The impact of social media, such as Facebook in various fields including education is undeniable. The main objective of this study is to examine the effect of the interaction between students' learning styles and learning approaches on their achievements in the chemistry subject using the Problem-Based Learning (PBL) method through Facebook. The sample of this study consisted of 120 MARA College students, who were randomly selected to undergo PBL treatment via Facebook for nine weeks. This quantitative study used the 4×2 factorial experimental design. The main variables were the students' learning styles (visual, aural, reading-writing, and kinaesthetic) and learning approaches (surface learning and deep learning) as well as the interaction between both on their achievement in the final examination for chemistry subject. The two-Way ANOVA test results showed that the main effect of students' learning styles on their achievement in chemistry was significant across students' learning approach using PBL via Facebook. Furthermore, the Post-Hoc test had found that the mean for the reading-writing style of learning was significantly better than for other learning styles. Similarly, the main effect of learning approaches was also found to be significant across students' learning styles. It was found that the mean value for the deep learning approach was significantly higher than the mean value for the surface learning approach using the PBL method via Facebook. However, the effect of the interaction between these two independent variables (learning styles and learning approaches) on students' achievement was not significant.

It is undeniable that social media such as Facebook has such a great influence in all fields, including education. The main objective of this research is to study the interaction effects of the VARK learning style and students' learning approach on the development of their soft skills using the Problem-Based Learning (PBL) methods via Facebook in learning chemistry. The research sample consists of 120 Kolej MARA students who were randomly selected to undergo PBL via Facebook treatment for nine weeks. This quantitative research uses experiment design with descriptive and factorial 4x2 (Two-Way ANOVA) data analysis. The descriptive data analysis result finds that the problem-based learning method via Facebook is successful in developing soft skill elements such as communication skills, teamwork and leadership skills, problem-solving skills, self-ethics and moral worth, and continuous learning and information management skills. For the Two-Way ANOVA analysis, the main effects studied are the VARK learning style and the students' learning approach, as well as the interaction of the two towards the development of the students' soft skills after they were involved in problem-based learning method via Facebook. Test results show that the main effect of the VARK learning style on the development of their soft skills is insignificant across the students' learning approach using problem-based learning method via Facebook. The same goes for the main effect of the learning approach, which is also insignificant across the students' VARK learning style. The interaction effect between both free variables (VARK learning style and learning approach) on the development of soft skills is also found to be insignificant.

Pengaruh media sosial seperti Facebook dalam pelbagai bidang termasuk bidang pendidikan tidak dapat dinafikan lagi. Objektif utama kajian adalah mengkaji kesan interaksi pendekatan pembelajaran dan faktor jantina pelajar ke atas pencapaian subjek kimia secara kaedah pembelajaran berasaskan masalah (Problem Based Learning) melalui Facebook. Sampel kajian terdiri daripada 120 orang pelajar Kolej MARA yang telah dipilih secara rawak untuk menjalani rawatan PBL via Facebook selama sembilan minggu. Kajian kuantitatif ini menggunakan reka bentuk faktorial 2x2. Kesan utama yang dikaji adalah pendekatan pembelajaran (permukaan dan mendalam) dan faktor jantina (lelaki dan perempuan) serta interaksi kedua-duanya ke atas pencapaian dalam peperiksaan akhir subjek kimia. Hasil analisis deskriptif menunjukkan berlakunya peralihan pendekatan pembelajaran pelajar daripada pendekatan permukaan kepada pendekatan mendalam selepas menjalani rawatan PBL via Facebook. Hasil ujian Anova Dua-Hala pula menunjukkan bahawa kesan utama pendekatan pembelajaran terhadap pemboleh ubah bersandar pencapaian pelajar adalah signifikan merentasi jantina pelajar. Walau bagaimanapun, kesan utama jantina dan kesan interaksi antara kedua-dua pemboleh ubah bebas terhadap pencapaian pelajar adalah tidak signifikan. Hasil kajian ini penting kerana Kaedah PBL via Facebook didapati berupaya mendorong peralihan amalan pendekatan pembelajaran pelajar daripada pendekatan pembelajaran permukaan kepada pendekatan pembelajaran mendalam. Pendekatan pembelajaran mendalam seterusnya membolehkan pelajar untuk memperoleh pencapaian akademik yang lebih baik.

Pengaruh media sosial seperti Facebook dalam pelbagai bidang termasuk bidang pendidikan tidak dapat dinafikan lagi. Objektif utama kajian adalah mengkaji kesan interaksi pendekatan pembelajaran dan faktor jantina pelajar ke atas pencapaian subjek kimia secara kaedah pembelajaran berasaskan masalah (problem based learning) melalui Facebook. Sampel kajian terdiri daripada 120 orang pelajar Kolej MARA yang telah dipilih secara rawak untuk menjalani rawatan PBL via Facebook selama sembilan minggu. Kajian kuantitatif ini menggunakan reka bentuk eksperimen secara faktorial 2x2. Kesan utama yang dikaji adalah pendekatan pembelajaran (permukaan dan mendalam) dan faktor jantina (lelaki dan perempuan) serta interaksi kedua-duanya ke atas pencapaian dalam peperiksaan akhir subjek kimia. Hasil analisis deskriptif menunjukkan berlakunya peralihan pendekatan pembelajaran pelajar daripada pendekatan permukaan kepada pendekatan mendalam selepas menjalani rawatan PBL via Facebook. Hasil ujian Anova Dua-Hala pula menunjukkan bahawa kesan utama pendekatan pembelajaran terhadap pemboleh ubah bersandar pencapaian pelajar adalah signifikan merentasi jantina pelajar. Walau bagaimanapun, kesan utama jantina dan kesan interaksi antara kedua-dua pemboleh ubah bebas terhadap pencapaian pelajar adalah tidak signifikan. Hasil kajian ini penting kerana Kaedah PBL via Facebook didapati berupaya mendorong peralihan amalan pendekatan pembelajaran pelajar daripada pendekatan pembelajaran permukaan kepada pendekatan pembelajaran mendalam. Pendekatan pembelajaran mendalam seterusnya membolehkan pelajar untuk memperoleh pencapaian akademik yang lebih baik.