Assessing the Impact of the Project-based Learning Approach on Students’ Academic Achievement and Attitudes Toward English Lesson

This action research (AR) aims to assess the impact of the project-based learning (PBL) approach on academic achievement and attitudes towards English lessons among grade twelve students. The AR has adopted a mixed method called convergent parallel research design. The quantitative data were administered through achievement tests (pre-test and post-test) and survey questionnaires. The qualitative data was collected using a semi-structured interview. Two volunteer teachers who participated shared their experiences of PBL lessons. Pre-test and post-test were administered through fifteen multiple choice questions with five solving questions to collect quantitative data. The pair sample t-test depicted a higher score post-test EG (M=26.05) than the post-test CG (M=14.86). This AR adopted a simple random probability sampling to a sample size of 65 out of 182 students in grade twelve for five weeks (six periods per week). The findings of the AR confirmed that the use of PBL enhances the students’ learning compared to the conventional teaching method. Overall, the AR showed a positive correlation between qualitative and quantitative findings. Thus, this study recommended English teachers use it as an alternative to the conventional method.