Principles of Language Learning and Teaching

The present study aimed to investigate the effectiveness of using multiple intelligences supported project based Learning and participatory learning in developing EFL receptive skills and English language learning satisfaction among prospective teachers at the Faculty of Education. The design of the study was a mixed research methodology. It combined both quantitative and qualitative methods of collecting data. The participants of the study were fifty (N= 50) students enrolled in the third -year English section at the Faculty of Education, Benha University, Egypt. They were tested before and after the treatment. They were taught through using multiple intelligences supported project based learning and participatory learning. The instruments of the study included an EFL receptive skills test, an English language learning satisfaction scale and a semi-structured interview. The results of the study revealed a statistically significant difference between the mean scores of the study participants in the pre and post administrations of the EFL receptive skills test and English language learning satisfaction scale in favor of the post administration. These results were ascribed to multiple intelligences supported project based learning and participatory learning.

https://edusohag.journals.ekb.eg/article_159474_0a29cfb580c530e1afed414763253743.pdf

The Effectiveness of Using Multiple Intelligences Supported Project Based Learning and Participatory Learning in Developing Prospective Teachers' EFL Receptive Skills and English Language Learning Satisfaction

Project based learning (PBL) has long been used especially in developing countries. Various results of PBL-related studies have also been found to be effective and have a positive impact on students. However, although it has been introduced in Malaysia, it is still considered foreign to students and teachers. Therefore, this study was conducted to look at the effectiveness of applying the PBL method in the topic of project design on form two students' learning process. An experimental study with mixed method approach was conducted through pre and post-tests on one control and one treatment group. A total of 60 form two students were involved, of which 30 were treatment students and another 30 were control students. Five students from the treatment group were randomly selected to go through a semi structured interview process. This interview was conducted to confirm the results of the quantitative study. The results of analysis of covariance (ANCOVA) showed that students in the PBL group performed significantly better in project design learning process than those in the contrast group. Therefore, this study demonstrated that the PBL method had a positive impact on students' learning process. Based on the interviews, all respondents agreed that PBL was an excellent approach because the learning activities were interesting and different from the normal learning environment. In addition, the interview results also showed that the respondents suggested that the PBL method should be continued and implemented in other topics and subjects.

http://ijere.iaescore.com/index.php/IJERE/article/download/21392/13204

Embracing TVET education: The effectiveness of project based learning on secondary school students’ achievement

The purposes of this paper are to identify a useful definition of project-based leaming approach, the essential characteristics of project-based leaming approach in science education and to evaluate its general effective- ness. The study is intended to provide answers to the fo11o- wing questions: What is the project-based leaming appro- ach? What are the principal characteristics of project-ba- sed leaming approach? How must been problem based le- arning approach in elemantary schools organized in terms of science education? How effective has the project-ba- sed leaming process been in achieving in science educati- ons' objectives?

FEN EGITIMINDE PROJE TABANLI ÖGRENME YAKLAŞiMi PROJECT-BASED LEARNING APROACH IN SCIENCE EDUCATION

The aim of this research is to bring forward the impact of project based learning ability over the metacognitive skills and self-sufficiency and bring about a new product by students' skills to create things with project based learning method In this research, qualitative and quantitative data analysis techniques are used together (Mixed method) In the 2012-2013 education year, from Ihsan Kursunoglu Middle School- Atasehir Istanbul, twenty-five fifth grade students constitude the research For this class, students are chosen randomly form two classes that whose students choose to study computer lesson For data collecting tool, metacognitive skills scale, self-sufficiency perception scale and observation form are applied and project evaluation form is used with self-evaluation and peer evaluation form "Pretest-posttest experiment pattern" is based for trial modal, and to check the dependent group the t-test is applied for seeing the difference between the average of pre and post tests Observation form, self-evaluation and peer evaluation forms, and the information that gathered from the project evaluation scales, in terms of qualitative, analyzed with content analysis technique According to the findings of this research, the project based learning skill makes meaningful difference over perception of self-sufficiency and over-knowing skills, and in the end of weekly qualitative analysis, groups behavior changed in positive direction as well

Proje Tabanlı Öğrenme Uygulamasının, Bilişüstü Becerileri Ve Öz-Yeterlik Algıları İle Ürün Niteliği Üzerindeki Etkisi / An Effect Of The Project Based Learning On Metacognitive Skills, Self-Efficacy And Established Product Quality

The purpose of this research is to define the effect of project- based learning on students’ attitude towards English classes. The study group of the research consisted of 51 students attending grade 10 at an Anatolian high school in the Western Black Sea region of Turkey. In the quantitatively designed research, the “control group pre-test– post-test design”, one of the experimental designs, was applied. The “Scale of Attitude towards English Classes” was used as the data collection tool. The scale consists of 20 items and three sub-dimensions. The research data were compared by applying the Mann Whitney U test and the Wilcoxon Signed-Rank Test, calculating the standard deviation value and arithmetic average on the SPSS22 program. Results of the research indicate that there was a significant difference between the experimental group’s pre-test and post-test scores in favour of the post-test. There was a significant difference between the experimental and control groups’ post-test results in favour of the experimental group.

/pdf/the-effect-of-project-based-learning-on-students-attitude-14ecssdb6h.pdf

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Papers

The Effect of Project-Based Learning on Students' Attitude towards English Classes.