Tag Archives: Project-Based Learning

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

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

Project-Based Learning: Implementation & Challenges (Published)

This study is an attempt to investigate the possibility of applying PBL in some Bahraini Primary Sschools. It also aimed to explore the challenges that might occur during the application of PBL in actual classroom situation. Both questionnaire and semi-structured interviews were employed in gathering the data. A total of 24 pre-service teachers in 8 schools took part in this study during the academic year 2016/2017. The findings of the study revealed that more than 3/4 of the participants were unable to implement PBL with their students. The various challenges they encountering were also indentified. These included choosing a significant content,  time management, monitoring and assessment, and lack of facilities. Finally,  based on the results, some suggestions and recommendations that could help teachers, schools and decision makers in implementing PBL were offered.     

Keywords: Pre-Service Teachers, Project-Based Learning, Teaching Practice 4.

‘How to Change Things When Change Is Hard’: The Implementation of Pbl in University Of Zawia (Published)

Research indicates that there is a significant gap between the knowledge and skills that college students need for life and in the current state of education in higher education. Educators and researchers agreed that more must be done to prepare students for future jobs. it is clear that the traditional methods of teaching are not going to improve such skills. A growing body of academic research supports the use of project-based learning which has been considered as a teaching method for closing the gap between current students’ learning of knowledge and skills needed for the 21st century. The main objective of this research is to investigate the benefits and the challenges of the implementation of PBL in the higher education institutions in Libya mainly in three colleges at the University of Zawia as a case study. The participants of this study are 6 teachers from different departments in University of Zawia. The data analysis of the gathered data evolved that, the PBL as a teaching method, supports, facilitates and improves the learning process. It also allows students to work collaboratively and enriches their creativity.

Keywords: 21st Century Skills, Project-Based Learning, in-service training

Writing for Real Purpose: Exploring Taiwanese Cuisine through Collaborative Learning (Published)

For the purpose of improving English major students’ writing skill and having it employed in their daily life, students were asked to find out special food which was not yet exposed to the public and introduce it in written English. Based on the group project-based learning, forty six students formed into twelve groups from a technological university located in the center of Taiwan participated in this project. In the findings, it shows that students spent a lot of time looking for unassuming but delicious food and attempting to find out certain counterpart words of their special dishes in English. They became aware of specific traditional food and built even better friendship with one another. In conclusion, students not only learned English writing skills and might be able to make use of it in reality as being food writers; they also obtained the technique of building the sound interpersonal relationship.

Keywords: Collaborative Learning, EFL Writing Skills, Food Writers, Project-Based Learning, Taiwanese Cuisine, Teamwork Building