Investigating the Effectiveness of Project-Based Learning in Primary Science Education: A Comprehensive Analysis
Keywords:
Project-Based Method, Lecture-Based Method, Science Subject, Primary StudentsAbstract
The current experimental study aimed to investigate the effectiveness of using a project-based method in teaching science at the primary level. This study was based on two main objectives: as to compare the performance of students studying science with that of those taught through the traditional lecture method, and the second objective is to assess the effectiveness of projects in engaging science students. This study was a quantitative study were two section of the students from grade 5th were selected as participants for the experiment. Section A was the experimental group, which was exposed to project-based teaching, whereas Section B served as the control group, which received traditional lecture-based teaching. Firstly, a pretest from the students to assess the baseline knowledge of both groups. After the intervention, which involved teaching Section A with projects and Section B with the lecture method, a post test was administered to both groups to measure their performance. The data collected from the pretest and post test were analyzed via SPSS. The results revealed significant differences between the post test scores of the control and experimental groups. The findings suggest that using project-based methods in the teaching of science has a positive effect on student performance. The interactive and visual nature of the projects likely contributed to enhanced engagement and better understanding of science concepts among the experimental group students. The project-based teaching approach created a dynamic and engaging learning environment, which fostered students’ motivation and participation.
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