Active Learning through Project Based Learning Approach in English Language Lessons for Early Age Groups

Abstract

The purpose of this research is to determine how Project Based Learning
(PBL) approach influenced students’ cognitive and emotional engagement
in Class I English lessons. Project-based learning is a dynamic classroom
approach in which students actively explore real-world problems and
challenges and acquire a deeper knowledge. This research attempted to see
how the use of self-assessment, students writing daily reflection logs,
parental involvement, interviewing a security personnel and engaging
students in exploring a real-world problem like safety at public places,
influenced their engagement and interest in English language classroom.
Furthermore, cross-curricular/interdisciplinary and Information
Communication Technology (ICT) integration kept the students
intrinsically motivated. Questionnaires were designed for School Heads
and Class I English teachers. The study was conducted in fifty schools
with 180 sections and a strength of 3893 students. The results showed that
as the driving question was relevant to the prevailing security situation in
our country, the level of student engagement was immense throughout the
project Unit. However, due to less interest taken by the parent body, some
students could not get real life experiences. The findings showed that
planning, teaching, management and assessment of PBL is relatively
challenging for teachers.