The Effect of Using Project-Based Learning on EFL Students’ Achievement
Nuha Mukhlef Ali
College of Education for Women - Tikrit University
Kanaan K. Hasan
College of Education for Women - Tikrit University
DOI: https://doi.org/10.25130/jls.5.2.24
Keywords: project-based, learning, EFL, Students, Achievement
Abstract
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction. The current study aims at: 1. Finding out the Effect of Using project based learning on EFL intermediate school student’s achievement in vocabulary. 2. Finding out whether there are any statistical significant differences between the achievement of the experimental group and that of the control group in the post test. 3. Find out whether there is any statistical significant difference between students' achievement at the recognition level on one hand, and their achievement at the production level, on the other hand in English vocabulary. To carry out the study, the hypotheses are posed as the following: 1. There is no any statistical significant difference between the mean scores of the experimental group's achievement and that of the control group in the post-test. 2. There is no any statistical significant difference between the mean scores of students' achievement at the recognition level and that at the production level in English idioms. To achieve the aims and verify the hypotheses above, Non Randomized experimental group pretest and posttest design has been chosen .The pupils have been taught during the academic year 2020-2021. A sample consists of (50) pupils in fourth preparatory at Al shorouk school distributed into two groups. Group (A) represents experimental group that includes (25) pupils are taught according to project Based learning strategy. Group (B) represents control group which also include (25) pupils who are taught according to the traditional method. Both groups have been equalized in such variables from Educational level of parent, English grades achievement in previous schooling year, and the pretest of both groups. A unified posttest which contains six questions are constructed to collect data. Face and content validity have been attained. Reliability coefficient has been verified by using the split- half and the Alpha – Cronbach methods.
