THE EFFECTS OF PROJECT-BASED LEARNING ON 9TH GRADE STUDENTS’ WRITING PERFORMANCE AT PHAN TAY HO SECONDARY SCHOOL, HO CHI MINH CITY, VIETNAM / ẢNH HƯỞNG CỦA HỌC TẬP DỰA TRÊN DỰ ÁN NHẰM TĂNG KỸ NĂNG VIẾT TIẾNG ANH CỦA HỌC SINH LỚP 9 TRƯỜNG THCS PHAN TÂY HỒ, THÀNH PHỐ HỒ CHÍ MINH, VIỆT NAM
DOI:
https://doi.org/10.46827/ejae.v8i1.4664Palabras clave:
project-based learning (PBL), writing performance, perceptions, Grade 9 students, Phan Tay Ho Secondary SchoolResumo
The current paper attempted to perform an action research to measure the effects of using project-based learning (PBL) on students’ writing performance and their perceptions towards the use of PBL in writing lessons. In response to research aims, objectives, and questions, the researcher adopted mixed methods with the use of quantitative and qualitative approaches. While pre-test and post-test were adopted to collect quantitative data to measure whether the use of PBL promoted students’ performance after action research interventions, student questionnaires and teacher interviews were respectively used to collect quantitative and qualitative data of students’ perceptions of using PBL to promote their writing performance. One hundred Grade 9 and four in-charge English students were selected as research samples. Overall, the analysis of research data reveals the following findings: 1) Descriptive statistics and results of sample t-test of test scores indicated that there was a statistically significant difference in writing test scores of students, implying that the use of project-based learning generated positive impacts on students’ improvement in writing proficiency; 2) Data collected from the questionnaire indicated that students expressed their positive perceptions towards the adoption of project-based learning to promote students’ writing competence owing to the enhancement of learning environment, improvement in learning motivation and the positive impacts of PBL on students’ writing skills; and 3) Data collected from teacher interview also support findings from the questionnaire concerning students’ perceptions of benefits of PBL, leading to their students’ positive perception towards the use of project-based learning. Based on the research findings, the implications for the use of PBL in writing teaching and learning in an effective manner are proposed.Citas
Andrea, P. T. (2012). An Evaluative Case Study of Project-Based Learning in High School Vocational Education. Walden University.
Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling-up technology-embedded project- based science in urban schools. Educational Psychologist, 35, 149–164.
Blumenfeld, P. C., Krajcik, J. S., Kam, R., Kempler, T. M., & Geier, R. (2005, April). Opportunity to learn in PBL for middle school science: Predicting urban student achievement and motivation. Research in Education, Montreal, Canada.
Blumenfeld, P. C., Krajcik, J., Marx, R. W., & Soloway, E. (1994) Lessons learned: A collaborative model for helping teachers learn project-based instruction. Elementary School Journal, 94(5), 539–551.
Blumenfeld, P., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26, 369–398.
Brisini, J. (2018) The Impact of Project-Based Learning on Student Learning Perspectives and Achievement in a Social Studies Classroom. ProQuest LLC 10841772
Cook, V. (2000). Second language learning and language teaching. Beijing: Foreign Language Teaching and Research Press and Edward Arnold (Publishers) Ltd.
Deci, E., & Ryan, R. (2002). An overview of self-determination theory: An organismic dialectical perspective. Handbook of Self Determination Research, 3-36.
Dejnozka, E. L., & Kapel, D. E. (1991). American Educators' Encyclopedia. Westport, Connecticut: Greenwood Press.
Dornyei, Z. (2001). Teaching and Researching Motivation. Harlow: Longman. Farrant, J. S. (1991). Principles and practices of education. Essex: Longman. Field, A. (2005). Discovering statistics using SPSS (2nd ed.). London: Sage.
Fishman, B., Marx, R., Blumenfeld, P., Krajcik, J. S., & Soloway, E. (2004). Creating a framework for research on systemic technology project-based learning innovations. Journal of the Learning Sciences, 13(1), 43–76.
Gardner, R. C. (2001). Language learning motivation: The student, the teacher, and the researcher. Texas Papers in Foreign Language Education, 6, 1-18.
Goode, T. L. (1985). Teacher effects. Chicago: University of Chicago Press.
Hadfield, J. (1992). Classroom Dynamics. Oxford: Oxford University Press.
Harmer, J. (1991). The practice of English teaching. London: Longman.
Harmer, J. (2007). The practice of English teaching (4th ed.). Essex: Longman.
Hoffman, J., Wu, H-K, Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners’ science content understandings with the use of online resources. Journal of Research in Science Teaching, 40(3), 323–346.
Krajcik J. S. & Blumenfeld, P. C. (2006) The Cambridge Handbook of the Learning Sciences. Cambridge University Press
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313–350.
Krajcik, J. (2004). Explaining explanations: Developing scientific literacy in middle-school project-based science reforms. Cambridge University Press
Kumaravadivelu, B. (2006). Understanding Language Teaching: from method to post method. Mahwah, New Jersey
Linn, M. C. (1997). Learning and instruction in science education: Taking advantage of technology. Cambridge University Press
Lightbrown, P. M., & Spada, N. (1998). How languages are learned. Oxford: OUP.
Littlewood, W. T. (1991). Foreign and second language learning: Language-acquisition research and its implications for the classroom. Cambridge: CUP.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. In D. J. Young (Ed.) Affect in Foreign Language and Second Language Learning. Boston, MA: McGraw-Hill, 24-45.
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum.
McCombs, B. L. (2013). The learner-centered model: Implications for research approaches, J.H.D. Cornelius-White, R. Motschnig-Pitrik, & M. Lux (eds.). Interdisciplinary handbook of the person-centered approach: Connections beyond psychotherapy. New York: Springer.
Moje, E. B., Peek-Brown, D., Sutherland, L. M., Marx, R. W., Blumenfeld, P., & Schneider, R. M., Krajcik, J., Marx, R., & Soloway, E. (2001). Performance of student in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 38(7), 821–842.
Nguyen, Xuan Nghia. (2004). Methods and techniques of social research. Ho Chi Minh City: Tre Press.
Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teacher communicative style and students’ intrinsic and extrinsic motivation. Journal of Modern Language, 83, 23-24.
Paige, R. (2001). Tools for student success. Retrieved from www.ed.gov
Robert Sahli (2017). An examination of the effectiveness of project-based learning on student academic achievement and teacher perceptions of project-based learning. School of Education, Concordia University Irvine
Singer, J., Marx, R. W., Krajcik, J., & Chambers, J. C. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35, 165–178.
Tinker, R., & Krajcik, J. S. (Eds.) (2001). Portable technologies: Science learning in context. Innovations in science education and technology. New York, Kluwer Academic/Plenum Publishers.
Descargas
Publicada
Número
Sección
Licenza
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
