Phan Thanh Vinh THE EFFECTS OF PROJECT-BASED LEARNING ON 9TH GRADE STUDENTS’ WRITING PERFORMANCE AT PHAN TAY HO SECONDARY SCHOOL, HO CHI MINH CITY, VIETNAM LUAN VAN THAC SI KHOA HOC GIAO DUC Thanh phố Hồ Chí Minh - 2023 Phan Thành Vinh THE EFFECTS OF PROJECT-BASED LEARNING ON 91H GRADE STUDENTS’ WRITING PERFORMANCE AT PHAN TAY HO SECONDARY SCHOOL, HO CHI MINH CITY, VIETNAM Chuyên ngành: Lý luận và phương pháp dạy hoc bộ môn Tiếng Anh Mã số: 8140111 LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC NGƯỜI HUONG DAN: TS. THAI CONG DAN Thành phố Hồ Chi Minh - 2023 DECLARATION OF AUTHORSHIP I herewith declare that | wrote this thesis titled “The Effects of Project-Based Learning on ¥" Grade Students’ Writing Performance at Phan Tay Ho Secondary School, Ho Chỉ Minh City, VietnamTM® submitted in partial fulfillment of the requirements for the Degree of Master of Arts at the Faculty of Postgraduation, Ho Chi Minh City University of Education on my own and did not use any unnamed sources or aid. Thus, to the best of my knowledge and belief, this thesis contains no material previously published or written by another person except where due reference is made by correct citation. ACKNOWLEDGEMENTS My thesis would not have been complete without the assistance and encouragement of many people to whom | am grateful.
First and foremost, I especially would like to express my deepest thanks to my supervisor, Dr. Thai Cong Dan, for his invaluable assistance and insights leading to the writing of this study. My sincere thanks also go to all of my lecturers in Ho Chi Minh City University of Education for their wonderful lectures, which serve as the foundation and guidance for me in this study. Furthermore, I wish to express my gratitude to the School Board and teachers of Phan Tay Ho Secondary School, Ho Chi Minh City for their approval, encouragement and useful recommendations during the research process.
Another special thank is delivered to all the students of Phan Tay Ho Secondary School, Ho Chi Minh City for their participation and support during the research process. Last but not least, | am deeply grateful to my family whose understanding and love strongly support me through the completion of the study. ii ABSTRACT The current paper attempted to perform an action research to measure the effects of using project-based learning (PBL) on students’ writing performance and their perceptions towards the use of PBL in writing lessons. In response to research aims, objectives, and questions, the researcher adopted the mixed methods with the use of quantitative and qualitative approaches.
While pre-test and post-test were adopted to collect quantitative data to measure whether the use of PBL promoted students’ performance after action research interventions, student questionnaire and teacher interviews were respectively used to collect quantitative and qualitative data of students’ perceptions of using PBL to promote their writing performance. One hundred Grade 9 and four in-charge English students were selected as research samples. Overall, the analysis of research data reveals the following findings: 1) Descriptive statistics and results of sample t-test of test scores indicated that there was a statistically significant difference in writing test scores of students, implying that the use of project-based learning generated positive impacts on students’ improvement in writing proficiency: 2) Data collected from the questionnaire indicated that students expressed their positive perceptions towards the adoption of project-based learning to promote students’ writing competence owing to the enhancement of learning environment, enhanced learner autonomy, improvement in learning motivation and the positive impacts of PBL on students’ writing skills: and 3) Data collected from teacher interview also support findings from the questionnaire concerning students’ perceptions of benefits of PBL, leading to their students’ positive perception towards the use of project-based learning. Based on the research findings, the implications for the use of PBL in writing teaching and learning in an effective manner are proposed.
Keywords: Grade 9 students, perceptions, Phan Tay Ho Secondary School, Project-based learning (PBL), writing performance ili TABLE OF CONTENTS DECLARATION OF AUTHORSHIP.- óc HH, i ACKNOWLEDGEMENT )1::::55:5515:2515031551313131633583316318535981953855838555388383655883338133383388333834 ii ABSTRACT siscisscsssssescsssscissasssosssssssassesassestssassssaseastssavaassseasesesseastsostessteastseassestabacsseaseed ili LIST OP ABBRIVIATIONS sssssscisscssssssssassssasesssssatscissssrssorsssasesassaassatsssscasersessvestssacasad iv PUSS TPG RES age acteassccesccs cass cscseaasnancesascsssesssssascaaspasveasieaisuasssaciieaasassaasieasiuasiaaii Vv UTS T OF TAB ES tuniinninnniiistiisiiiiiti2i1t2111201121013110320123195813858785308820235036378537885818ã678278385Ẻ v CHAPTERONE: NTRODUCTION:::i:::0:i: 220202 Cccocooooooioooioaoaaoiaa | 1. Background to ithe SEUỦY ‹:::.:--::-:::-:::cc::ccc:cc cci0c022g022012S132211225111652260125385540 l 1. StatementOf the Problem. Aims and objectives of the stUdy.
