The Effect of Project-Based Learning on Student Teacher Self-efficacy and Achievement

By Ahmad M. Mahasneh, A. Alwan. International Journal of Instruction, 2018

119 citations recorded by the source corpus.

The study aimed to investigate the effects of project-based learning on student teacher self-efficacy and achievement. This study used a quasi-experimental research design with pre-test and post-test control groups. The study sample consisted of 79 students, 42 in the control group and 37 in the experimental group. To collect data, two instruments were used: Teachers’ Sense of Efficacy Scale and Academic Achievement Test. The results showed that statistically significant differences between experimental and control group in self-efficacy and achievement score due to the Project–Based Learning in favor of the experimental group. Based on the results, the researchers recommended adopting the Project– Based Learning in teaching and learning situations, besides conducting more studies to verify the use of Project –Based Learning versus traditional methods in Arab countries.

Subfields: Computer Networks and Communications, Education

View Paper: https://www.semanticscholar.org/paper/0b839dd44023514353761b2df9107d2db1b65ae1