motivated by the social requirements of PBL as the students must collaborate with
each other.
Cooper (2014) noted that although PBL is easy to trigger motivation among students it
is not simple to maintain it. It noted that a well thought out project is required to sustain the
motivation of students which may produce different outcomes. In the research, students that
are met with harder requirements had lower motivation to start their project as they were
overwhelmed. However, the other batch of students that had a similar project with less
requirements yet still challenging had no motivation issues in their group.
double check the numbering 25
Hence, although PBL has the advantage of motivating students, but a well though-out
project is required for PBL to be effective. However, it is unknown whether the nature and
behaviour of quantity surveying students would react positively or negatively towards PBL in
terms of motivation. Therefore, this study aims to understand the behaviours of Taylor’s
University quantity students towards motivations of PBL.
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2.3.3 Critical Thinking
Key competencies, such as critical thinking, are required to meet new challenges in a
world where change and complexity appear to be a part of people's daily lives (Franco &
Almeida, 2015). Tenias (2013) claims that living in the modern world requires cultivating the
habits of being well-informed, expressing one's opinions in a respectful and appropriate manner,
and having, supporting, and debating those opinions as well as the ability to comprehend,
analyse, and evaluating those of others. Critical thinking abilities, according to Flores (2016),
are essential for students' professional growth in the knowledge society because they help them
meet the challenges of a globalised world. According to Hervás and Miralles (2006), this is a
world that necessitates the development of new skills, including the ability to organise, process,
evaluate, and transmit vast amounts of information. It also calls for the ability to solve problems
and make decisions, as well as to comprehend the rapidly-evolving technological environment
that surrounds us. The development of analytical skills is crucial for university students.
Analytical skills enable students to effectively process information, evaluate different
perspectives, and make informed decisions.
PBL is able to help develop critical thinking skills among university students. Research
by Situmorang (2022) has concluded that PBL can effectively develop critical thinking skills.
The implementation of PBL in chemistry learning is proven to be able to develop students’
critical thinking skills. The research demonstrated that incorporating PBL into chemistry
lessons can help students gain critical thinking abilities like the capacity to plan their own
projects, abilities to carry out projects like gathering, analysing, and interpreting data, and the
capacity to communicate project findings. The students' acquired skills are rated as very good.
Students are motivated to make the best use of the available learning resources due to being
motivated by the project assigned. According to the evaluation of the project report portfolio
and the very good formative test scores, this learning model was successful in enhancing
student learning outcomes. Analytical chemistry proficiency among students has been attained.
It is suggested that the benefits of project-based innovative learning be applied to other subjects
as well.
27
Past research has shown that PBL has the advantage of developing the vital skill of
critical thinking for professional development for the students. However, the research showing
double checksuch
the an
numer
advantage has yet to be shown in the quantity surveying context. Hence, further study
is required to understand the effect of PBL on critical thinking skill development in quantity
surveying students.
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2.3.4 Collaboration
Apart from critical thinking skills, one of the most important skills for a professional in
the construction industry is to collaborate skills. Teamwork is defined as a collection of
dynamic interactions between two or more students as they cooperate to achieve a common
objective. This has been stressed by other teams researching teamwork as opposed to mere
"group work," which involves students working together in a group without any meaningful
interdependence. Higher education institutions has recently started to focus particularly on
developing professional abilities like collaboration abilities (Chinoy, 2021). A recent
systematic review found that the importance of developing teamwork skills in industry has
changed, going from being a desirable skill to an essential requirement (Riebe, 2016).
PBL often involves group work, where students collaborate with each other to complete
given tasks. Group work is an essential component of the PBL approach and offers several
benefits to students. Without effective collaboration the students would be unable to complete
the project properly. Researcher Mills (2003) conducted research on several universities that
implemented PBL in engineering course. The results showed that students and teachers have
all agreed that PBL can improve their collaboration skills to complete the projects. The students
had to frequently organize meetings and effectively communicate and collaborate to keep each
other synchronized on the project.
This is further supported by Coronado (2021) as the research showed that past students
that have experienced PBL in their studies have stated that the most highly valued aspect of
PBL is the improvement of collaboration and the capacity to work on a team. This demonstrates
the ability of PBL to improve the collaboration skills of students as all projects are developed
in teams of students.
29
Indeed, it is widely acknowledged that Problem-Based Learning (PBL) enhances

collaboration skills among students. However, it is important to note that existing studies on
this topic have predominantly focused on engineering courses leaving a gap in understanding
the impact of PBL on collaboration skills specifically within the context of quantity surveying.
30
2.4 Challenges of Project Based Learning in Higher Education Institutions (HEIs)

2.4.1 Lack of technical skills
The lecturer's goal in PBL is not to teach new material but to pique students' interest
and convey to them that they must learn relevant analytical tools to find optimal solutions for
their projects. The aim was for the students to understand the importance of knowledge for
future studies so that they would learn basic knowledge out of interest and motivation rather
than compulsion. The lecturer's role in a PBL course has been modified to encourage
motivation, tutoring, providing resources, and helping learners construct their knowledge
(Frank,2003).
Indeed, transitioning from a traditional lecturer role to a new one emphasising

facilitation and student-centred learning, such as in PBL, can pose challenges for some
educators. It is essential to recognize that this change in role requires a shift in mindset, teaching
approaches, and instructional strategies. Raw data and interviews have suggested that students
have expressed dissatisfaction with traditional teaching due to the excessive number of lectures
and that the lectures contributed little to their understanding (Frank, 2003). Many lecturers have
difficulty adapting to methodological change due to various factors, one of which is the lack of
technical skills (Fullan, 1997).
Research by Frank (2003) showed that a lecturer struggled to adapt his traditional
teaching methods to a PBL approach. In a PBL environment, the teacher's role shifts from being
a primary source of knowledge to a facilitator and guidance. For example, the facilitator is
guiding students in the process of learning how to learn, fostering awareness, and empowering
them to construct their own knowledge. The teacher is more than just a "conveyor of
information" or "supplier of facts," but also an agent, a "helper, facilitator, mentor, and
mediator." He or she must create a learning environment in which students can construct their
own knowledge through inquiry, application, and interaction.
31
Researcher Hafeez (2022) has also stated that the success of PBL lies in the ability of
the lecturer to transition from the traditional role to the new facilitator role creating a conducive
environment with sufficient resources and support for students to learn effectively. However,
technical skills are among the greatest hurdles for lecturers to overcome in implementing PBL,
especially in developing countries (Nwokeji, 2018). Hence, it is important for early detection
of the issue before the implementation of PBL to avoid any obstruction to PBL.
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2.4.2 Time Management
PBL provides students with autonomy to direct their own learning and explorations and
as such Implementing PBL requires a significant time commitment from both students and
teachers. The increased time commitment is necessary to allow students the autonomy and
freedom to take ownership of their PBL experience (Kreator, 2016). The increased workload
experienced during team-teaching (e.g., collaborative lesson planning, joint reflection with a
peer) requires more time from student teachers (Gardiner & Robinson 2011; Nokes et al., 2008;
Vacilotto & Cummings 2007).
Research by Tsybulsky (2019) found that students and teachers found it difficult to
manage time while teaching and planning lessons, i.e., group learning required more time than
traditional frontal teaching and, as a result, the material was covered at a slower pace. The
researcher also found that since PBL is targeted in a group setting, students have almost no
time to dedicate for individual learning which made some students lose confidence. However,
students understood that the rewards gained from PBL would be worth it.
Mai (2022) has also noted that lack of time is one of the most detrimental aspects when
implementing PBL. Lack of time could break the entire purpose of PBL and make it
dysfunctional. Hence, focusing the time management challenge of PBL in the field of quantity
surveying, particularly within the constraints of a 14-week semester and the inclusion of other
subjects, is an important research focus. This study aims to explore and understand the specific
time-related challenges that students face when engaging in PBL in the context of quantity
surveying.
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2.4.3 Lack of resources
Implementing PBL in higher education would require concurrent changes in curriculum,

instruction, and assessment practices-changes that are often unfamiliar to both students and
teachers (Barron, 1998). During PBL the goal of the pedagogy also shifts to a larger goal with
multiple objectives such as the development of not only content knowledge but soft skills as
well. This shift would require more resources from the institution provided to the students and
teachers to be able to conduct PBL comprehensively (Frank, 2003).
PBL implementation also requires cooperation from the institution’s faculty and
stakeholders. Based on the research by Mihic (2017), the most significant disadvantage of PBL
is the requirement of interest cooperation and institutional support. As implementing PBL
requires significant planning and collaboration, it would only be successful with the support
from institution. If resources are not provided, the implementation of PBL would not be as
desirable. The research also identified that shortage of resources like manpower such as
shortage of faculty members to implement PBL would also be hinder the effectiveness of PBL.
A well thought out design PBL would be able to maximise its effectiveness while
minimizing the disadvantages of PBL. However, if insufficient resources are provided from the
design stage to the implementation stage of PBL. There would be a lot of problems that could
hinder the effectiveness of PBL. Institutions that would like to implement PBL but do not have
the resources may also face the problem of raising the cost of education for students in order
to employ proper resources to implement PBL. Hence, it is important to explore on the
possibility of Taylor’s University facing this challenge.
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2.4.4 Assessment
One significant challenge associated with project-based learning is the assessment of

students. According to the findings of Marx (1997). Educators implementing project-based
learning face challenges in designing assessments that enable students to demonstrate their
knowledge and skills. Helle (2006) conclude that there are several challenges in demonstrating
assessment reliability (e.g., who should do the assessing and on what evidence/criteria the
grade should be based). Another challenge is determining how each team member's
contribution should be weighted in the grade. How is the project outcome evaluated if it differs
from the sum of each team member's contribution (lower or higher)? How adaptable can the
assessment be if the teams differ in shape and size? Do all students receive the same grade even
if they contribute differently to the project? These are the issues that PBL face in terms of
assessment.
Assessment and student learning are closely linked, with what and how students learn
depending on how they perceive their assessment (Biggs, 2003). Assessment is a tool for
learning that can be strategically used in a learning environment to improve learning outcomes.
In project-based learning, students have been assessed in various ways, including conventional
written tests, self-assessment, peer assessment, co-assessment, portfolio assessment,
performance assessment, and reflective journals (Van den Bergh, 2006). However,
conventional assessment methods do not adequately support students' understanding and skill
acquisition (Frank, 2004). Researchers have proposed alternative assessment modes that
combine multiple assessment methods, such as collaborative assessment with external and
community experts, multiple assessment tools, and assessed objects being both individual
students and teams (Tal, 2000)
However, these alternative assessment modes still focus on individual students, not the
project team itself. Individual assessment does not test or promote the complex knowledge
35
construction process in project-based learning, which combines knowledge and skills (Kolmos,
2007). Project-based learning may require a shift in thinking about assessment, as it is essential
for teams to strive for something greater than their members could achieve individually
(Katzenbach, 2008). This contradicts the reductionistic assumption that assessment should be
based on individual contributions, which does not align with the synergetic perspective of
teams.
Indeed, there are several extra factors to consider when assessing students’ performance
in PBL. Furthermore, the traditional assessment methods may not effectively capture the
complex knowledge construction process and the collaborative nature of project-based learning.
It is crucial to align assessment practices with the goals and principles of project-based learning.
Appropriate assessment thinking will support the learning process and encourage students to
develop important skills for the real-world challenges they will face in their future endeavours.
Hence, this study aims to understand the assessment challenges for PBL in quantity surveying
courses.
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2.4.5 Student Group Collaboration
As PBL is conducted in a group setting, it would be natural that there would be

challenges faced by students when working together. Collaboration would be a challenge that
students would have to face. Kokotsaki (2016) emphasised the importance of student self-
management and effective group work by providing equal levels of agency and participation
to all students. Krajcik (1998) investigated the difficulties encountered by students while
building products and artefacts in the context of PBL and discovered that, while students
demonstrated the ability to generate plans for conducting the activities, they frequently failed
to implement their plans systematically. According to Miller and Hadwin (2015), the mere
designation of groups does not guarantee effective cooperation and the implementation of PBL.
They agreed that in order to plan and execute their project activities, student groups must create
their own framework for how collaboration will be realised. According to Edelson (1999), a
successful implementation of PBL requires students to organise and collaborate in order to
manage complex, extended activities. This includes activity planning and coordination, as well
as resource and work product management. According to Pucher and Lehner (2011), PBL
students frequently encounter problems due to a lack of project management experience, as
well as a failure to identify and manage the various risks associated with PBL.
Based on research by Hussein (2021), collaboration challenges can be attributed to three

main factors: scheduling conflicts, competing voluntary assignments, and uncertainty
surrounding project assignments. Students from different faculties and study programs enrolled,
resulting in varying time schedules and commitments. Additionally, students had additional
voluntary assignments and extracurricular activities, making it difficult to prioritize project
tasks. Uncertainty surrounding the digital solution, delivery process, and product's impact on
learning further complicated the process. Balancing multiple perspectives and approaches in
such uncertain contexts required careful collaboration.
37
As Taylor’s University is a diverse university with people from various backgrounds.

