Effectiveness of Project-Based Learning

Problem Statement: The project technique is effective in imparting high level behaviours. Furthermore, this technique can help students acquire such skills as collective work in the affective domain and the ability to share information, skills and feelings. Studies both within the country and abroad support these arguments. The most important characteristic of the project technique is the formation of creative thinking by a student or students in classroom environments. Purpose of Study: Does the delivery of a course through the project technique significantly affect student's opinions on cognitive, affective and psychomotor domains? Methods: Along with quantitative and qualitative research methods, a semi-structured interviewing technique was used in the survey. The course was delivered through the method of project-based learning in the experimental group while the existing programme was used with the control group. Data were collected through a semi-structured group interview consisting of five questions and video recording. Opinions of experts were solicited regarding the scopewise validity of the interview form drafted for data collection and the assessment of project outcomes. The reliability of the interview and project assessment forms was found to be .73 and .84, respectively. As for the cognitive domain, fifteen questions were formulated at the practice level and the reliability coefficient was found to be .79 through K.R.21. Findings and Results: The average cognitive domain achievement of the group in which the project-based technique was used was found to be significantly higher that the average for the other group. Based on these findings, it can be asserted that the project technique is effective in reaching targets in the cognitive domain. There is also a significant difference between the two groups in terms of pre- and post-test achievement averages in synthesis and the psychomotor domain in social studies. Students stated that the project technique enhanced their creativity; helped them acquire high level information, affection and skills; improved joint work and collaboration with their classmates; and that separation into groups during the work consolidated affinity, trust and friendship. Conclusions and Recommendations: Teachers may be given in-service training on how to deliver courses using this technique. While delivering a course through the project technique it must be ensured that original thought is developed in the class. By relating the technique to daily life, students may be motivated and encouraged to have interest in the course.