British Journal of Education (BJE)

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Effectiveness of Project-Based Learning Strategy on the Achievement and Mathematical Writing of Preparatory Year Students at Najran University

Abstract

The problem of low academic achievement in mathematics at university is one of the most important educational and psychological issues that may lead to students’ suffering, failure, and poor personal and social adjustment. The present study aimed to address the impact of project-based strategy on the promotion of the academic achievement and mathematical writing of the preparatory year students at Najran University. The present study was applied to fifty students enrolled in the “Introduction to Mathematics” course in the second semester of the academic year 2016/2017. Quasi-experimental approach was used. Results of data analysis indicated that there were significant differences between the means scores of participants in the control and experimental groups in the academic achievement and mathematical writing due to the use of project-based strategy that was used during the course period.

Keywords: Achievement, Mathematical Writing, Najran University, Preparatory Year Students, Project-Based Learning, Strategy

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This work by European American Journals is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License

 

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Email ID: editor.bje@ea-journals.org
Impact Factor: 7.89
Print ISSN: 2054-6351
Online ISSN: 2054-636X
DOI: https://doi.org/10.37745/bje.2013

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