Asian Journal of Education and Training Vol. 3, No. 2, 97-104, 2017 ISSN(E) 2519-5387 DOI: 10.20448/journal.522.2017.32.97.104 97 The Effectiveness of the Chemistry PBL Method via Facebook on the Soft Skills of College Students Mohd Shahir Mohamed Sunar 1  Ahmad Jelani Shaari 2 ( Corresponding Author) 1 MARA College Kuala Nerang, Kuala Nerang Kedah, Malaysia 2 Faculty of Education and Modern Languages, Northern University of Malaysia (UUM), Malaysia Abstract 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. Keywords: VARK learning style, Deep learning approach, Surface learning approach, Problem-based learning method, Soft skills. Citation | Mohd Shahir Mohamed Sunar; Ahmad Jelani Shaari (2017). The Effectiveness of the Chemistry PBL Method via Facebook on the Soft Skills of College Students. Asian Journal of Education and Training, 3(2): 97-104. History: Received: 18 October 2017 Revised: 9 November 2017 Accepted: 13 November 2017 Published: 16 November 2017 Licensed: This work is licensed under a Creative Commons Attribution 3.0 License Publisher: Asian Online Journal Publishing Group Contribution/Acknowledgement: Both authors contributed to the conception and design of the study. Funding: This study received no specific financial support. Competing Interests: The authors declare that they have no conflict of interests. Transparency: The authors confirm that the manuscript is an honest, accurate, and transparent account of the study was reported; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained. Ethical: This study follows all ethical practices during writing. Contents 1. Introduction ...................................................................................................................................................................................... 98 2. Literature Review ............................................................................................................................................................................ 98 3. Methodology ................................................................................................................................................................................... 100 4. Findings ........................................................................................................................................................................................... 102 5. Discussion and Conclusion ........................................................................................................................................................... 103 References ............................................................................................................................................................................................ 103