شبكة المعلومات العربية التربوية

This study examines the potential effect of Project Based Learning Approach on developing Jordanian students' writing performance. The study follows a quasi-experimental design in which an experimental group and a control group were purposefully chosen from eighth grade students at Omar Bin Al-Khattab Primary School for Boys in Al-Korah Directorate of education in Jordan during the first semester of the academic year 2017-2018. In the experimental group, 30 students were taught by project based learning approach and 30 students of the control group were taught by the conventional teaching method as outlined in the Teacher’s Book. To collect the data, a pre post test was utilized. T-test was used to measure statistical differences in the mean scores of the participants of the study. The findings reveal that there were statistically significant differences (at α=0.05) in the total scores and sub-skills scores of the experimental and the control groups in the post-test in favor of the experimental group. The study recommends an integration of the project-based learning approach into English as a foreign Language (EFL) curriculum in Jordan as it facilitates developing students' writing skills. (Published abstract)