It is very likely that students would encounter collaboration issues during PBL. Therefore, it is
important to identify potential causes of collaboration issues to apprehend.
38
2.5 Practical Ways to implement Project Based Learning in Higher Education Institutions
(HEIs)
2.5.1 Training and Workshop
The importance of training and workshops in addressing the lack of technical skills
among teachers engaged in project-based learning (PBL) is a widely recognized topic in the
literature. This literature review aims to provide an overview of existing studies and their
insights into the significance of training and workshops as a solution to enhance students'
technical skills in the context of PBL.
PBL depends on a teacher's ability to transition from the traditional role to a facilitator
in order to guide students to success. During the implementation of PBL in a medical school in
Ghana, the PBL implementation committee required all faculty members, regardless of rank or
prior PBL experience, to attend a PBL training workshop. This is to clarify curriculum-related
misconceptions (Amoako-Sakyi, 2015). It is a good approach to not only ask the lecturers to
attend the workshop but the entire faculty as it would help them to understand the process of
PBL to further strengthen their communication when designing and implementing PBL.
Teachers that underwent training and workshop for PBL would not only be familiar
with PBL but they will also be more prepared to facilitate PBL. Study by Rouhani (2021)
showed that teacher’s that underwent PBL training and workshop were impressed and are more
favourable to the PBL approach. Teachers expressed that the PBL is a joy to teach as it is useful
for demanding subjects. Amoako-Sakyi (2015) also recommends on top of attending PBL
training and workshop, a blueprint of the PBL curriculum should be established by the faculty
after the workshop to outline the framework of PBL.
As there are cases in which lecturers that are reluctant to adapt away from traditional
teaching roles or struggle to adapt. It is a good approach to make it compulsory for the faculty
to attend PBL training and workshop to familiarize themselves with the concepts of PBL as
well as clearing their misconceptions.
39
2.5.2 Resource Limitations
Numerous studies have highlighted resource limitations as a common challenge in PBL.

These limitations can significantly impact students' ability to effectively engage in project
activities, explore creative solutions, and achieve desired learning outcomes. Insufficient
access to materials, equipment, or technology may hinder students' hands-on experiences,
experimentation, and prototyping, thereby limiting the depth and authenticity of their projects.
As PBL is a pedagogy that focuses on collaboration and groupwork. Active Learning

Classroom (ALC) is a type of classroom that is often used to help students get together and
promote collaboration. However, ALC comes at a cost for the institution as it is in a different
layout and classroom technology. Therefore, research Eickholt (2019) has proposed a budget
solution retrofit labs into classrooms. As a lab already has the key features of ALC such as row
group seating for groups to sit together and existing lab computers for the students to use. The
researcher discussed that students were able to find similar benefits of PBL in the cost-effective
retrofitted lab room.
However, there may still be the challenge in which there are insufficient classrooms to
facilitate PBL for all the students. Research Amoako-Sakyi (2015) suggested that the faculty
can schedule PBL tutorials at different times of the day to allow the rooms to be used by
multiple groups. However, this could result in the discomfort of the students in Taylor’s
University as it might be conducted in odd hours of the day.
The solutions that are suggested to overcome resource limitations are implementable
but the author notes that it can be seen as only a temporary solution to the problem. Hence, this
research aims to study on possible suitable long-term solutions that could help resolve the
resolve limitation issues that could affect the implementation of PBL in quantity surveying in
Taylor’s University.
40
2.5.3 Project Design
The design of projects in project-based learning (PBL) is a critical aspect that requires
careful consideration to ensure students' meaningful and effective learning experiences. The
literature on PBL offers valuable insights into project design strategies and solutions to enhance
students' learning outcomes and engagement. This literature review aims to provide an
overview of existing studies and their suggestions for addressing the challenges related to
project design in PBL.
A well-designed project can reduce the issues that can affect the outcome of the
assignment. Researcher Lantada (2013) proposed to establish the project topic to a specific and
limited single topic can help resolve the difficult process of choosing an appropriate topic for
the project. The topics shall be thoroughly discussed and studied by the faculty through sources
such as handbooks, encyclopaedias, and studies to assess the suitability of the topic. It is
generally good to use projects that are linked to a complete product such as a construction of a
building in which there is a pre-contract stage up till post construction stage. However, it is
difficult to cover all the stages in the constraint of a semester. To overcome the challenge of
students cheating and copying each other’s work. Lantada (2013) also noted that it is important
to slightly change the topics to avoid plagiarism while maintaining similar project outcomes.
To overcome the time constraints, Lantada (2013) proposed that faculty should
coordinate and communicate internally to facilitate PBL. Teachers should hold meetings at
least once at the beginning to coordinate the timeline between the PBL subject and other
subjects to avoid overlapping of critical tasks. Deadlines should not be near to avoid any stress
and provide sufficient time for the students to complete all the tasks.
It is clear that proper preparation design is necessary for the implementation of PBL to
be successful. Researcher Lantada has provided suggestions that could be applicable to the
quantity surveying context. However, in-depth research should be carried out to assess the
viability of the solutions in the quantity surveying context.
41
2.5.4 Student Collaboration
For project-based learning (PBL) to be effective and meaningful, there are a number of
hurdles that students must overcome when collaborating. The PBL literature provides insightful
analysis of the proposed techniques and solutions to address these problems. In order to address
the difficulties of student participation in PBL, this literature review attempts to present an
overview of the relevant studies that have already been done.
To improve student collaboration in group projects, researchers Lin & You (2021)
developed a teamwork formation model to help form a “complete” group so that each group
will consist of members with different qualities that can improve collaboration. The model
requires students to understand their roles to make collaboration more productive to form a
group with required qualities. The model examines 3 main roles that can make collaboration
effective which is task role, social role and action role (Bell, 2013). The model was tested, and
it worked successfully as the results showed that groups formed by the model is adequate and
was able to resolve team conflicts which developing reliable relationships between teammates.
While it is good to have a model that can form groups with qualities that improve
collaboration among students. The author believes that it does not reflect the construction
industry in which you are not able to pick who to work with. One of the advantages of PBL is
to improve collaboration skills among students. The application of the teamwork formation
model would hinder the development of collaboration skills among students to work together.
Therefore, a study is required to analyse and propose a more suitable solution to the student
collaboration challenge.
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2.5.5 Assessments
Project-based learning (PBL) relies heavily on assessment since it gives teachers the
chance to assess student learning, give feedback, and gauge the success of project outputs. In
the context of PBL, evaluation goes beyond conventional measurements of knowledge
acquisition and concentrates on gauging students' capacity to apply what they have learned to
actual issues and achieve genuine outcomes (Gijbels, 2005). This study of the literature intends
to investigate the various approaches suggested for PBL evaluation and assess how well they
support significant learning outcomes.
It is known that individual assessment is hard to perform in a group due to the

collaborative nature of PBL, which requires interdependence and often unequal contributions
to the project. Hence, researcher Lantada (2013) proposed that students should all conduct a
presentation to present their work. Personalised interviews could also be conducted to review
on the student’s experience and performance in the project. Supplementary tasks may also be
one of the tools to individual assess students apart from just group assessment.
Peer review assessments are also proposed to promote teamwork and eliminate students
not doing their work. The researcher believes that it is reasonable for the peer review
assessment to take 5 – 15% of the final mark, that way it would affect the student’s grade if
they have not contributed sufficiently to the project.
In group experiences, adding something that distinguishes each group member to the
PBL group assessment is desirable. The objective is to encourage everyone in the group to
participate fully, get each person to do what they can, and prevent any personal disputes that
might arise from any members seeking to take advantage of their harder-working teammates.
Taylor’s University currently assesses students through 50% coursework and 50% final
examination that tests the student’s knowledge throughout the course. Further study is required
to determine the suitable assessment method when implementing PBL in quantity surveying at
43
2.6 Summary of Literature Review
This literature review provides an overview of project-based learning (PBL), examining

its advantages, challenges, and practical solutions for successful implementation. The
introduction section establishes the context for PBL and its growing popularity in educational
settings.
2.6.1 Summary of Literature Review in Relation to Research Objective 1
The first objective of this study is to identify the advantages of PBL. Based on previous
studies, it is found that PBL brings 4 main advantages that are academic knowledge, student
motivation, critical thinking skills and student collaboration skills. However, studies have also
indicated that there are pre-requisites to obtain the advantages of PBL such as having a well
designed PBL. There is also a literature gap that this study aims to fill the gap in the limited or
non-existent studies conducted in the context of quantity surveying, as the majority of existing
studies are predominantly focused on the engineering context.
The second objective of this study is to identify the challenges of PBL. Based on
previous studies, it is found that PBL brings 4 main challenges that are lack of technical skills,
time management, lack of resources, assessment, and group collaboration. Studies have also
noted that these challenges must be addressed to reap the benefits of PBL. However, the
challenges addressed in this study are not specific to the field of quantity surveying or exclusive
to the context of Taylor's University. Hence, this study aims to fill in the gap of identifying if
the cause of challenges are prevalent in the quantity surveying in Taylor’s University context.
44
The last objective is to find and propose practical solutions for the implementation of
PBL in quantity surveying in Taylor’s University. Practical solutions by other studies have been
reviewed such as training and workshop, overcoming resource limitations, project design,
student collaboration and assessment methods. However, there is no guarantee that the
solutions can be applied in quantity surveying context. Hence, this study aims to find out the
suitable solutions for the implementation of PBL in quantity surveying in Taylor’s University.
45
CHAPTER 3
RESEARCH METHODOLOGY
3.1 Introduction
The research methodology used for this study was the main topic of this chapter.
Research methodology is the process by which a researcher systematically creates a study to
obtain precise and accurate results to address the goals and objectives of the study (Jansen &
Warren, 2020). Other researchers should be able to conduct similar studies using the selected
methodology. To get accurate and precise results from a particular study, choosing the best
research methodology is crucial. The research process, research programme, research design,
and research framework were all covered in this chapter. Additionally, the research techniques
or methods used would be discussed and supported by providing evidence, such as outlining
the benefits of each approach and arguing that the methods chosen were the most appropriate
for the study.
3.2 Research Process
Figure 3.1 illustrates the step-by-step progression of the research process, spanning
from its inception to completion. This visual representation outlines the sequential stages that
were followed to yield the outcomes of this investigation.
The research endeavour began with the selection of a subject that captured the
researcher's interest. A preliminary information search was conducted to assess whether the
chosen topic needed refinement or expansion. This preliminary phase also aided in shaping the
precise research topic. Subsequently, an in-depth analysis of prior articles and journals was
46
carried out to identify current challenges or matters pertinent to the subject matter. This process
served to identify gaps in existing research, ultimately leading to the formulation of the research
problem statements.
From these problem statements, the research's objectives and purpose were derived.
Before initiating the actual research, a comprehensive research proposal was compiled,
containing detailed information that was submitted for evaluation by the designated supervisor.
The feedback received in this phase determined the subsequent course of the research.
Following this, an exhaustive literature review was conducted, delving into past
journals and articles. This step fortified the research's foundational knowledge and revealed
additional gaps that warranted investigation. This informed the selection of appropriate
research methodologies. Given the study's nature, quantitative methods were adopted. The
design of survey questionnaires ensued, with these questions subject to review and approval by
the supervisor. A pilot test or pre-test was then carried out to identify and rectify any potential
issues.
Data collection for this study took the form of questionnaire surveys administered to
students and lecturers enrolled in the quantity surveying course at Taylor's University. The
amassed data will be subjected to analysis and interpretation, employing appropriate visual aids
such as diagrams, graphs, or tables.
In conclusion, the study's findings will be synthesized to correspond with the research's
objectives. This synthesis will serve to validate the extent of achievement and address any
constraints of the study. Recommendations for future research avenues will also be outlined.
47
Figure 3.1: Flowchart of research process

48
3.3 Research Programme Double check. make sure no duplication.
The research programme designed for this study is shown in Table 3.1 below:-
Table 3.1: Research programme for Semester 6 and Semester 7

Se
m
Activities Week (Semester 6) Br Week (Semester 7)
ea
k
Chapter 1: 1 1 1 1 1 1 1 1 1 1
Introduction 1 2 3 4 5 6 7 8 9 0 1 2 3 4 1 2 3 4 5 6 7 8 9 0 1 2 3 4
Identify Area of
1 Interest
Determining the
2 Problem Statement
Determining the
Research Aim &
3 Objectives
Identify the
Research Design,
Method, Target
Population,
Expected
4 Contribution
Submission of
5 Research Proposal
Chapter 2:
Literature Review
Reading and
Reviewing
1 Literature
Compiling of
2 Literature Review
Submission of
3 Literature Review
Chapter 3:
Research Design &
Research
Methodology
Drafting of
Research
1 Methodology
Data Collection
2
Data Tabulation
3
Finalising Chapter 3
4
Submission of
5 Chapter 3
Chapter 4: Data
Analysis &
Discussion on Data
Analayze Data
Collected using
1 Survey Form
Discussion on Data
2
49
Submission of
3 Chapter 4
Chapter 5:
Conclusion &
Recommendation
Summarising Key
1 Findings
Provide
Recommendation
2 to Future Studies
Submission of Final
3 Report
Preparation of Viva
4 Presentation
5 Viva Presentation
50
3.4 Research Design
The research design of this study is tabulated in Table 3.2 which shows the research
objectives of this research and the types of data required with the sources of data and method
of data collection.
Table 3.2: Research Design
Method of Data
Research Objectives Types of Data Sources of Data
Collection
To Identify main The main • Articles Primary Data
advantages of Public advantages of Public • Journals • Questionnaire
Based Learning in Based Learning in • Research papers Survey
Quantity Surveying Quantity Surveying • Dissertations
programme programme • Websites
To Identify the The challenges of • Articles Primary Data
challenges of implementing • Journals • Questionnaire
implementing Project Based • Research papers Survey
Project Based Learning in Quantity • Dissertations
Learning in Quantity Surveying • Websites
Surveying programme
programme
To Identify the The practical • Articles Primary Data
practical solutions of solutions of • Journals • Questionnaire
implementing implementing • Research papers Survey
Project Based Project Based • Dissertations
Learning in Quantity Learning in Quantity • Websites
Surveying Surveying
programme programme
51
3.5 Research Framework
Figure 3.2 Research Framework

52
3.6 Research Technique
3.6.1 Quantitative Research Methods
The proposed research method that will be used in this study is a quantitative method
approach in which an online questionnaire survey will be conducted using Google Forms and
distributed to each respondent. This will improve data collection process and improve sample
size as it is convenient for respondents to be answer via just an URL link. This survey will
collect data regarding the students’ and lecturers’ perception and valuation regarding Project
Based Learning in QS course.
3.6.2 Design of Questionnaire
3.6.2.1 Survey Questionnaire
There are a total of 4 sections in the questionnaire being A, B, C and D respectively.

