Original article | Base for Electronic Educational Sciences 2021, Vol. 2(2) 11-30
Amjad Joma, Safa Migdad & Abdullah Al Tobi
pp. 11 - 30 | Manu. Number: MANU-2110-19-0003
Published online: September 30, 2021 | Number of Views: 25 | Number of Download: 428
This study aimed to evaluate the impact of the project-based learning strategy on developing third graders' vocabulary achievement level in the subject of English. The research questions were addressed using the experimental approach. The researchers purposively sampled 76 third graders from AlZaitun Co-ed Elementary C School in Gaza and randomly sampled two classes of third graders. Participants were divided into two equivalent groups, each consisting of 38 students. The Project–based learning strategy was used in teaching the experimental group, whereas the traditional method was used for the control group. The study tool consisted of a pre-post achievement test. Data were analyzed using the Statistical Package for Social Sciences. Independent samples t-test and effect size were used in the analysis. Results revealed higher mean scores in vocabulary for the experimental group in the post-application test. The researchers attributed these findings to the project–based learning strategy and recommended its use in teaching English to develop vocabulary.
Keywords: Project-based learning, Palestinian students, vocabulary.
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