Abstract
This study examined the effectiveness of using project-based learning (PBL) for the teaching of home economics and determine its impact on the development of students’ creative thinking and problem-solving skills. To achieve the objectives of the study, the researchers used the quasi-experimental approach. Pre- and post-intervention tests were conducted with two (experimental and control) groups of third-grade intermediate female students. Two tests were administered: one to test the students’ creative thinking skills, and the other to test their problem-solving skills. The control group were taught a home economics unit by conventional teaching methods; the experimental group were taught using the PBL approach. The following materials and tools have been prepared by the researchers: a proposed educational program based on project-based learning (PBL), a test of creative thinking skills, and a test of problem-solving skills. The findings revealed that there were statistical differences (0.05) between the mean scores for the pre-PBL and post-PBL tests, indicating that PBL significantly improved the students’ creative thinking and problem-solving skills. Several recommendations and suggestions are offered based on the findings.
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