期刊
INTERNATIONAL JOURNAL OF INSTRUCTION
卷 11, 期 3, 页码 511-524出版社
GATE ASSOC TEACHING & EDUCATION-GATE, SWITZERLAND
DOI: 10.12973/iji.2018.11335a
关键词
project-based learning; self-efficacy; teacher self-efficacy; student teacher; achievement
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.
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