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The Impact of PBL on the Academic an...

Aboudib, Mariam A.,

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The Impact of PBL on the Academic and Linguistic Development of English Language Learners in a High School Science Classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of PBL on the Academic and Linguistic Development of English Language Learners in a High School Science Classroom // Mariam A Aboudib.
Author:	Aboudib, Mariam A.,
Description:	1 electronic resource (149 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
Subject:	Educational philosophy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31934341
ISBN:	9798280719743

The Impact of PBL on the Academic and Linguistic Development of English Language Learners in a High School Science Classroom /
Aboudib, Mariam A.,

The Impact of PBL on the Academic and Linguistic Development of English Language Learners in a High School Science Classroom /Mariam A Aboudib. - 1 electronic resource (149 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

The dissertation examines the effects of Project-Based Learning (PBL) on the development of the English Language Learners (ELLs) in the high school science classroom. The increasing need for better teaching methods makes this study important. It explores how PBL improves language learning, scientific knowledge, and academic performance compared to traditional methods. The study includes two groups: Group A learned through PBL, while Group B used traditional teaching. The research measures students' language skills, engagement, critical thinking, and understanding of scientific concepts. The study collected pre- and post-assessment data using tests, classroom observations, and student reflections. The PSAT exam scores were also analyzed to check if PBL improves academic results. The findings show that PBL students improved more in science and language skills than in traditional classrooms. They showed greater engagement, stronger problem-solving skills, and better communication in written as well as spoken English. The study also highlights how teamwork builds student confidence and participation in a learning environment. Hands-on projects helped ELLs connect science concepts to real life, making learning clearer and easier. The results suggest that PBL helps students think deeply, remember information longer, and achieve better academic success. The PSAT results showed that the PBL group performed better, supporting the idea that modern teaching methods help ELLs more than traditional ones. Research has important lessons for teachers, education leaders, as well as curriculum planners. By proving that PBL is effective, this study encourages a shift from memorization to active, student-centered learning. The findings suggest that PBL not only helps language development but also teaches key 21st-century skills for future success. Future studies should examine PBL's long-term effects in different subjects and student groups to further confirm its benefits for ELLs.

English

ISBN: 9798280719743Subjects--Topical Terms:

3173367
Educational philosophy.
Subjects--Index Terms:

English Language Learners

The Impact of PBL on the Academic and Linguistic Development of English Language Learners in a High School Science Classroom /
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520 $a The dissertation examines the effects of Project-Based Learning (PBL) on the development of the English Language Learners (ELLs) in the high school science classroom. The increasing need for better teaching methods makes this study important. It explores how PBL improves language learning, scientific knowledge, and academic performance compared to traditional methods. The study includes two groups: Group A learned through PBL, while Group B used traditional teaching. The research measures students' language skills, engagement, critical thinking, and understanding of scientific concepts. The study collected pre- and post-assessment data using tests, classroom observations, and student reflections. The PSAT exam scores were also analyzed to check if PBL improves academic results. The findings show that PBL students improved more in science and language skills than in traditional classrooms. They showed greater engagement, stronger problem-solving skills, and better communication in written as well as spoken English. The study also highlights how teamwork builds student confidence and participation in a learning environment. Hands-on projects helped ELLs connect science concepts to real life, making learning clearer and easier. The results suggest that PBL helps students think deeply, remember information longer, and achieve better academic success. The PSAT results showed that the PBL group performed better, supporting the idea that modern teaching methods help ELLs more than traditional ones. Research has important lessons for teachers, education leaders, as well as curriculum planners. By proving that PBL is effective, this study encourages a shift from memorization to active, student-centered learning. The findings suggest that PBL not only helps language development but also teaches key 21st-century skills for future success. Future studies should examine PBL's long-term effects in different subjects and student groups to further confirm its benefits for ELLs.
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