The structure of the questionnaire goes as follows:
Section A. Demographic Profile
Section B. Main Advantages of Project Based Learning in Quantity Surveying Programme
Section C. Challenges of Project Based Learning in Quantity Surveying Programme
Section D. Practical Solutions of implementing Project Based Learning in Quantity Surveying

Programme
Section A. Demographic Profile
Section A is designed to collect the demographic profile details from the targeted
respondents as shown in Table 3.3. There were two separate forms of questions for this section
for students and faculty members. Both have eleven (11) questions in this section with
questions such as gender, age, role in Taylor’s QS course, familiarity of PBL and their
perceptions of project works in education.
53
For student’s form, nominal scale was used to collect targeted respondents’ gender, role
in Taylor’s Quantity Surveying course, have they taken PBL modules, familiarity with PBL,
preferred teaching method, preference of studying individually or group and preference of
structured curriculum or flexible self-structured learning schedule. Besides that, ordinal scale
was also used to collect information, such as categories of age, enjoyment level of collaborative
group projects and comfort level of self-paced learning.
Table 3.3: Section A of questionnaire survey (student)
No. Survey Questions of Section A

1 Gender
2 Age
3 Role
4 Which semester are you currently in now?
5 Have you taken modules that contains aspects of PBL? (eg. QS Studio and ECA
workshop)
6 Are you familiar with Project Based Learning (PBL)?
7 Which teaching method do you prefer?
8 Do you prefer studying individually or in groups?
9 Do you enjoy collaborative group projects as part of your learning experience?
10 Do you prefer structured curriculum with a fixed pace or a more flexible self-
structured learning schedule
11 Are you comfortable with self-paced learning, where you can progress faster if you
understand the material quickly?
For faculty member’s form, nominal scale was used to collect targeted respondents’
gender, role in Taylor’s Quantity Surveying course, professional qualifications, quantity
surveying modules conducted, familiarity with PBL, preferred teaching method and preferred
type of assessment. Besides that, ordinal scale was also used to collect information, such as
categories of age, range of years of teaching experience, frequency of incorporating group
projects and collaborative activities into courses, frequency of encouraging student participation
54
and class discussions and frequency of attending workshops or training sessions for teaching
skills.
Table 3.4: Section A of questionnaire survey (Faculty Member)
No. Survey Questions of Section A

1 Gender
2 Age
3 What are your professional qualifications? (if any)
4 How many years of teaching experience do you have?
5 Which quantity surveying modules have you taught or conducted?
6 Are you familiar with Project Based Learning (PBL)?
7 Which teaching method do you prefer?
8 How frequently do you incorporate group projects and collaborative activities into
your courses?
9 How often do you encourage student participation and class discussions?
10 Which type of assessment do you find to be the most effective?
11 How often do you attend workshops or training sessions to enhance your teaching
skills?
Section B. Main Advantages of Project Based Learning in Quantity Surveying Programme
Section B targets the mains advantages of Project Based Learning in Quantity

Surveying Programme. In this section, respondents will answer on the following questions that
are related to advantages of Project Based Learning that are linked to other studies on whether
it is applicable to PBL. The questions use ordinal scale from 1 – 5 with description from
‘Strongly Disagree’ to ‘Strongly Agree’. At the end of the section, respondents are asked to add
on any advantages of PBL that are not mentioned in the questionnaire.
Table 3.5: Section B of questionnaire survey
Survey Question Construct Scale of Description Source
Better understanding of Academic Strongly Disagree to Phillips, 2000;

knowledge is achieved Knowledge Strongly Agree Bolstad , 2012
55
through project
experiences
Knowledge gained from Academic Strongly Disagree to Grandado, 2020
project experience Knowledge Strongly Agree
enhances its application
Knowledge gained from Academic Strongly Disagree to Mihic & Zavrski,
project experience Knowledge Strongly Agree 2017
improves knowledge
retention
Knowledge gained from Academic Strongly Disagree to Grandado, 2020
project experience can also Knowledge Strongly Agree
be applied to other subjects
in quantity surveying
course
Projects help students build Academic Strongly Disagree to Bell, 2010
a conceptual understanding Knowledge Strongly Agree
by enabling them to
explore topics on their own
Project-Based Learning Academic Strongly Disagree to
can assist in enhancing the Knowledge Strongly Agree
construction knowledge of
Quantity Surveying
students
Challenging projects can Motivation Strongly Disagree to Blumenfeld et al.,
motivate students to learn Strongly Agree 1991
Competition among Motivation Strongly Disagree to Willard & Duffrin,
students in projects can Strongly Agree 2003
effectively serve as a
motivator
Working in a group Motivation Strongly Disagree to Willard & Duffrin,
environment sparks Strongly Agree 2003
motivation for students to
collaborate and learn
56
Critical Thinking is a Critical Strongly Disagree to Flores, 2016

crucial skill for a quantity Thinking Strongly Agree
surveyor
Projects help develop Critical Strongly Disagree to Situmorang, 2022
planning skills for quantity Thinking Strongly Agree
surveying students
Projects are able to help Critical Strongly Disagree to Situmorang, 2022
students to gather, analyse Thinking Strongly Agree
and interpret data
Projects help develop Critical Strongly Disagree to Situmorang, 2022
critical thinking skills in Thinking Strongly Agree
the quantity surveying
course
Collaboration skills are Collaboration Strongly Disagree to Cinoy, 2021; Riebe,
vital for quantity surveying skills Strongly Agree 2016
students to possess
Projects help quantity Collaboration Strongly Disagree to Mills, 2003
surveying students skills Strongly Agree
collaborate with each other
more effectively
Projects improve student’s Collaboration Strongly Disagree to Coronado, 2021
capacity to work as a team skills Strongly Agree
Are there any other Advantages Open ended question
advantage of PBL that you
believe could impact the
quantity surveyor's
program but hasn't been
highlighted? If so, please
suggest and explain the
reasoning behind your
suggestion.
57
Section C. Challenges of Project Based Learning in Quantity Surveying Programme
Section C targets the Challenges of Project Based Learning in Quantity Surveying

Programme. In this section, respondents will answer on the following questions that are related
to challenges of Project Based Learning that are linked to other studies on whether it is
applicable to PBL. The questions use ordinal scale from 1 – 5 with description from ‘Strongly
Disagree’ to ‘Strongly Agree’. At the end of the section, respondents are asked to add on any
advantages of PBL that are not highlighted in the questionnaire.
Table 3.6: Section C of questionnaire survey
Survey Question Construct Scale of Description Source
Lecturers struggle to Lack of Strongly Disagree to Fullan,1997; Frank,

transition from traditional technical skills Strongly Agree 2003
lecture-style classes to
becoming facilitators and
guides for student learning
Lecturers may not possess Lack of Strongly Disagree to Fullan,1997; Frank,
the immediate technical technical skills Strongly Agree 2003
skills required to conduct
Project-Based Learning
Project increases time Time Strongly Disagree to Kreator, 2016;
commitment of students management Strongly Agree Gardiner &
Robinson, 2011;
Nikes et al., 2008;
Vacilotto &
Cummings, 2007
Project-based learning can Time Strongly Disagree to Tsybulsky, 2019
make it challenging for management Strongly Agree
both students and lecturers
to manage time
Group project learning Time Strongly Disagree to Tsybulsky, 2019
restricts individual learning management Strongly Agree
time
58
Lack of time can affect the Time Strongly Disagree to Mei, 2022
outcome of Project Based management Strongly Agree
Learning
Implementing PBL would Lack of Strongly Disagree to Barron, 1998
necessitate significant resources Strongly Agree
changes in the current
curriculum
Implementing PBL would Lack of Strongly Disagree to Mihic, 2017
necessitate substantial resources Strongly Agree
resources and institutional
support
Taylor’s University could Lack of Strongly Disagree to Mihic, 2017
encounter resource resources Strongly Agree
challenges if it were to
implement PBL
Effective assessment Assessment Strongly Disagree to Marx, 1997
methods in PBL may be Strongly Agree
lacking
Assessing each team Assessment Strongly Disagree to Helle, 2006
member's contribution in Strongly Agree
PBL can be challenging
Group assessments can be Assessment Strongly Disagree to Helle, 2006
perceived as unfair in PBL Strongly Agree
Individual assessments do Assessment Strongly Disagree to Kolmos, 2007
not encourage team Strongly Agree
collaboration in PBL
Students may encounter Collaboration Strongly Disagree to Krajcik, 1998
challenges in Issues Strongly Agree
implementing plans and
strategies in PBL
Student participation issues Collaboration Strongly Disagree to Kokotsaki, 2016
may arise in PBL Issues Strongly Agree
59
Scheduling conflicts Collaboration Strongly Disagree to Hussein, 2021

among team members can Issues Strongly Agree
lead to collaboration issues
in PBL
A lack of project Collaboration Strongly Disagree to Hussein, 2021
management can lead to Issues Strongly Agree
collaboration issues in PBL
Are there any other Challenges Open Ended
challenges of PBL that you Question
believe could impact the
quantity surveyor's
program but hasn't been
highlighted? If so, please
suggest and explain the
reasoning behind your
suggestion.
Section D. Practical Solutions of implementing Project Based Learning in Quantity Surveying

