The Effect of Project-Based Learning on Student Teacher Self-efficacy and Achievement

Abstract

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.