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Organization Of the thesis .::0:::ciscss:sssssassscssseassescscassoasseasseassecssscnsees vesstecaseess: 4 CHAPTER TWO: LITERATUREREVIEW. Definitions of project-based learning (PBL). Writing requirements for the 9th Grade studen(3. óc Sex 6 2:3: Procedures of Project-Based Learning (PBILL).
c5 scc<<xcc<exzees 8 24. Challenges:of application Of PBL. 10 DAM, “Whi; SPace; ANA MONEY s.csseccseserssssescensssoescassasssesessonssssecsansonessasesdncoasessersaness 10 DAD, (PAtiCnO6 sisi sssicsisiscisainaniasriasiseassiasiiaieinsiioaiseiiiesianianiaanerisaieiianiaiie 12 2.3, Adequate information and subjective erading. cookie 13 BAG, GA(EITEQUU€DIHG:iocaosuoioiinnitiiitiiitiiiiiiiit104113313033163331331333153333835383356313853564 14 2/45.
(Distractions:and MOU VatON :.7, Tnstructionall ACh very. Projects and scaffolding knowledge. nhu rưye 16 DAS, TransferOESkIÌIIS,. Evaluation›0EIPĐPsicsoeioaiiaiiniiiaiiiatiiiiiisiiit1118611111185111141181116515855185155351831555 17 2.230033532 19 2:4: ConecepiUallfTaTIEWOIE::::::::i:-i:iciititiiniit2112211121116311431910118352193353335935863355350533 88 22 CHAPTER THREE:METHODOLGQGY.
El6SSäTGHIESIEL:ii:zig:2ii1g110121121101451201125514811387853352338531654583333853858685923532938235948838 23 3. RRESCAPCH SHE: sainniiisgiiiigit311153113511251033010318250753711851183535ã318313546558331881885878878ã58783ã138 24 3. Sample and sampling prOCCUTCS.insfTUTDERGS‹::::::::-:::-::--:::-cccciccctictiini00cci022012212126128355601285532532550188585E 25 3. Pre-test and post-test DFOC€SS.2, Lesson-plans towards tasks in DFOJ€C(S.
cuc chu noneaee 26 3. SIUden( Que§UIOnHAITC. ion ng nh HH HH n1 de 27 3. Teacher semi-structured iIn©TVi€WS.
ĐaãfäcgllE6fioni\DTfO66HT6S:. Pre-test and post-test operating procedures. Questionnaire Operating ProcedU@res .3, Semi-structured interview operating prOcedufe$. DatA:aiálySISIBTOG€lUI€S:ocooioiiooaioiiioiiitiisii141115164151311333538338331385536313858564 31 3:7.
NV AII0IV(ATITEHBDIHEWti:ssiasisaiiitits20122101021023112210531135515311836139538351893858185385223858 32 CHAPTER FOUR: RESULTS AND DISCUSSIONS. RESUS i ss siscsssssisssasansinoateccsasissssteasssosssaaisasinessvessseadisasiansinesssessieadisasinasenasaseaiin 34 4.1, The effects of project-based learning on students’ writing performance. Students’ perceptions ofproject-based learning in learning writing. Students` perceptions of impacts of project-based learning on learning ÊfiVIIGTHHGRii.
Students’ perceptions of impacts of project-based learning on learner BUUOM OMY. Students’ perceptions of impacts of project-based learning on learning MOM VACION ois ssccsasctasccssosrsscrssesssnssacsisesisostsactinssseessvessscsseesisesiseasseerisessscasecsrassisseisesnnasusae 42 4. Students’ perceptions of impacts of project-based learning on writing skills đñ00lCOTIIDELEHCE:icciciintiiiiitiiati3313815125120311613135138551958582516235586188585838855588556535353855135138588866 45 4. Students’ perceptions of the intention to use project-based learning.
48 CHAPTER FIVE: CONCLUSION. SH Su nào 51 5. S0i01lA7Y/07IKGVYHHGIDES:¡s:isstiriiobitiiaitiotiiitti21150411653334013431502336313848383188485834688 5I 5. Suggestions for further SLUCICS.
5 - Sáng Hàng, 34 RETRERENGES.000000ố 55 APPENDICES-icoiooiioiooioioooioooootiittititiiitii404513131333450133651883855558858188380 I Appendix A. Example of lesson plans.- - - - Ánh sư Vil Appendix C. Interview DTO(OCOÌ. HH là 08040052018908460564 X Appendix D.
Pre-test and DOST-[€§[,,. óc cu St ng c2 ngyec XI Appendix E. Examples of student WFILINE.- àà Snesieinrreey XI Appendix ELSPSS/OUÍH‹::::::::::::c:i2cii22i:221121112210030112332530163163355351230153353633563558352538 XV LIST OF ABBRIVIATIONS EFL: English as a Foreign Language L2: Second Language PBL: Project-based Learning iv LIST OF FIGURES Figure 2. Project Based Learning (Zulama, 2017).
SH ue 30 Figure 4. Students’ writing performance Of pre-f€SL. co son nh nuurdee 35 Figure 4. Students’ writing performance Of pOst-te$L.