Programme
Section D targets the final objective of this study which is practical solutions of
implementing Project Based Learning in Quantity Surveying Programme. The respondents are
required to select the solution(s) that they deem are appropriate and most suitable for the
challenges from Section C. The proposed solution(s) were retrieved from secondary sources of
the study which are websites, journals and past researches. This section is designed as a semi-
open-ended questions as respondents are allowed to propose their own solutions that they think
are appropriate.
3.6.3 Pilot Test
The questionnaire has been reviewed by the supervisor of the research, Sr. Shirley Chin
to give feedback and recommendations to enhance the questionnaire before sending out to the
60
targeted respondents. A pilot test has also been conducted to 10 respondents prior to further
receive feedback to improve the questionnaire.
3.6.4 Scale of Measurement
The concept of scale of measurement refers to the way variables are categorized. There
are four prevalent categories of measurement scales: nominal, ordinal, interval, and ratio scales.
Each of these scales possesses distinct characteristics and attributes essential for the
comprehensive analysis of variables or data. In this research, nominal and ordinal scales were
employed to assess the data gathered from the survey questionnaire
3.6.4.1 Nominal Scale
The nominal scale, representing the most basic level of measurement, serves the
purpose of categorizing non-numeric data. Data falling within this scale can be counted but are
not subject to measurement or ordering. This scale is typically employed to classify data,
including but not limited to attributes such as gender, race, color preferences, nationality, and
so forth (Bhandari, 2020).
This study uses nominal scale to measure data in section A for data such as gender, role in
Taylor’s Quantity Surveying course, have they taken PBL modules, familiarity with PBL,
preferred teaching method, preference of studying individually or group and preference of
structured curriculum or flexible self-structured learning schedule. Section C also utilized
nominal scale to allow respondents to choose multiple solution(s) for the challenges. Figure
3.3 shows an example of nominal scale present in this questionnaire survey.
61
Figure 3.3: Question 5 from Section A of questionnaire survey
3.6.4.2 Ordinal Scale
The ordinal scale was employed to arrange variables or values in either an ascending or
descending sequence. However, it's important to note that the intervals between these variables
are not uniformly sized. This type of measurement scale allows for the categorization and
ordering of data but lacks the capacity for precise measurement. Ordinal scales are commonly
used in rating scales and Likert scales. In this study, a 5-point Likert scale was selected because
of its simplicity and compatibility with mobile device screens, making it more suitable than
scales with a higher number of points. It proved to be ideal for surveys with multiple questions,
as it required less time and effort compared to scales with more points, such as the 7-point and
10-point Likert scales. This, in turn, mitigated issues related to respondent frustration and
contributed to higher response rates (Newson, 2021).
62
This study used 5-point Likert scale to measure the data from Section B and C of the
questionnaire to understand their perception of the main advantages and challenges of Project
Based Learning in Quantity Surveying programme in Taylor’s University. The questionnaire
provided respondents with statements and respondents are required to pick the scale ranging
from 1-5 with the scale description of 1 = Strongly Disagree, 2 = Disagree, 3 = Neutral, 4 =
Agree & 5 = Strongly Agree to indicate their agreement level and perception of the statements.
3.6.4.3 Interval Scale
The interval scale was also employed in section A of the questionnaire survey to retrieve
information such as age group and years of teaching experience for the faculty members of
Quantity Surveying programme in Taylor’s University. Figure 3.4 shows an example of interval
scale present in this questionnaire survey.
Figure 3.4: Question 4 from section A of survey questionnaire
3.6.5 Sampling Design
3.6.5.1 Sampling Methods
In the study purposive sampling method was employed during questionnaire survey
distribution. This method helped the study pick individuals from the student and faculty groups
who had useful insights and knowledge related to PBL in Quantity Surveying program as they
possess the experience of PBL. By focusing on participants who were directly connected to the
63
study's goals, this research aimed to gather meaningful and relevant data. This approach
ensured that the information collected was substantial and applicable to the research questions.
3.6.5.2 Sample Size
The study's sample size was determined using the formula outlined by Krejcie and
Morgan (1970). In Taylor's University, there are a total of 95 quantity surveying students in
Semesters 5, 6, and 7, as well as a certain number of lecturers. Following the calculations, it
was determined that a sample size of 76 students and 10 lecturers was needed to ensure the
reliability of the collected data. These sample sizes were selected as they were representative
of the larger population.
The Krejcie and Morgan formula (1970) is shown below:
𝑥 2 𝑁 𝑃 (1 − 𝑃)
𝑛=
𝑒 2 (𝑁 − 1) + 𝑥 2 𝑃 (1 − 𝑃)
Formula 1: Krejcie and Morgan Formula
Where:
𝑛 = required sample size
𝑥2 = the table value of chi-square for 1 degree of freedom at the desired confidence
level (3.841)
𝑁 = the population size (95)
𝑃 = the population proportion (assumed to be 0.50 since this would provide the
maximum sample size)
𝑒 = the degree of accuracy expressed as a proportion (0.05)
Calculation for sample size of Quantity Surveying Students in Taylor’s University
(3.841)(95)(0.50)(1 − 0.50)
𝑛=
0.052 (95− 1) + (3.841)(0.50)(1 − 0.50)
64
91.22375
x=
1.19525
= 76.3219
≈ 76
Calculation for sample size of Quantity Surveying Lecturers in Taylor’s University
(3.841)(10)(0.50)(1 − 0.50)
𝑛=
0.052 (10 − 1) + (3.841)(0.50)(1 − 0.50)
9.6025
x=
0.98275
= 9.7711
≈ 10
3.6.5.3 Data Collection
According to Simplilearn in 2023, data collection refers to the essential process of

gathering and assessing information or data from various sources. This process is crucial for
addressing research questions, analyzing outcomes, and predicting trends and probabilities
across various research types. In data collection, there are usually two categories of data which
are labelled as primary data and secondary data. This research utilizes both categories of data
to analyse data and discussed.
3.6.5.3.1 Primary Data Collection
As per Simplilearn in 2023, primary data collection encompasses the gathering of

authentic data directly from the source or through direct engagement with respondents. This
approach empowers researchers to acquire firsthand information customized to their research
goals. Several techniques are available for primary data collection, including surveys and
questionnaires, interviews, observations, experiments, and focus groups. This research will
employ survey questionnaire for primary data collection as it can reach a larger audience in a
shorter time frame. Survey questionnaire is also convenient for data analysis for quantitative
research method.
65
3.6.5.3.1.a Survey Questionnaire
According to Bhat (2023), a questionnaire is a research tool comprising a series of

queries or prompts designed to gather information from a respondent. Typically, research
questionnaires feature a combination of closed-ended and open-ended questions. Open-ended,
in-depth questions provide respondents with the opportunity to expand upon their thoughts.
The development of research questionnaires dates back to 1838 when the Statistical Society of
London introduced them. A survey questionnaire is an efficient data collection tool that
minimizes bias when using a standardized set of questions for a target audience. Online survey
tool such as Google Forms is cost-effective, customizable to the research, and enables historical
data comparison. It also ensures respondent anonymity and compliance with data security
regulations. Hence, this research utilized the unbiased and centralized data from survey
questionnaire for data analysis to answer the research questions.
3.6.5.3.2 Secondary Data Collection
Bhat (2023) states that secondary research involves the utilization of pre-existing data,
offering a valuable approach to research. It enhances research effectiveness by summarizing
and consolidating available data. One of its key advantages lies in the ability to gain insights
and make conclusions without the need for new data collection, thus saving both time and
resources while building upon existing knowledge. To conduct effective secondary research, a
meticulous approach is essential. This includes the careful selection of sources, ensuring the
reliability and relevance of the data under scrutiny. It also demands a critical and analytical
mindset to identify any potential biases or data limitations. Compared to primary research,
which involves the direct collection of data, secondary research is notably more cost-effective
since it leverages existing data sources, sparing organizations from the expense of data
collection, either internally or through third-party services. Literature review has been utilized
as a secondary data method for this research study to help improve the validity and reliability
of this research’s findings.
66
3.6.5.4 Data Collection Period
The data collection period of this study spanned a concise but focused duration of 2
months. The data collection period started from 22nd July 2023 to 22nd September 2023. This
two-month timeframe allowed for a thorough examination of the chosen sample and ensured
that data collection was carried out meticulously and in a timely manner. The concise nature of
this period also helped in maintaining the quality and consistency of the collected data.
3.6.5.5 Strategies to Improve Respondent Rate
To enhance respondent participation for this survey questionnaire for this study, several
strategies were employed. Firstly, personalized WhatsApp messages were sent to potential
respondents, which included a clear explanation of the study's purpose and importance.
Secondly, reminders were periodically sent to those who hadn't responded, gently encouraging
their participation. Lastly, the survey was designed to be user-friendly and concise on Google
Forms, minimizing respondent burden and increasing the likelihood of engagement.
3.6.5.6 Response Rate
At the conclusion of the data collection period on September 22, 2023, a total of 65
student responses and 8 lecturer responses were obtained. Following data validation, it was
determined that all responses were valid and suitable for analysis, with no invalid submissions.
The response rate from the student participants, which reached 65 out of the predetermined
sample size of 76, achieved a commendable rate of 85.53%. Similarly, the response rate from
the lecturers, with 8 out of 10 participating, achieved a noteworthy rate of 80.00%. Although
the required sample size could not be fully achieved due to the limited data collection period
and the set cut-off date, this response rate was deemed very good according to Miller (1991),
as illustrated in Table 3.7.
67
Table 3.7: Adequacy of the Sample Size for Analysis and Reporting (Source: Adapted
from: Miller & Salkind, 2012)
Valid Response Rate (%) Adequacy for Analysis and Reporting

< 50 Not adequate
50 – 59 Adequate
60 – 69 Good
70 - 100 Very good
3.6.6 Data Analysis Method
Eteng (2023) defines quantitative data analysis as the systematic examination of

numerical or easily convertible data, involving statistical descriptions and interpretations of
objects. Its primary objective is to interpret data gathered through numeric variables and
statistical methods. This research paper will employ descriptive analysis and inferential
analysis to answer research questions. Statistical Package for Social Science (SPSS) will be
employed to conduct reliability test, descriptive analysis and inferential analysis to analyse the
data for this research study.
3.6.6.1 Descriptive Analysis
According to Nassaji (2015), descriptive analysis involves summarizing and presenting

data in a way that simplifies complex information, making it more understandable and
accessible. This type of analysis is particularly useful when researchers want to provide a
comprehensive overview of their data and describe the characteristics of the phenomena they
are studying. It is a valuable tool for researchers in various fields, including language teaching
and learning, to present their findings effectively and facilitate a clearer understanding of the
research outcomes.
3.6.6.1.a Mean
68
Mean analysis is one of the descriptive analysis method to be utilized in this research.
Mean is a fundamental qualitative technique to summarize and understand data. Mean is used
to measure central tendency and representing the typical behaviour in a set of numerical data
points. As an example, mean cab be used in order to understand the overall advantages of PBL
for students in quantity surveying programme in Taylor’s University by showing the average
levels of advantages. Mean can also be used to compare between sets of data with relations.
For example, comparison of mean between multiple advantages to understand which advantage
is the most prevalent.
3.6.6.1.b Ranking
Ranking analysis method was also utilized in this research. Ranking analysis allows the
researcher to rank different sets of data to understand the priority of data. For this research,
ranking analysis can be used to understand the impact of challenges of implementing PBL in
quantity surveying programme in Taylor’s University by ranking the challenges.
3.6.6.1.c ANOVA Test
According to Eva and Oscar (2013), the ANOVA test is employed when a researcher
seeks to determine if distinctions exist among various groups of individuals. Essentially, there
exist two primary types of ANOVA tests: one-way and two-way. The one-way ANOVA test is
utilized when there is a single independent variable being assessed across two distinct groups
of individuals. Conversely, the two-way ANOVA test is used when there are two independent
variables being examined across two distinct groups of individuals. In this research study, the
one-way ANOVA test will be utilized to assess disparities in the perception of students and
lecturers on the advantages and challenges of implementing PBL in quantity surveying
programme in Taylor’s University.
69
3.6.6.2 Inferential Analysis
Tarek (2019) states that inferential analysis serves the purpose of drawing conclusions
that extend beyond the fundamental data analysis. Its primary usage lies in exploring and
examining the connections among two or more variables. In contrast to descriptive analysis,
which primarily provides a description of the collected data, inferential analysis places greater
emphasis on investigating the associations between variables and corelation to test hypotheses.
3.6.6.2.a Reliability Test
Sürücü, L., & Maşlakcı, A. (2020) states that reliability is one of the indispensable
features of an analysis to yield beneficial results. Reliability is the ability to measure
instruments to give similar results when applied at different times. Cronbach’s alpha coefficient
is one of the most popular approach to assess reliability. Although there are various
interpretations of Cronbach’s alpha coefficient, the table below is the most widely accepted
approach.
Table 3.8: The classification of Cronbach’s Alpha Coefficient
Cronbach's Alpha Coefficient Interpretation of Cronbach's Alpha

Coefficient
≥ 0,9 The internal consistency of the scale is high,
0,7 ≤ α < 0,9 The scale has internal consistency,
0,6 ≤ α < 0,7 The internal consistency of the scale is

acceptable,
0,5 ≤ α < 0,6 The internal consistency of the scale is
weak,
70
α ≤ 0,5 The scale has no internal consistency.
Based on table 3.8 above, Cronbach’s Alpha Coefficient that is below 0.5 is considered
as weak; value between 0.5 and 0.6 is moderate; value between 0.6 and 0.7 is good acceptable;
value between 0.7 and 0.9 is very good and lastly above 0.9 is very good.
3.6.6.2.b Correlation Test
Correlation analysis is a statistical method to understand the relationship between two

variables. In this study, Pearson’s Coefficient is used to discover the strength of relationships
between two variables. According to Satyanarayana (2023), Pearson’s Coefficient tries to find
the best-fitting line for the data of these two variables, and the correlation coefficient
(represented as "r") shows how closely all the data points align with this line. In this research
study, correlation test is used to determine the relationship between students and lecturers to
their level of agreement towards the challenges of implementing PBL in quantity surveying
programme in Taylor’s University.
Formula 3.2: Pearson Correlation Coefficient Formula
3.6.6.2.c Multiple Regression Test

