Improving Written Communication Skills with Project-Based Learning: A Quasi-Experimental Study in Sri Lankan Plantation Sector Schools
DOI:
https://doi.org/10.64428/rm/v6.i3.2Keywords:
English Language Learning, Plantation Sector Schools, Project-Based Learning, Quasi-Experimental Study, Upper Secondary Students, Written Communication SkillsAbstract
This study aimed to evaluate the effectiveness of project-based learning (PBL) on the written communication skills of Grade 10 students in a Sri Lankan plantation sector school. Plantation-sector schools face unique challenges, including socioeconomic disadvantage, limited resources, and minimal English exposure, with little research exploring PBL in this marginalized context. This study addresses this gap by examining whether PBL offers pedagogical benefits for enhancing writing skills in under-resourced settings. A quasi-experimental pretest-posttest control group design was employed with 60 students divided into experimental and control groups. The experimental group received eight weeks of PBL instruction, while the control group received traditional instruction. Quantitative data were analyzed using independent and paired-samples t-tests, supplemented by qualitative data from observations and interviews. Both groups demonstrated significant within-group improvements (p<.001), but the experimental group did not show statistically superior outcomes (p=.423). Qualitative findings revealed enhanced engagement and motivation among PBL participants. The study suggests PBL holds promise in under-resourced settings, though longer interventions and larger samples are needed for measurable superiority.
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