Project-based learning and the development of students' writing skills in english language in secondary schools in fako division of the south west region of Cameroon

This study sought to examine the effects of PBL on the development of students’ writing skills in English Language in secondary schools in Fako Division of the South West Region of Cameroon. The target population for this study was made up of 4694 form four students (2088 males and 2606 females). A sample of 240 students was drawn from the target population. The sampling technique used for the study was the multi stage sampling technique. The design adopted for the study was a pretest posttest Quasi Experimental Design which involved both the control and the experimental groups. The test instrument was validated by experts. The reliability coefficient of the instrument was calculated using Alpha Cronbarch and the reliability coefficient was 0.709 for the pretest, 0.764 for the posttest 1 and 0.784 for posttest 2, of the writing skills on a scale of 1. Thus, the instrument was considered reliable for the study. Method of data analysis was descriptive and inferential statistics. The results revealed that the use of project-based learning strategy in teaching students in the experimental group, significantly improved on their development of writing skills (Calculated t-values 10.801-16.616 > critical value of 1.97, and p-values < 0.001). At the pre-test level, the mean difference between the control and experimental group was just 7.355 (Mean control group = 32.85; experimental 25.00). However, after the use of project-based teaching strategy at post-test 1, the mean difference increased drastically to 13.802 (Mean control group = 30.95; experimental 44.75). Finally, at post-test 2, the mean difference widened from 13.802 to 21.405, with students in the experimental group scoring a high mean of 56.45 almost two times higher when compared to the mean of 35.04 for students in the control group. Percentage wise, at the post-test 1 in the experimental group, 6.2% of students did not convincingly demonstrate the development of writing skills while 69.0% demonstrated that mildly, and only 24.8% properly. However, at the post-test 2 after the continuous use of project-based learning strategy, a significant improvement was observed with the students in the experimental group scoring 62.8% of the development of writing skills more than the conventional teaching strategy. Thus, the use of project-based learning strategy in teaching English for form four students significantly improved the development of their writing skills. Based on the results, it was recommended that project-based learning strategy should be applied in the teaching of English language secondary schools.