71
Multiple regression, as Neil (2010) suggests, is a useful statistical technique for

determining the degree of association between one dependent variable and two or more
independent variables. It is especially useful when a researcher wants to figure out which
independent variables have the biggest influence on how a dependent variable turns out. The
multiple regression test will be used in this particular research investigation to determine which
problems with Problem-Based Learning (PBL) have the greatest impact on the benefits of
implementing PBL in the quantity surveying programme at Taylor's University.
3.7 Summary
To conclude, this chapter provided the idea of the ways to conduct this study. In this study,
quantitative research methods were conducted. The target respondents were the students and
lecturers in Bachelor of Quantity Surveying programme in Taylor’s University. Survey
questionnaire link was distributed to all of the occupants via google forms. Purposive sampling
method were used to collect data. Then, descriptive analysis and inferential analysis were used
to analyse quantitative data using SPSS. This chapter was vital for in-depth analysis of
collected data, data presentation and discussion in the following chapter.
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CHAPTER 4
DATA ANALYSIS
4.1 Introduction
In this chapter, data and results that are collected from questionnaire surveys are
compiled, tested, and analyzed. There is a total of 5 section that can be found in this chapter.
The first section will be targeted at data collected from Section A of the questionnaire survey
which focuses on the demographic profile of the respondents. The second section focuses on
the data that is related to the first objective of this research study which is the main advantages
of Project Based Learning (PBL) in quantity surveying programme in Taylor’s University.
Thirdly, data that is related to the second objective of this research study which is the challenges
of Project Based Learning (PBL) in quantity surveying programme in Taylor’s University.
Followed by the fourth section, which focuses on data that is related to the third objective of
this research study which is the practical solution of implementing Project Based Learning
(PBL) in quantity surveying programme in Taylor’s University. Lastly, the final section focuses
on the hypotheses of the research study by utilizing inferential analysis to further investigate
on the relationship of variables of this research study.
73
4.2 Respondent’s Demographic Profile
The demographic data in this study is collected in relation to the respondent’s

perception towards Project Based Learning in quantity surveying programme in Taylor’s
University. There are two sets of demographics which are the roles of respondents in quantity
surveying programme in Taylor’s University which are either student or lecturer. For students
the demographic profile is separated into 7 categories which are gender, age group, current
semester, familiarity with PBL, preferred teaching method, preferred learning method and
enjoyment level of collaborative projects. For lecturers, the demographic profile is separated
into 6 categories as well which are gender, age group, years of teaching experience, familiarity
with PBL, preferred teaching method and frequency of incorporating group projects and
collaborative activities in curriculum.
4.2.1 Gender
Table 4.1 Descriptive Analysis for Gender of Students

Gender Frequency Percentage (%) Cumulative Cumulative
Frequency Percentage (%)
Male 40 61.5 40 61.5
Female 25 38.5 65 100.0
74
Gender of Student Respondents
38.50%
61.50%
Male Female
Figure 4.1 Descriptive Analysis for Gender of Students
Figure 4.1 depicts the pie chart that indicates the ratio of gender of student respondents
for this research study. Out of the total of 65 students that have answered the questionnaire
survey, 40 (61.50%) of them are male and 25 (38.50%) are female. Based on the graph there
male respondents are 23% more as opposed to the female respondents of this questionnaire
survey.
Table 4.2 Descriptive Analysis for Gender of Lecturers

Gender Frequency Percentage (%) Cumulative Cumulative
Frequency Percentage (%)
Male 4 50.0 4 50.0
Female 4 50.0 8 100.0
75
Gender of Lecturer Respondents
50.00% 50.00%
Male Female
Figure 4.2 Descriptive Analysis for Gender of Lecturers
Figure 4.2 depicts the pie chart that indicates the ratio of gender of lecturer respondents
for this research study. Out of the total of 8 students that have answered the questionnaire
survey, 4 (50.00%) of them are male and 4 (50.00%) are female. The amount of male and
female lecturer respondents to this questionnaire survey is the same.
4.2.2 Age group
Table 4.3 Descriptive Analysis for Age Group of Students
Age Group Frequency Percentage (%) Cumulative Cumulative

(Years) Frequency Frequency (%)
Below 24 65 100.0 65 100.0
25-40 0 0.0 0 0.0
41-54 0 0.0 0 0.0
Above 55 0 0.0 0 0.0
76
Age Group of Student Respondents
100.00%
Below 24
Figure 4.3 Descriptive Analysis for Age Group of Students
The student respondents that have answered the questionnaire survey have been
categorized into different age groups depicted by the Table 4.3 and Figure 4.3 above. Based on
Table 4.3 and Figure 4.3, all of the student respondents out of 65 are aged below 24 years old
(100.0%).
Table 4.4 Descriptive Analysis for Age Group of Lecturers
Age Group Frequency Percentage (%) Cumulative Cumulative

(Years) Frequency Frequency (%)
Below 24 0 0.0 0 0.0
25-40 1 12.5 1 12.5
41-54 7 87.5 8 100.0
Above 55 0 0.0 0 0.0
77
Age Group of Lecturer Respondents
12.50%
87.50%
25-40 41-54
Figure 4.4 Descriptive Analysis for Age Group of Students
The lecturer respondents that have answered the questionnaire survey have been
categorized into different age groups depicted by the Table 4.4 and Figure 4.4 above. Based on
Table 4.4 and Figure 4.4, only 1 (12.5%) lecturer is aged between 25-40 years old and 7 (87.5%)
are aged between 41-54 years old.
4.2.3 Familiarity with Project Based Learning (PBL)
Table 4.5 Descriptive Analysis for Familiarity with Project Based Learning of Students
Familiarity Frequency Percentage (%) Cumulative Cumulative

Frequency Frequency (%)
Yes 34 52.3 34 52.3
No 5 7.7 39 60.0
Maybe 26 40.0 65 100.0
78
Familiarity of students with PBL
40.00%
52.30%
7.70%
Yes No Maybe
Figure 4.5 Descriptive Analysis for Familiarity with Project Based Learning of Students
Students are questioned on their familiarity of Project Based Learning in the

questionnaire survey. Based on Table 4.5 and Figure 4.5, majority of the students which are 34
(52.3%) are familiar with project based learning, 26 (40.0%) students are maybe familiar with
project based learning and only 5 (7.7%) students are not familiar with project based learning.
79
Table 4.6 Descriptive Analysis for Familiarity with Project Based Learning of Lecturers
Familiarity Frequency Percentage (%) Cumulative Cumulative

Yes 7 87.5 7 87.5
No 1 12.5 8 100.0
Maybe 0 0.0 8 100.0
Familiarity of Lecturers with PBL
12.50%
87.50%
Yes No
Figure 4.6 Descriptive Analysis for Familiarity with Project Based Learning of Lecturers
Lecturers are questioned on their familiarity of Project Based Learning in the

questionnaire survey. Based on Table 4.6 and Figure 4.6, 7 (87.5%) out of 8 lecturers are
familiar with project based learning and only 1 (12.5%) lecturer is not familiar with project
based learning.
80
4.2.4 Preferred Teaching Method
Table 4.7 Descriptive Analysis for Preferred Teaching Method of Students
Teaching method Frequency Percentage (%) Cumulative Cumulative

Lecture-based 18 23.7 18 23.7
Active learning
and group 47 72.3 65 100.0
activities
Preferred Teaching Method of Students
23.70%
72.30%
Lecture-based Active learning and group activities
Figure 4.7 Descriptive Analysis for Preferred Teaching Method of Students
Based on Table 4.7 and Figure 4.7, out of 65 student respondents that responded to the
questionnaire survey, a total of 47 (72.3%) of student respondents prefer to have active learning
and group activities teaching method. Whereas 18 (23.7%) students prefer to have lecture based
teaching method.
81
Table 4.8 Descriptive Analysis for Preferred Teaching Method of Lecturers
Teaching method Frequency Percentage (%) Cumulative Cumulative

Lecture-based 1 12.5 1 12.5
Active learning
and group 6 75.0 7 87.5
activities
Both methods
depending on 1 12.5 8 100.0
subject
Preferred Teaching Method of Lecturers
12.50% 12.50%
75.00%
Lecture-based Active learning and group activities

Both methods depending on subject
Figure 4.8 Descriptive Analysis for Preferred Teaching Method of Lecturers
Based on Table 4.8 and Figure 4.8, out of 8 lecturer respondents that responded to the
questionnaire survey, a total of 6 (75.0%) of lecturer respondents prefer to have active learning
and group activities teaching method. Meanwhile there is 1 (12.5%) lecturer respondent that
prefers lecture-based teaching method and 1 (12.5%) lecture respondent that prefers both
methods depending on the subject.
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4.2.5 Teaching experience of lecturer respondents
Table 4.9 Descriptive Analysis for Teaching experience of lecturer respondents
Teaching Frequency Percentage (%) Cumulative Cumulative

experience (year) Frequency Frequency (%)
Less than 2 0 0.0 0 0.0
2-5 0 0.0 0 0.0
Above 5 8 100.0 8 100.0
Years of Teaching Experience
100.00%
Above 5
Figure 4.9 Descriptive Analysis for Teaching experience of lecturer respondents
Based on Table 4.9 and Figure 4.9, it can be seen that all 8 (100.0%) of the lecturer
respondents possess above 5 years of teaching experience in quantity surveying education.
4.2.6 Current academic semester of student respondents
Table 4.10 Descriptive Analysis for current academic semester of student respondents
Semester Frequency Percentage (%) Cumulative Cumulative

83
5 17 26.2 17 26.2
6 24 36.9 41 63.1
7 24 36.9 65 100.0
Current academic semester of student respondents
26.20%
36.90%
36.90%
5 6 7
Figure 4.10 Descriptive Analysis for current academic semester of student respondents
Based on Table 4.10 and Figure 4.10, out of 65 total student respondents that have
responded to the questionnaire survey, 24 (36.9%) of respondents each are currently studying
in semester 6 and semester 7. Meanwhile the remaining 17 (26.2%) students are currently
studying in semester 5.
84
4.2.7 Frequency of incorporating group projects and collaborative activities in curriculum
Table 4.11 Descriptive Analysis for frequency of incorporating group projects and
collaborative activities in curriculum
Frequency Frequency Percentage (%) Cumulative Cumulative

Frequently 6 75.0 6 75.0
Occasionally 0 0.0 6 75.0
Rarely 2 25.0 8 100.0
Never 0 0.0 8 100.0
Frequency of incorporating group projects and

25.00%
75.00%
Frequently Rarely
Figure 4.11 Descriptive Analysis for frequency of incorporating group projects and
Based on Table 4.11 and Figure 4.11, lecturer respondents were asked on how frequent
they incorporate group projects and collaborative activities in their curriculum. 6 (75.0%) out
of 8 lecturer respondents have said that they frequently include group projects and collaborative
activities in their curriculum. While 2 (25.0%) lecturer respondents rarely include group
projects and collaborative activities in their curriculum.
85
4.2.8 Student respondents’ preferred learning method
Table 4.12 Descriptive Analysis for students’ preferred learning method
Learning method Frequency Percentage (%) Cumulative Cumulative

Individually 10 15.4 10 15.4
In groups 13 20.0 23 35.4
Both equally 42 64.6 65 100.0
Students’ preferred learning method
15.40%
20.00%
64.60%
Individually In groups Both equally
Figure 4.12 Descriptive Analysis for students’ preferred learning method
Based on Table 4.12 and Figure 4.12, student respondents were asked to choose their
preferred learning method between learning individually, in groups or both equally. Out of 65
students, 42 (64.6%) majority of the students preferred both methods equally, 13 (20.0%)
preferred to be in groups and 10 (15.4%) preferred to learn individually.
86
4.2.9 Student respondents’ enjoyment level of collaborative projects
Table 4.13 Descriptive Analysis for Student respondents’ enjoyment level of collaborative
projects
Enjoyment Level Frequency Percentage (%) Cumulative Cumulative

1 1 1.5 1 1.5
2 7 10.8 8 12.3
3 14 21.5 22 33.8
4 28 43.1 50 76.9
5 15 23.1 65 100.0
Student respondents’ enjoyment level of

collaborative projects
1.5%
10.8%
23.1%
21.5%
43.1%
Don't enjoy at all Don't enjoy very much Neutral Enjoy somewhat Enjoy a lot
Figure 4.13 Descriptive Analysis for Student respondents’ enjoyment level of collaborative
projects
Based on Table 4.12 and Figure 4.13, student respondents were asked to rank their
enjoyment level of collaborative projects on a scale of 1-5 (Don’t Enjoy at All to Enjoy a Lot).
Out of 65 students, majority of the students which is 28 (43.1%) students Enjoy Somewhat, 15
(23.1%) students Enjoy a lot, 14 (21.5%) students are neutral about it, 7 (10.8%) students Don’t
Enjoy very much and only 1 (1.5%) student Don’t Enjoy at All.
87
4.3 The main advantages of Project Based Learning (PBL) in quantity surveying programme
in Taylor’s University
Descriptive analysis is conducted in this section to illustrate the perceptions of students

and lecturers towards the advantages of Project Based Learning (PBL) in quantity surveying
programme in Taylor’s University. The respondents are required to answer questionnaires from
a scale of 1-5 (Strongly Disagree to Strongly Agree) to rank their opinions towards the level of
advantages of Project Based Learning (PBL) in quantity surveying programme in Taylor’s
University.
Table 4.14 Descriptive Analysis on the main advantages of Project Based Learning (PBL) in
quantity surveying programme in Taylor’s University
1-5 Scale (Strongly Disagree to Strongly Agree)

