The Effect of Using the Project-Based Learning Strategy on Developing Scientific Research Skills and Academic Achievement in Science among Sixth-Grade Primary School Pupils

Abstract

This study sought to examine the effectiveness of the project-based learning strategy in developing scientific research skills and improving academic achievement in science among sixth-grade primary school pupils, compared with the conventional teaching method To achieve the study objectives and answer its questions, the researcher adopted a quasi-experimental approach with a pretest–posttest design involving two groups, an experimental group and a control group The study sample consisted of 58 sixth-grade pupils at Al-Mujahideen Primary School, affiliated with the Karbala Directorate of Education, during the first semester of the 2025–2026 academic year The participants were selected through simple purposive sampling and then allocated equally to the two study groups To collect data and conduct the experiment, the researcher developed a set of instruments, including a list of educational objectives, an achievement test to measure the cognitive aspects of the curriculum, and a test and a scale for scientific research skills The topics assigned to the experimental group were also taught according to the stages of the project strategy, namely selection, planning, implementation, and evaluation The results revealed statistically significant differences at the level of \((\alpha \le 005)\) between the mean scores of the control and experimental groups in the post-administration of the achievement test and the scientific research skills scale These differences favored the experimental group pupils who learned through the project strategy Calculating effect size using eta squared also indicated that this strategy had a large effect on developing academic achievement and scientific research skills