The Effects of Project Based Learning on Undergraduate Students’ Achievement and Self-Efficacy Beliefs Towards Science Teaching
Ibrahim Bilgin 1 * , Yunus Karakuyu 2, Yusuf Ay 3
More Detail
1 Mustafa Kemal Üniversitesi, TURKEY2 Uşak Üniversitesi, TURKEY3 Eskisehir Osmangazi Üniversitesi, TURKEY* Corresponding Author


The purpose of this study is to investigate the effects of the Project-Based Learning (PBL) method on undergraduate students’ achievement and its association with these students’ self-efficacy beliefs about science teaching and pinions about PBL. The sample of the study consisted of two randomly chosen classes from a set of seven classes enrolled in the Science Teaching Course in a Primary School Education Department of a State University in Turkey. The randomly assigned treatment group (n =33) was instructed based on a PBL method. The control group (n = 33) was instructed through the use of a traditional teaching (TT) method. The Science and Technology Teaching Achievement Test (STTAT) and self-efficacy belief scale (SEBS) were used as pre- and post-test measures. The results showed that students in the treatment group produced better performance on the Post- SEBS and the Post-STTAT. The students in the treatment group expressed mostly positive opinions about the use of the Project-Based Learning method.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 3, 469-477

Publication date: 29 Apr 2015

Article Views: 5465

Article Downloads: 4126

Open Access References How to cite this article