Overall Overall
Variables N Mean RII Rank
Mean Ranking
Academic Knowledge
A1 Knowledge
73 4.47 0.89 3
understanding
A2 Knowledge application 73 4.56 0.91 1
A3 Knowledge retention 73 4.47 0.89 3
A4 Transferable
73 4.49 0.90 2 4.47 2
knowledge
A5 Conceptual
73 4.44 0.89 4
understanding
A6 Construction
73 4.40 0.88 5
knowledge
Motivation
B1 Challenging projects 73 4.01 0.80 2
B2 Competition 73 3.95 0.79 3 4.08 4
B3 Group environment 73 4.29 0.86 1
88
Critical Thinking
C1 Develops planning
73 4.53 0.91 1
skills
C2 Improves analytical
73 4.44 0.89 2
skills 4.45 3
C3 Develop critical
thinking skills for 73 4.38 0.88 3
quantity surveying
Collaboration Skills
D1 Improves collaboration
73 4.51 0.90 2
skill
4.52 1
D2 Improves capacity to
73 4.53 0.91 1
work together
Based on Table 4.14, the academic knowledge advantage consists of 6 variables. The
mean value of Knowledge Application (A2) has the highest mean value of 4.56 and is ranked
at 1st among other variables. Transferable Knowledge (A4) has a slightly lower mean of 4.49
and is ranked 2nd. Knowledge Understanding (A1) and Knowledge Retention (A3) has the same
mean value of 4.47 and are both ranked 3rd together. Conceptual understanding (A5) has a mean
of 4.44 which is ranked 4th. Lastly, Construction knowledge has the lowest mean of 4.40 and
ranked at 5th. For Motivation there are 3 variables with Group Environment (B3) with the
highest mean of 4.29 and ranked 1st. Followed with challenging projects (B1) with a mean of
4.01 and ranked 2nd. While being followed closely by Competition (B2) with a mean of 3.95
and ranked last at 3rd. For critical thinking, Planning Skills (C1) has the highest mean of 4.53
and is ranked 1st. Analytical skills (C2) has 4.44 mean and is ranked at 2nd. Lastly is Critical
Thinking Skills for QS (C3) which is ranked at 3rd. For collaboration skills, Capacity to work
together (D2) has the highest mean of 4.53 ranked 1st while Collaboration Skills is slightly
lesser with a mean of 4.51 which is ranked 2nd.
Table 4.14 also showed that the respondents have ranked from 1-5 scale (Strongly
Disagree to Strongly Agree), among all the advantages of Project Based Learning in Quantity
Surveying Programme in Taylor’s University. Respondents have ranked Collaboration Skills
89
(D) to have the highest overall mean value of 4.52 and is ranked 1st among other advantages.
This indicates that collaboration skills is one of the most important advantage of Project Based
Learning in Quantity Surveying programme. This is supported by Mills (2003) which states
that Project Based Learning has the ability to improve collaboration of students. Next,
Academic Knowledge (A) has an overall mean value of 4.47 and ranked 2nd overall. Followed
by Critical Thinking (C) with a slightly lesser mean value of 4.45 and ranked 3 rd. Lastly,
Motivation (B) has a mean value of 4.08 and ranked last at 4th. This shows that among all the
advantages that PBL can provide, Collaboration Skills (D) is the most prevalent one whereas
Motivation (B) is the least. However, although Motivation (B) is ranked last, it still has a high
mean value of 4.08 which shows that respondents do agree on the motivation advantages that
PBL can offer although not as prevalent as Collaboration Skills (D). This is supported by
Willard & Duffrin (2003) which states that although Project Based Learning generally has the
ability to motivate students, it also has the tendency to demotivate students when the project is
not well designed.
4.3.1 Relationship between student and lecturers and their perception towards the advantages
of Project Based Learning (PBL) in quantity surveying programme in Taylor’s University
Table 4.15 Comparison of mean value between student and lecturer respondents
Advantages of PBL in Quantity Student Lecturer Difference

Surveying in Taylor’s University N Mean N Mean of mean
A Academic Knowledge 65 4.45 8 4.65 (0.20)
B Motivation 65 4.08 8 4.08 0.00
C Critical Thinking 65 4.44 8 4.54 (0.10)
D Collaboration Skills 65 4.52 8 4.56 (0.04)
According to Table 4.15, the difference of overall mean value for Academic Knowledge
(A), Critical Thinking (C) and Collaboration Skills (D) between student and lecturer
respondents are only a slight difference of 0,20, 0.10 and 0.04 respectively. This implies that
both students and lecturers have similar opinions and generally agree on the advantages of
90
Project Based Learning in Quantity Surveying Programme in terms of Academic Knowledge

(A), Critical Thinking (C) and Collaboration Skills (D).
For Motivation (B), there is no difference (0.00) of overall mean among students and
lecturers. This means that both students and lecturers can be said to have the same opinion
regarding Motivation (B) as an advantage of Project Based Learning in Quantity Surveying
Programme in Taylor’s University.
4.4 The challenges of Project Based Learning (PBL) in quantity surveying programme in
Taylor’s University

and lecturers towards the challenges of Project Based Learning (PBL) in quantity surveying
programme in Taylor’s University. The respondents are required to answer questionnaires from
a scale of 1-5 (Strongly Disagree to Strongly Agree) to rank their opinions towards the level of
challenges of Project Based Learning (PBL) in quantity surveying programme in Taylor’s
University.
Table 4.16 Descriptive Analysis on the challenges of Project Based Learning (PBL) in
quantity surveying programme in Taylor’s University
1-5 Scale (Strongly Disagree to Strongly Agree)

Overall Overall
Variables N Mean RII Rank
Mean Ranking
Lack of technical skills
A1 Lecturers struggle to
transition to PBL 73 3.32 0.66 2
facilitators 3.35 5
A2 Lecturers do not
73 3.37 0.67 1
possess immediate
91
technical skills to
conduct PBL
Time management
B1 Increases time
commitment of 73 4.52 0.90 2
students
B2 Difficult to manage
time for both students 73 4.44 0.89 3
and lecturers 4.45 1
B3 Restricts individual
73 4.18 0.84 4
learning time
B4 Limited time affects
the outcome of PBL 73 4.66 0.93 1
negatively
Lack of resources
C1 Significant changes
required in the current 73 4.32 0.86 1
curriculum
C2 PBL requires
substantial resources
73 4.21 0.84 2 4.02 4
and institutional
support
C3 Taylor’s University
could encounter 73 3.53 0.71 3
resource limitation
Assessment
D1 Lack of effective
73 4.23 0.85 3
assessment methods
D2 Challenging to assess
each team member’s 73 4.34 0.87 1 4.25 3
contribution fairly
D3 Group assessments are
73 4.33 0.87 2
perceived as unfair
92
D4 Individual assessment
do not encourage team 73 4.10 0.82 4
collaboration in PBL
Collaboration
E1 Students will struggle
to implement plans 73 4.44 0.89 2
and strategies
E2 Participation issue
among students in 73 4.33 0.87 3
4.43 2
group activities
E3 Schedule conflicts
73 4.48 0.90 1
among team members
E4 Lack of project
73 4.48 0.90 1
management skills
Based on Table 4.16, for Lack of Technical Skills, the mean of Lecturers do not possess
immediate technical skills to conduct PBL (A2) has the highest mean of 3.37 and ranked 1st.
While Lecturers Struggle to Transition to PBL Facilitators (A1) has a slightly lower mean of
3.32 and ranked 2nd. For Time Management, out of the 4 variables, Limited Time Affects the
Outcome of PBL Negatively (B4) has the highest mean of 4.66 which is ranked 1st. Then
Increases Time Commitment of Students (B1) has a slightly lower mean of 4.52 which is
ranked 2nd. Followed by Difficult to manage time for both students and lectures (B2) with a
mean value of 4.44 and ranked 3rd. Lastly Restricts Individual Learning Time (B3) has the
lowest mean of 4.18 and ranked last at 4th. For Lack of resources, out of the 3 variables,
Significant Changes Required in the Current Curriculum (C1) has the highest mean value of
4.32 and ranked 1st. Followed by PBL requires substantial resources and institutional support
(C2) has a lower mean of 4.21 and is ranked 2nd and lastly Taylor’s University could encounter
resource limitations (C3) has the lowest mean of 3.53 and ranked last at 3rd. For Assessment,
out of the 4 variables, Challenging to Assess Each Team Member’s Contribution Fairly (D2)
has the highest mean value of 4.34 and is ranked 1st. Followed by Group assessments are
perceived as unfair (D3) with a mean value of 4.33 and ranked 2nd. Then, Lack of effective
assessment methods (D1) has a mean value of 4.23 which ranks it at 3 rd and lastly Individual
assessment do not encourage team collaboration in PBL (D4) has the lowest mean of 4.10 and
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is ranked last at 4th. Lastly for Collaboration, out of the 4 variables, Schedule conflicts among
team members (E3) and Lack of project management skills (E4) has the highest overall mean
of 4.48 and are both ranked 1st. It is then followed by Students will struggle to implement plans
and strategies (E1) with a slightly lesser mean of 4.44 and ranked 2nd. Lastly, Participation issue
among students in group activities has the lowest mean of 4.33 and is ranked last at 3rd.
Table 4.16 also showed that the respondents have ranked from 1-5 scale (Strongly
Disagree to Strongly Agree), among all the challenges of Project Based Learning in Quantity
Surveying Programme in Taylor’s University. Respondents have ranked Time Management (B)
to have the highest overall mean at 4.45 and ranked 1st. This indicates that respondents think
that time management is the biggest challenge of Project Based Learning in Quantity Surveying
Programme. This is supported by Mei (2022) which states that insufficient time and lack of
time management is one of the biggest challenge of Project Based Learning as it could hinder
the advantages of Project Based Learning. Next, Collaboration (E) has the second highest
overall mean of 4.43 and is ranked 2nd. Followed by Assessment (D) which has an overall mean
of 4.25 and ranked 3rd. Lack of resources has an overall mean of 4.02 and is ranked 4th. Lastly
Lack of technical skills (A) has the lowest overall mean of 3.35 and is ranked last at 5th. This
indicates that among all the challenges, Time Management (B) is the biggest challenge that the
respondents have ranked and Lack of Technical Skills (A) was ranked last.
94
4.3.1 Relationship between student and lecturers and their perception towards the challenges
of Project Based Learning (PBL) in quantity surveying programme in Taylor’s University
Table 4.17 Comparison of mean value between student and lecturer respondents
Challenges of PBL in Quantity Student Lecturer Difference

Surveying in Taylor’s University N Mean N Mean of mean
A Lack of technical skills 65 3.44 8 2.56 0.88
B Time management 65 4.47 8 4.31 0.16
C Lack of resources 65 3.95 8 4.58 (0.63)
D Assessment 65 4.23 8 4.41 (0.18)
E Collaboration 65 4.44 8 4.38 0.06
According to Table 4.17, the overall difference of mean of Time Management (B),
Assessment (D) and Collaboration (E) between student and lecturer respondents are only a
slight difference of 0.16, 0.18 and 0.06 respectively. This implies that both students and lecturer
respondents have similar opinions and agree on the challenges of Project Based Learning in
Quantity Surveying in terms of Time Management (B), Assessment (D) and Collaboration (E).
For Lack of Technical Skills (A), student respondents have a higher mean of 3.44 as
compared to lecturer respondents at a mean of 2.56 which is a difference of 0.88. Whereas for
Lack of Resources (C), student respondents have a mean of 3.95 while lecturer respondents are
at 4.58 which is higher by 0.63 compared to student respondents. This implies that both student
and lecturer respondents have different opinions on the challenges of Project Based Learning.
Students have the perception that lecturers lack the technical skills to conduct PBL whereas
lecturers do not think lecturers lack the technical skills. While student respondents do not think
implementing project based learning in quantity surveying programme in Taylor’s University
will be as big of a challenge as Lecturers.
95
4.5 The practical solutions of implementing Project Based Learning (PBL) in quantity
surveying in Taylor’s University

and lecturers towards the Practical Solutions of Implementing Project Based Learning (PBL)
in quantity surveying programme in Taylor’s University. The respondents are required to pick
one or more solution(s) that the respondents think are appropriate based on their opinions
towards the challenges of Project Based Learning (PBL) in quantity surveying programme in
Table 4.18 Descriptive Analysis on the Practical Solution for Implementing Project Based
Learning (PBL) in quantity surveying programme in Taylor’s University
Practical Solution of Implementing Project Based Learning (PBL) in quantity surveying programme
Variables F % Rank
Solution(s) to improve lack of technical skills during PBL implementation
A1 Conduct PBL workshops for lecturers 47 64.38 1
A2 Implement PBL curriculum blueprint to outline the
28 38.36 2
framework
A3 Employ co-instructors or teaching assistants to
19 26.03 4
assist with PBL
A4 Weekly feedback and reflection among PBL
25 34.25 3
instructors to improve implementation
Solution(s) to overcome lack of resource during PBL implementation
B1 Optimize existing technology 25 34.25 3
B2 Efficient scheduling 35 47.95 2
B3 Adapt PBL curriculum 39 53.42 1
Solution(s) for Project Design during PBL implementation
C1 Choose completed projects to maximise learning
20 27.40 4
experience
C2 Modify project topics slightly to prevent plagiarism 21 28.77 3
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C3 Hold faculty meetings to coordinate PBL between

