Investigating the Impact of Problem and Project-Based Learning on Persian Grammar Learning

This study aims to apply Problem Project-Based Learning (PBL) to the teaching of Persian grammar at the university level and analyze its effectiveness in terms of learners' satisfaction, class engagement, and perceived learning effectiveness. For this purpose, 29 intermediate-level learners were enrolled in a fifteen-week PBL class in which learners defined a problem centered on their real-life grammar learning difficulties and worked in teams to create a product to solve it. The post-class surveys were analyzed using SPSS 21.0 using reliability analysis, descriptive statistics, independent samples t-test, and one-way ANOVA. The study found that overall, learners perceived PBL classes positively, with higher-achieving learners reporting significantly higher levels of satisfaction, engagement, and perceived learning effectiveness. On the other hand, lower-achieving learners had relatively lower perceptions, suggesting the need for structured support strategies for them. Furthermore, while the differences in perceptions by gender were not statistically significant, there was a general trend for girls to report higher levels than boys.