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

Abstract

This action research investigates the impact of Project-Based Learning (PBL) on students’ academic achievement and attitudes toward English lessons in grade twelve classrooms. PBL, characterized by inquiry-based projects, aims to cultivate higher-order thinking skills and enhance student engagement. The study compares the academic performance and attitudes of students exposed to PBL with those in traditional English learning settings. Data collection includes pre-and post-implementation assessments and surveys to gauge changes in achievement and attitudes. Findings suggest that PBL positively influences academic achievement and fosters favorable attitudes toward English lessons.