34 46.58 1
modules
C4 Avoid congested deadlines to provide ample time
29 39.73 2
for projects
Solution(s) to improve student collaboration during PBL implementation
D1 Form groups using a teamwork formation model
29 39.73 2
that considers skillsets for group composition
D2 Conduct collaboration workshops for students 26 35.62 3
D3 Schedule regular team check-ins for progress
41 56.16 1
updates
D4 Utilize collaboration tools to improve collaboration 17 23.29 4
Solution(s) to improve Assessment effectiveness during PBL implementation
E1 Conduct a presentation to showcase and defend
24 32.88 4
their work during the assessment
E2 Conduct individualized interviews with each student
27 36.99 2
after the group project to assess their contribution
E3 Assign supplementary tasks for individual
39 53.42 1
assessment following the group assessment
E4 Utilize peer evaluation to foster teamwork and
26 35.62 3
accountability
97
Practical Solutions for implementing PBL in QS programme in

Taylor's University
50 47
45 41
39 39
40
35 34
35
28 29 29
30 26 27 26
25 25 24
25
19 20 21
20 17
15
10
5
0
Figure 4.14 Descriptive Analysis on the Practical Solution for Implementing Project Based
Learning (PBL) in quantity surveying programme in Taylor’s University
Based on Table 4.18 and Figure 4.14, for Solution(s) to improve lack of technical skills
during PBL implementation, Conduct PBL workshops for lecturers (A1) has the highest
frequency of 47 which is 64.38% of total respondents and ranked 1st. Followed by
Implementing PBL curriculum blueprint to outline the framework (A2) at 28 which is 38.36%
of total respondents and ranked 2nd. Then, Weekly feedback and reflection among PBL
instructors to improve implementation (A4) has 25 which is 34.25% and is ranked 3rd. Lastly,
Employ co-instructors or teaching assistants to assist with PBL has 19 which is 26.03% and is
ranked last at 4th. For Solution(s) to overcome lack of resource during PBL implementation,
Adapt PBL curriculum (B3) has the highest frequency of 39 which is 53.42% of total
respondents. It is then followed by Efficient Scheduling (B2) at 35 which is 47.95% of total
respondents and ranked at 2nd. Lastly, Optimize existing technology has the lowest frequency
at 25 which is 34.25% of total respondents and is ranked 3rd. For Solution(s) for Project Design
during PBL implementation, Hold faculty meetings to coordinate PBL between modules (C3)
98
has the highest frequency of 34 which is 46.58% of total respondents and is ranked 1st.
Followed by avoid congested deadlines to provide ample time for projects (C4) has 29 which
is 39.73% of total respondents and is ranked 2nd. Modify project topics slightly to prevent
plagiarism (C2) has 21 which is 28.77% of total respondents and is ranked 3rd. Lastly, Choose
completed projects to maximise learning experience has the lowest frequency of 20 which is
27.40% and is ranked last at 4th. For Solution(s) to improve student collaboration during PBL
implementation, Schedule regular team check-ins for progress updates (D3) has the highest
frequency of 41 which is 56.15% of total respondents and is ranked 1st. Form groups using a
teamwork formation model that considers skillsets for group composition (D1) has frequency
of 29 which is 39.73% of total respondents and is ranked 2nd. Then, Conduct collaboration
workshops for students (D2) has frequency of 26 which is 35.62% and is ranked 3rd. Lastly,
Utilize collaboration tools to improve collaboration (D4) has the lowest frequency of 17 which
is 23.29% and is ranked last at 4th. For Solution(s) to improve Assessment effectiveness during
PBL implementation, Assign supplementary tasks for individual assessment following the
group assessment (E3) has the highest frequency of 39 which is 53.42% out of total respondents
and is ranked 1st. Conduct individualized interviews with each student after the group project
to assess their contribution (E2) has a frequency of 27 which is a 36.99% out of total
respondents and is ranked 2nd. Followed by Utilize peer evaluation to foster teamwork and
accountability (E4) with a frequency of 26 which is a 35.62 and is ranked 3rd. Lastly, Conduct
a presentation to showcase and defend their work during the assessment (E1) has a frequency
of 25 which is a 32.88% and is ranked last at 4th.
99
4.6 Comparison of mean values regarding the overall perception of advantages among students
in the Project Based Learning (PBL) program within the Quantity Surveying program at
Taylor's University, using different preferred learning methods
Table 4.19 Comparison of mean values regarding the overall perception of advantages
among students in the Project Based Learning (PBL) program within the Quantity Surveying
program at Taylor's University, using different preferred learning methods
Scale 1-5 (Strongly Disagree to Strongly Agree)
Learning method N Mean Rank
A Individually 10 4.25 3
B In groups 13 4.67 1
C Both equally 42 4.32 2
In this section, a simple comparison of mean value for the overall perception of
advantages among students in the Project Based Learning (PBL) program within the Quantity
Surveying program at Taylor's University, using different preferred learning methods. A scale
of 1-5 (Strongly Disagree to Strongly Agree) is used to represent the advantages of Project
Based Learning in Quantity Surveying Programme in Taylor’s University. Based on Table 4.19,
student respondents that prefer learning In Groups (B) has the highest mean value of 4.67 and
is ranked 1st which indicates that they strongly agree about the advantages of Project Based
Learning in Quantity Surveying Programme in Taylor’s University. Students that prefer both
equally (C) are ranked 2nd with the second highest mean value at 4.32. Lastly, students that
prefer to learn Individually (A) is ranked last at 3rd with a mean value of 4.25 which means that
they are do not agree on the advantages of Project Based Learning in Quantity Surveying
Programme as the other two groups of learning method student respondents.
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4.7 Inferential Analysis
In this section, inferential analysis is employed to perform both correlation and multiple
regression tests, aiming to explore the relationships between the independent variables and
dependent variables in this research study. Prior to conducting these tests, reliability test is
conducted to evaluate the consistency and dependability of the independent variables in
relation to the dependent variables.
4.7.1 Reliability Test
Table 4.20 Cronbach’s Alpha Reliability Test
Type of Number of Cronbach’s Reliability

Name of Variable
Variable items Alpha Test
Independent M1. Lecturers struggle to transition
19 0.918 Very Good
Variable to PBL facilitators
M2. Lecturers do not possess
Independent
immediate technical skills to conduct 19 0.920 Very Good
Variable
PBL
Independent N1. Increases time commitment of
19 0.913 Very Good
Variable students
Independent N2. Difficult to manage time for both
19 0.909 Very Good
Variable students and lecturers
Independent N3. Restricts individual learning time
19 0.907 Very Good
Variable
Independent N4. Limited time affects the outcome
19 0.910 Very Good
Variable of PBL negatively
Independent O1. Significant changes required in
19 0.905 Very Good
Variable the current curriculum
Independent O2. PBL requires substantial
19 0.905 Very Good
Variable resources and institutional support
Independent O3. Taylor’s University could
19 0.932 Very Good
Variable encounter resource limitation
101
Independent P1. Lack of effective assessment

19 0.905 Very Good
Variable methods
Independent P2. Challenging to assess each team
19 0.907 Very Good
Variable member’s contribution fairly
Independent P3. Group assessments are perceived
19 0.907 Very Good
Variable as unfair
Independent P4. Individual assessment do not
19 0.904 Very Good
Variable encourage team collaboration in PBL
Independent Q1. Students will struggle to
19 0.906 Very Good
Variable implement plans and strategies
Independent Q2. Participation issue among
19 0.909 Very Good
Variable students in group activities
Independent Q3. Schedule conflicts among team
19 0.908 Very Good
Variable members
Independent Q4. Lack of project management
19 0.909 Very Good
Variable skills
Advantages of Project Based
Dependent
Learning (PBL) in quantity surveying 19 0.914 Very Good
Variable
programme in Taylor’s University
Table 4.20 above presents the results of the reliability test for independent variables and
dependent variables that will be used and analysed below for correlation test and multiple
regression test. Based on Table 4.20, it can be seen that all the independent variables has a
Cronbach’s Alpha value of above 0.90 which are all considered as very good reliability hence
all are accepted. Dependent variable has also achieved a Cronbach’s Alpha value of above 0.90
which is very good reliability and hence is accepted as well. To conclude, all independent and
dependent variables are accepted and kept for the inferential analysis below.
4.7.2 Correlation Test

102
In this section, hypotheses of this research study are tested using correlation test.
Correlation test is utilized to understand the relationship between the Enjoyment Level of
Students on Collaborative Group Projects on item N3 (Restricts individual learning time), P3
(Group assessments are perceived as unfair) and Q2 (Participation issue among students in
group activities).
Table 4.21 Correlation Test between Enjoyment Level of Students on Collaborative Group
Projects & item N3, P3 and Q2
Enjoyment Level of Students

on Collaborative Group
Projects
Enjoyment Level of Students Pearson Correlation 1
on Collaborative Group Sig. (2-tailed)
Projects N 65
Restricts individual learning Pearson Correlation .885
time (N3) Sig. (2-tailed) <.001
N 65
Group assessments are Pearson Correlation .769
perceived as unfair (P3) Sig. (2-tailed) <.001
N 65
Participation issue among Pearson Correlation .825
students in group activities Sig. (2-tailed) <.001
(Q2) N 65
103
Level of Agreeness
4
0
5 4 3 2 1
Enjoyment of Collaborative Group Projects
N3 P3 Q2
Figure 4.15 Relationship between Enjoyment Level of Students on Collaborative Group

Turney (2023) states that Pearson’s Correlation Coefficient can be interpreted as the
higher the Pearson’s Correlation Coefficient is, the higher the relationship between the
independent variable and the dependent variable. Based on Table 4.21 from SPSS, the pearson
correlation coefficient of item N3 (Restricts individual learning time) to the Enjoyment Level
of Students on Collaborative Group Projects is the highest which is 0.885 (88.5%). The second
highest Pearson’s Correlation Coefficient is item Q2 (Participation issue among students in
group activities) which is 0.825 (82.5%). Lastly, item P3 (Group assessments are perceived as
unfair) has a Pearson’s Correlation Coefficient of 0.769 (76.9%). This can be concluded that
the Enjoyment Level of Students on Collaborative Group Projects affects the level of
agreement on item N3, Q2 and P3 by 88.5%, 82.5% and 76.9% respectively.
In addition, Figure 4.15 demonstrates the relationship between Enjoyment Level of

Students on Collaborative Group Projects on item N3, P3 and Q2. Based on the correlation line
plotted in Figure 4.15. It shows that the higher the Enjoyment Level of Students on
Collaborative Group Project, the lower their agreement is on item N3, P3 and Q2. Chen, Jones
& Xu (2018) supports the statement above by stating that student’s that prefer collaboration
work would feel that challenges of group work are less significant. Item N3 (Restricts
individual learning time ) has the steepest correlation line among the 3 items which further
104
proves the finding in Table 4.21 is right as it has the highest Pearson’s Correlation Coefficient.
Inversely, item P3 (Group assessments are perceived as unfair) has the least steep line as it has
the lowest Pearson’s Correlation Coefficient based on Table 4.21.
Based on the findings above, it can also be implied that the hypotheses of this research
study are justified and accepted.
Table 4.22 Accepted hypotheses of this research study
Hypothesis Status
H1 The higher the student’s enjoyment level of collaborative group projects, the
Accepted
lesser they feel PBL restricts their individual learning time
Accepted
lesser they view group assessments as unfair
Accepted
lesser they have participation issue among students in group activities
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4.7.3 Multiple Regression Test
In this section, the relationship between the level of agreement on the challenges of
implementing PBL in Quantity Surveying Programme in Taylors in the questionnaire survey
and the overall advantages of implementing PBL in Quantity Surveying Programme. The aim
of this test is to investigate how the challenges of project based learning in quantity surveying
programme in Taylor’s University affects the overall advantages of project based learning in
quantity surveying programme in Taylor’s University.
Table 4.23 Multiple Regression Test on the Overall Advantages of Project Based Learning in
Quantity Surveying Programme in Taylor’s University
Standardiz
Unstandar Coefficient ed
Model t Sig.
dized B s Std. Error Coefficient
s Beta
1 (Constant) 2.569 .405 6.342 <.001
Lack_Technical_Skills_M -.137 .063 -.223 -2.158 0.34
Time_Management_N .171 .142 .214 1.200 .234
Lack_of_Resources_O -.020 .080 -.033 -.246 .806
Assesmment_P -.121 .114 -.203 -.1.064 .291
Collaboration_Issues_Q .477 .146 .596 3.256 <0.01
Based on Table 4.23 generated by SPSS, 5 independent variables namely Lack of

