Impact of Project-based Learning Approach for Social Studies on the Academic Scores of 6th-grade Students in one of the Middle Secondary Schools under Trashigang Dzongkhag

Abstract

The study explored the effectiveness of project-based learning and students’ perception of it. The study employed an explanatory sequential mixed-method research approach with a pre-test and post-test experiment on a single group. The participant consists of 37 students in 6^th grade at Trashigang middle secondary School. The study consisted of an achievement test as the quantitative data that was analysed using histograms and paired-sample t-test. The qualitative data were collected using semi-structured interview from 10 students. To generate themes for the qualitative data, Braun and Clarke's thematic analysis was used in the study.  The quantitative result of the study revealed that there were significant improvements in students’ scores on achievement tests after intervention using project-based learning approach. The qualitative results indicated that students’ perceptions and views on project-based learning were positive since the majority of the students were engaged on the group level. Project-based learning also fosters collaborative skills such as communication skills and teamwork.