Project Based Learning as a strategy to improve Reading Comprehension in Language among Preparatory Stage Learners

Abstract

The present study investigated the effects of Project-based learning on the Reading Comprehension of English language learners in the preparation stage. The study was limited to third-graders, who are in the Preparatory Stage of the Indian educational system, in accordance with the National Education Policy (2020). The current investigation was experimental in character. A pre-test post-test control group design was used to collect the data. A total of 96 students (54 urban students and 42 rural students) were selected from 2 CBSE schools (I urban and 1 rural) by using random sampling technique. A self-made reading comprehension test was used to evaluate students' English language reading comprehension. While the control group was taught using traditional techniques, the experimental group was taught through project-based learning. The collected data was statistically analysed using mean, SD, T-test, and ANOVA. The study's findings demonstrated that students who got education through project-based learning differed considerably and favourably from those who received instruction in the traditional approach. Furthermore, rural students demonstrated a significant difference in their scores on reading comprehension in contrast to urban students. Overall, project-based learning proved to be effective in developing students reading comprehension in English language.