Technical Skills (M), Time Management (N), Lack of Resources (O), Assessment (P) and
Collaboration Issues (Q) were included in the multiple regression test to investigate their
relationship with dependent variable which is overall advantages of project based learning in
Based on Pallant (2020), the significance level (P-value) serves as the threshold for
determining the minimum level of significance at which the null hypothesis would be dismissed.
106
When the p-value exceeds 0.05, it signifies that the variable is no longer deemed significant
and should be dismissed. When it is less than <0.01 it considered to be very significant. Based
on Table 4.23, Collaboration Issues(Q) is the only item that is accepted as it has a significant
value of <0.01. As for other items namely Lack of Technical Skills (M), Time Management
(N), Lack of Resources (O) and Assessment (P) are not accepted as it has a significant value
of >0.05.
Based on Table 4.23, the only independent variable that is accepted which is
Collaboration Issues (Q) aligns with the researcher’s expectations regarding collaboration
issues will affect the overall advantages of project based learning in quantity surveying
programme in Taylor’s University. The regression coefficient (unstandardized coefficient Beta)
of Collaboration Issues (Q) is also positive at 0.477 which indicates that Collaboration Issues
(Q) affects the overall advantages of project based learning in quantity surveying programme
in Taylor’s University by 47.7%. This is supported by Krajcik (1998) which states that lack of
collaboration skills may affect the overall positive outcome of project based learning. In
conclusion, through multiple regression analysis of this study it has proven that collaboration
issues is a challenge that directly affects the overall advantages of project based learning in
4.8 Summary
In conclusion, the data and results collected from questionnaire survey have been used
to analysed based on the 3 research objectives of this research study and are presented in this
chapter. Descriptive analysis has been utilized for the first 4 sections which includes
respondent’s demographic profile and the 3 research objectives. Inferential analysis is utilized
to further investigate and understand the relationship of variables. All the research findings are
supported by secondary data from literature review in Chapter 2. Key findings of this chapter
were highlighted in Chapter 5 which also includes the limitation of the study and
recommendation for future studies.
107
CHAPTER 5
CONCLUSION AND RECOMMENDATION
5.1 Introduction
This chapter is the final chapter of this research study and will consist of 5 sections.
The first section includes summary of inferential analysis that concludes the findings. Followed
by the overall findings of this whole research in relation to the research objectives. Then it is
followed by the limitations of this study. Then, the fourth section includes recommendations
for future studies that are related to this study. Lastly, a conclusion is made based on the
research to end the final chapter. This chapter aims to conclude the overall research findings in
just one chapter.
108
5.2 Summary of Inferential Analysis
Table 5.1 Summary of Statistical Findings on Multiple Regression Test
Independent Variables T-statistics P-value Results

Lack of Technical Skills (M) -2.158 0.034 Not Significant
Time Management (N) 1.200 0.234 Not Significant
Lack of Resources (O) -0.246 0.806 Not Significant
Assessment (P) -1.064 0.291 Not Significant
Collaboration Issues (Q) 3.256 <0.001 Significant
Dependent Variable: Overall advantages of project based learning in quantity surveying

programme in Taylor’s University
Based on Table 5.1, Collaboration Issues (Q) is the only independent variable that has
a significant relationship with the respondent’s overall perception of advantages of project
based learning in quantity surveying programme in Taylor’s University. Hence, making
Collaboration Issues the only strong predictors towards the dependent variable which is the
overall advantages of project based learning in quantity surveying programme in Taylor’s
University.
109
Table 5.2 Correlation Test between Enjoyment Level of Students on Collaborative Group
Enjoyment Level of
Students on
Dependent Variables Collaborative Group
Projects (Independent
Variable)
N3 (Restricts individual learning time) Pearson’s Correlation
0.885
Coefficient
P3 (Group assessments are perceived Pearson’s Correlation
0.769
as unfair) Coefficient
Q2 (Participation issue among students Pearson’s Correlation
0.825
in group activities) Coefficient
Based on Table 5.2, the enjoyment level of students on collaborative group project’s
Pearson’s Correlation Coefficient value to the 3 dependent variables N3, P3, and Q2 are all
above 0.7 which is positive. Hence, it indicates that the higher the enjoyment level of students
on collaborative group projects, the lesser the agreement level towards the challenges of item
N3 (Restricts individual learning time), P3 (Group assessments are perceived as unfair), and
Q2 (Participation issue among students in group activities). Therefore, all hypotheses of this
research paper structured in Chapter 1 of this research study are accepted.
110
5.3 Discussion on Major Findings
This research has structured a total of 3 main objectives for this research study to
achieve which are:
Research Objective 1: To Identify the main advantages of Project Based Learning in Quantity
Surveying programme in Taylor’s University.
Research Objective 2: To Identify the challenges of Project Based Learning in Quantity

Research Objective 3: To Identify the practical solutions of implementing Project Based

Learning in Quantity Surveying programme in Taylor’s University.
This section will present and discuss the major findings in relation to the 3 main
research objectives of this research study.
5.3.1 Finding 1: Main advantages of Project Based Learning in Quantity Surveying programme
Respondents are asked to rate on a 1-5 scale (Strongly Disagree to Strongly Agree to
understand their perception of Main advantages of Project Based Learning in Quantity
Surveying programme in Taylor’s University. The main advantages that are being studied on
in this section are academic knowledge, motivation, critical thinking, and collaboration skills.
Based on the data this research has obtained and analysed, results have showed that
collaboration skills is the advantage that has the highest level of improvement that they have
experienced. Meanwhile, motivation has the least level of improvement that they have in
project based learning compared to the other advantages being surveyed in this research study.
Other than that, through comparison of mean this research have found out that student
respondents and lecturer respondents both have similar opinions on the main advantages of
project based learning in quantity surveying programme in Taylor’s University as the difference
in mean are very low.
111
5.3.2 Finding 2: Main challenges of Project Based Learning in Quantity Surveying programme
Respondents are asked to rate on a 1-5 scale (Strongly Disagree to Strongly Agree to
understand their perception of main challenges of Project Based Learning in Quantity
Surveying programme in Taylor’s University. The main challenges that are being studied on in
this section are lack of technical skills, time management, lack of resources, assessment, and
collaboration issues. Based on the data this research has obtained and analysed, results have
showed that time management is the challenge that has the highest level of agreement that they
have experienced. Meanwhile, lack of technical skills has the least level of agreement that they
have in project based learning compared to the other challenges being surveyed in this research
study.
Other than that, through comparison of mean this research have found out that students
have a higher level of agreement on the challenge of lack of technical skills as opposed to
lecturers. Meanwhile, lecturers also have a higher level of agreement on the lack of resources
as compared to student respondents. For time management, assessment and collaboration both
student respondents and lecturer respondents have the same level of agreement on the
challenges based on the data analysed.
5.3.3 Finding 3: Practical solutions of implementing Project Based Learning in Quantity

Respondents are then asked to pick the solutions that they feel are appropriate based on
the challenges presented earlier. The practical solutions of implementing Project Based
Learning in quantity surveying programme in Taylor’s University includes solutions to
improve lack of technical skills during PBL implementation, lack of resource, Project Design,
student collaboration and Assessment effectiveness during PBL implementation. For solutions
to improve lack of technical skills during PBL implementation, conduct PBL workshops for
lecturers is the most chosen solution. For solutions to overcome lack of resource during PBL
implementation, adapting project based learning curriculum is the most chosen solution to
112
overcome lack of resources challenge. Other than that, for solutions for project design during
PBL implementation, holding faculty meetings to coordinate PBL curriculum between modules
is the most chosen solution. Furthermore, for solutions to improve student collaboration during
PBL implementation, scheduling regular team check-ins for progress updates is the solution
that respondents mostly chose. Lastly, for solutions to improve Assessment effectiveness
during PBL implementation, respondents have chosen the solution is to assign supplementary
tasks for individual assessment following the group assessment as a solution against the
challenge.
5.4 Limitations of Study
This research was limited only to the opinions of quantity surveying students and
lecturers in Taylor’s University which may or may not be relatable to other quantity surveying
programmes in other universities in Malaysia as factors such as location, demographic of
students and learning outcome requirements are different. Hence, the findings of this research
may only be specific to quantity surveying in Taylor’s University and not be generalized to
other university quantity surveying programmes. Other than that, the sample size of this
research study is only limited to students of Semester 5 onwards which have already
experienced PBL. Furthermore, time constraint is also one of the reasons that the research is
only limited to Taylor’s University as more time is needed to collect sample size from other
universities. Moreover, time constraint has also limited a single methodology method to be
used and solely relying on questionnaire surveys to gather data. Due to the constraint, this
research employed quantitative research method to a broader sample size to generalized to a
larger population. However, this research study is still confined to quantity surveying
programme in Taylor’s University only rather than all quantity surveying programmes.
113
5.5 Recommendation for future study
This study has contributed to a better understanding of the main advantages, challenges,
and practical solutions to implement project based learning in quantity surveying programme
in Taylor’s University. The research outcomes can provide a great insight and reference for
future researchers in relevant studies to further investigate project based learning in quantity
surveying programmes. Future studies are recommended to conduct research on a larger sample
size such as other universities in Malaysia to gain more insight and better generalization on the
topic. Other research methodologies are also encouraged to be employed and mixed to gain
more data and findings for analysis to gain better insight and understanding rather than one
methodology. The opinions of students that have not experienced project based learning shall
also be recommended to study on as well as employers on their expectations regarding their
expectations of fresh graduates to better understand the viability of project based learning in
quantity surveying programme. As such, future researchers are suggested and encouraged to
consider these issues and recommendations for their future research on this topic.
Recommendations for future studies related to Project-Based Learning (PBL), you can explore
various aspects of PBL ie
1. Integration of Technology: Examine how the integration of technology, such as online
platforms or virtual collaboration tools, can enhance PBL experiences.
2.Impact on Employability: Investigate the impact of PBL on graduates' employability and
their readiness for the workforce.
and etc.
suggest to recommend on more realistic and its would contribute the most in the industry.
114
5.6 Conclusion
In conclusion, this research has managed to achieve all the research aims, objectives
and hypotheses. It is justifiable that project based learning is certainly viable in quantity
surveying programmes in Taylor’s University. Based on the research findings, it can be noted
that there are many advantages on implementing project based learning in quantity surveying
programme. While there are challenges as well when implementing project based learning in
quantity surveying programme, appropriate practical solutions are proposed as well in this
research study that can address the issues. Ultimately, the researcher hopes that more future
researchers will further develop and provide insight into project based learning and its
implementation as the researcher believes that it is an effective teaching method to shape the
future generation.
115
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SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN

Bachelor of Quantity Surveying (Honours)

STUDENT NAME : LOW WEI KANG

SUPERVISOR : Ms. Shirley Chin

DATE OF SUBMISSION : 16 OCTOBER 2023

LOW WEI KANG

double check the numeering

Project-Based Learning (PBL) has gained attention as an innovative instructional

Keywords: Project Based Learning, Effectiveness, Advantages, Challenges, Quantity

1. should explain the findings based on your 3 objs.

Abreviation? List of figure/table?

1.1 Research Background

A quantitative research method is employed to achieve the objectives of this study.

1.2 Research Problem Statement

1.3 Previous Research Studies

1.4 Research Questions

Research Objective 3: To Identify the practical solutions of implementing Project Based

1.6 Target Population

1.7 Scope and Limitations

1.8 Proposed Research Method

1.9 Proposed Research Design

Research Objectives Types of Data Sources of Data Method of Data

to insert research paper.

1.11 Expected Contribution of the Study

This research is expected to contribute firstly to the understanding on the viability of

1.12 Structure of the Research

This research includes five (5) chapters as below: -

2.2 Project Based Learning (PBL)

2.2.1 Introduction to Project Based Learning (PBL)

PBL is an instructional approach based on authentic learning activities that pique

Step 1: Identify a project idea

Step2: Define a plan

Step 3: Determine the timeframe

Step 4: Monitor the projects

Step 5: Assess the outcome

Step 6: Reflect on the experience

The authors above provided a comprehensive understanding of Project-Based Learning

2.2.2 Student’s Role in PBL

2.2.3 Facilitator’s Role in PBL

2.2.4 Project Based Learning in Higher Education

A critical responsibility of higher education is to provide creative education for students

2.3 Advantages of Project Based Learning in Higher Education Institutions (HEIs)

2.3.1 Academic Knowledge

The acquisition of knowledge through completing a project is one of the main

PBL avoids the disadvantage of fragmented learning which is apparent in traditional

In construction practice, quantity surveying requires various construction knowledge

2.3.3 Critical Thinking

Indeed, it is widely acknowledged that Problem-Based Learning (PBL) enhances

2.4 Challenges of Project Based Learning in Higher Education Institutions (HEIs)

Indeed, transitioning from a traditional lecturer role to a new one emphasising

2.4.2 Time Management

2.4.3 Lack of resources

Implementing PBL in higher education would require concurrent changes in curriculum,

One significant challenge associated with project-based learning is the assessment of

2.4.5 Student Group Collaboration

As PBL is conducted in a group setting, it would be natural that there would be

Based on research by Hussein (2021), collaboration challenges can be attributed to three