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|Title||The Impact of Project-Based Learning Strategy on 3rd Graders’ Acquisition of English Vocabulary and Leadership Skills at UNRWA Schools in Gaza|
|Title in Arabic||أثر استخدام استراتيجية التعلم القائم على المشروع على اكتساب مفردات اللغة الإنجليزية ومهارات القيادة لدى طلبة الصف الثالث الأساسي في مدارس الأونروا بغزة|
The Impact of Project-Based Learning Strategy on 3rd Graders’ Acquisition of English Vocabulary and Leadership Skills at UNRWA Schools in Gaza Study Aim: This study aimed at investigating the effectiveness of project–based learning strategy on developing third graders' achievement level in vocabulary and their leadership skills. Study Methodology: To answer the study questions, the researcher adopted the experimental approach. Study Sample: The researcher purposively chose (76) third graders from Al Zaitun Co-ed Elementary C School in Gaza for the experiment and randomly chose two classes of third graders. The participants were distributed into two equivalent groups, each of which consisted of (38) students. Project–based learning strategy was used in teaching the experimental group, while the traditional method was used with the control one during the first term of the school year (2015-2016). Study Tool: The tools included a pre-post achievement test and an observation card for the leadership skills (with pre & post applications). The gathered data were statistically analyzed by using the Statistical Package for Social Sciences (SPSS). The researcher used the t-test independent sample and the effect size technique. Study Results: The results of the study revealed that there were statistically significant differences in the mean scores of the pre-posttest and the observation card in the post application in favor of the experimental group. Such findings were attributed to the use of the project–based learning strategy in teaching vocabulary of English language. Taking into account this large impact that the findings showed. Study Recommendations: the researcher recommended the use of project–based learning strategy to develop English language vocabulary. Moreover, she recommended the use of the same strategy to develop other school subjects. She also suggested that further research should be conducted on the effect of other project–based learning strategies on other dimensions of learning other school subjects and different grades and leadership skills among other different grades such as pre-school stage.
|Publisher||الجامعة الإسلامية - غزة|
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