Comparison of score of students in pre-test and post-test.- 37 LIST OF TABLES Table 3. Reliability results Of QuestiOnnalTe. Scove Cote GOciZAttOn sisesssssssesssssiesssisesssosssensorsvsossveasvonsssesssesscnsvossvossvessieesaee 34 Table 4. Descriptive statistics of pre-test SCOMES.
Descriptive statistics of post-test SCOFeS. Paired samples test of students” test SCOPES .- 5S ẶS se sevec 37 Table 4. Students’ perceptions of the impacts of project-based learning on learnin CNVITONIMEN trisiiigiii61505611651105111351951516214661155155651385556514625363355515955185191587545356535565385158855855138 39 Table 4. Students’ perceptions ofthe impacts of project-based learning on learning WIOLIVÔOfTÌL::stiisiii6006511521111451961155516846561556515035584835813555858495885585115655585938588859ã859588358511565518ã58 40 Table 4.
Students’ perceptions of the impacts of project-based learning on learning MMOTEV ATION 0 ceccceeceeceeeecceecesecececeecceeceenusecceeeuseceeeeenseceeeeesecsseceeueseceseeetseceeeeeneeeee 42 SIAN S ANG ICOMPSIONCE ;::;::::¿::2::25021621221122421625155311651635512451653369385653688358533453g. Students’ intention to use project-based learning.c s25 <5 52 47 CHAPTER ONE: INTRODUCTION In this chapter, the researcher provides a brief discussion of the background of the study and the motivations that encourages the researcher to perform the study of using project-based learning (PBL) to promote students’ writing performance. Accordingly, the researcher defines the aim and objectives of the study, research questions, and scope of the study. Finally, at the end of the chapter the explanations of study significance are provided.
Background to the study It is common knowledge that English is the language of universal communication. English is the official language of over 20% of the world’s population, and is a compulsory foreign language subject in other countries’ curricula. Until today, English has been playing an irreplaceable role in Vietnam’s educational system, ranging from elementary to post-graduate level, as it is widely used in business and other platforms (Nguyen Xuan Nghia, 2004). Mastering the English language is one of the requirements to success as it helps breaking down the barrier to knowledge acquisition in our society.
Encouraging its learners, therefore, is still among the main concerns of every teacher of English all over Victnam. Social, historical, and cultural phenomena shape teachers’ perspectives regarding their instructional role, instructional pedagogy, and their perceptions ofeffective writing criteria in the teaching and learning of academic writing (Beck, 2006; Vitella, 2006). A large majority of school across the nation specifically struggle with the teaching and learning of academic writing. National reports gravely unveil that more and more students are graduating high school without the proper knowledge and skills on how to write a cohesive academic essay using primary and/or secondary sources (Kracker & Wang, 2002).
Writing program frameworks were developed in response to the growing need to identify and standardize characteristics of effective writing criteria within schools (Franz & Spitzer, 2006; Smith & Eggleston, 2001). Through the experience gained from field teaching as a teacher of English, it could be deducted by the researcher that writing competences seem to be limited among some secondary school students, especially in the 9th grade students as they frequently give disdainful expressions when being assigned with classroom activities or projects. The sampling area of the research is going to be evaluated at Phan Tay Ho Secondary School. Bearing the above circumstances, the writer decides to conduct a research with the desire to have a deeper insight into discovering the effectiveness that contribute to the application of project-based learning in the writing competences of 9th grade students.
Based on the results from the aforementioned research, moreover, the writer would like to further propose some strategies to enhance students’ learning methods to take on the subject as well, 1. Statement of the problem Learning a foreign language is considered one of the most difficult subjects in the school curriculum by a lot of students since they have to constantly tackle the language learning and mistake making is inevitable. Contrary to most other subjects, engaging in English learning requires a student to be actively produce utterances with a limited knowledge repertoire. Furthermore, most students do not seem to have enough tips or efficient approaches in improving language skills, especially in writing competences which is one of target skills focused on most of their tests, as they have a vague vision of beneficial learning another language may help them, other than meeting the condition to be qualified for school graduation, Clearly there is a lack of advantaged methodology in the subject of Writing for language learners.
Bearing the above dilemma in mind, this study is conducted to concern with the problems brought upon the students’ learning in engaging in Writing classes; and whether there exist some logical strategies in helping improving the English writing performance through one of beneficial teaching methods applying in the developing stage for 21“ century skills and required competences of language learners. Aims and objectives of the study The aim of this study is to present and discuss a range of theoretical perspectives towards the understanding of PBL. Additionally, the contributions from a range of approaches to PBL help to apply into language teaching, especially in teaching writing. Due to my limited time and knowledge, I would like to put my focus on PBL in English writing teaching by briefly looking at the concept of PBL in teaching methodology.
Besides, the study is conducted to show how the applications of PBL using are employed in persuasive learning writing among 9th Grade students. Specifically, the objectives of the study are as follow: 1) To study the effect of project-based learning on 9th Grade students’ writing performance 2) To investigate 9th Grade students’ perceptions on project-based learning through learning writing 1.