Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 487
ISSN 1989 – 9572
DOI: 10.47750/je .2023.14.02.045
The Use o C ea i e P ojec s Me hod by P ima y School
Teache s as a Means o Enhancing he Lea ning
Mo i a ion
Ma ianna Os o ska1
Ka e yna Ma gi ych2
Nadiia B yzhak3
Iho Bopko4
Ma ianna Bede elska5
Jou nal o Educa o s,Teache s and T aine s, Vol. 14 (2)
h ps://je .labos o .com/
Da e o ecep ion: 04 Jan 2023
Da e o e ision: 17 Ma 2023
Da e o accep ance: 20 Ma 2023
Ma ianna Os o ska,Ka e yna Ma gi ych,Nadiia B yzhak,Iho Bopko,Ma ianna Bede elska (2023). The
Use o C ea i e P ojec s Me hod by P ima y School Teache s as a Means o Enhancing he Lea ning
Mo i a ion .Jou nal o Educa o s, Teache s and T aine s,Vol. 14(2). 487-499.
1PhD in Pedagogy, Associa e P o esso a he Depa men o Pedagogy, Psychology, P ima y and P eschool
Educa ion and Managemen o Educa ional Ins i u ions, Fe enc Rakoczi II T ansca pa hian Hunga ian College
o Highe Educa ion, Be eho o, Uk aine.
2PhD in Pedagogy, Associa e P o esso a he Depa men o Рhilology, Fe enc Rakoczi II T ansca pa hian
Hunga ian College o Highe Educa ion, Be eho o, Uk aine.
3PhD in Pedagogy, Associa e P o esso o he Depa men o Theo y and Me hods o P ima y Educa ion,
Mukache o S a e Uni e si y, Mukache o, Uk aine.
4PhD in Pedagogy, Associa e P o esso a he Depa men o English Philology and Me hodology o Fo eign
Language Teaching, Mukache o S a e Uni e si y, Mukache o, Uk aine.
5PhD in Pedagogy, Senio Lec u e o he Depa men o English Language, Li e a u e wi h Teaching
Me hods, Mukache o S a e Uni e si y, Mukache o, Uk aine
Jou nal o Educa o s, Teache s and T aine s, Vol. 14 (2)
ISSN 1989 – 9572
h ps://je .labos o .com/
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 488
The Use o C ea i e P ojec s Me hod by P ima y School Teache s as a
Means o Enhancing he Lea ning Mo i a ion
Ma ianna Os o ska1,Ka e yna Ma gi ych2,Nadiia B yzhak3,Iho Bopko4,Ma ianna Bede elska5
1PhD in Pedagogy, Associa e P o esso a he Depa men o Pedagogy, Psychology, P ima y and P eschool
Educa ion and Managemen o Educa ional Ins i u ions, Fe enc Rakoczi II T ansca pa hian Hunga ian College
o Highe Educa ion, Be eho o, Uk aine.
2PhD in Pedagogy, Associa e P o esso a he Depa men o Рhilology, Fe enc Rakoczi II T ansca pa hian
Hunga ian College o Highe Educa ion, Be eho o, Uk aine.
3PhD in Pedagogy, Associa e P o esso o he Depa men o Theo y and Me hods o P ima y Educa ion,
Mukache o S a e Uni e si y, Mukache o, Uk aine.
4PhD in Pedagogy, Associa e P o esso a he Depa men o English Philology and Me hodology o Fo eign
Language Teaching, Mukache o S a e Uni e si y, Mukache o, Uk aine.
5PhD in Pedagogy, Senio Lec u e o he Depa men o English Language, Li e a u e wi h Teaching Me hods,
Mukache o S a e Uni e si y, Mukache o, Uk aine.
Email:pedago[email p o ec ed]om1,ma gi icka [email protected],nid.b [email protected],igo bopko.719@gmai
l.com4, Ma ianna.9bede [email protected]
ABSTRACT
The aim o his s udy was o de e mine he in luence o he c ea i e p ojec s me hod on he lea ning
mo i a ion o p ima y schoole s. The ollowing me hods we e used o his pu pose: semi-s uc u ed
in e iews, su eys. The To ance Tes s o C ea i e Thinking (TTCT) and he Mo i a ed S a egies o
Lea ning Ques ionnai e (MSLQ) we e used. Ma hema ical me hods o da a p ocessing, Pea son’s es ,
Cohen’s kappa, C onbach’s alpha coe icien s we e applied. The s udy in ol ed 796 hi d-g ade
p ima y schoole s and 39 p ima y school eache s. I was ound ha almos hal o he eache s do no
use he c ea i e p ojec s me hod in p ima y school. They belie e ha pupils do no ye ha e he
necessa y skills and abili ies. Teache s who use his me hod no e i s posi i e impac on he g ow h o
s uden s’ cogni i e ac i i y in class. The au ho s es ablished ha he c ea i e p ojec s me hod
con ibu es o he g ow h o he c ea i i y le el. I also enhances he lea ning mo i a ion o p ima y
schoole s. An a e age o 10% inc ease in he academic pe o mance o hi d-g ade pupils was
obse ed o e he six mon hs. The e o e, he c ea i e p ojec s me hod con ibu es o he enhancemen
o s uden s’ ac i i y, hei le el o c ea i i y, s imula es mo i a ion and inc eases hei success. Fu u e
esea ch should be ocused on s udying he in luence o he c ea i e p ojec s me hod on he
mo i a ion o s uden s in all educa ion g ades.
Keywo ds: ac i i y app oach, in e ac i e me hods, inno a i e echnologies, p ojec -based lea ning,
c ea i i y, academic pe o mance.
INTRODUCTION
All u he educa ion and li e depends on he quali y o educa ion ecei ed by a child in ea ly childhood
(Lam ani & Abdelwahed, 2020). A e all, he de elopmen o a child’s b ain has an impac on his/he cogni i e
abili ies, which is a good basis o de eloping abili ies necessa y o u he educa ion. As o 2018, Uk ainian
p ima y schoole s ha e achie ed he ollowing skills, which ank 36 h-41s in eading, 41s -46 h in ma hema ics,
36 h-42nd in na u al sciences compa ed o o he 78 coun ies o he wo ld (OECD, 2019). The esea che s also
no e a dec eased in e es o Uk ainian s uden s in lea ning and a dec eased mo i a ion caused by he pandemic
and he wa (Volyaniuk, 2022, No yk, 2019). The e o e, an impo an ask o a p ima y school is o ind he
mos op imal o ms, s a egies, and me hods o lea ning, in o de o ensu e he in e es o all pupils wi hou
excep ion in lea ning and he g ow h o hei in e nal mo i a ion. Acco ding o he 2006 UN
Con en ion (Lindne & Schwab, 2020), he p oblem o eaching a pupil o lea n is ele an in iew o he need
o he de elopmen o 21s cen u y skills, including li elong lea ning (Voskamp e al., 2022). The apid pace o
de elopmen o ICT in educa ion in gene al and in p ima y school in pa icula (Bui e al., 2020) poses a
challenge o change lea ning s yles jus as quickly in o de o mee he educa ional needs o he new gene a ion
o he digi al age (Bha i & Song, 2019).
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 489
The success o pupils and hei lea ning beha iou is in luenced by mo i a ion (Tokan & Imakula a, 2019),
which is in inis ic o a g ea e ex en . A passi e pupil does no lea n much educa ional in o ma ion, in con as
o an ac i e pupil who shows in e es , cu iosi y and a en i eness o new hings (Lam ani & Abdelwahed, 2020).
The esea che s Engin (2020) and Wa dani e al. (2020) de ine mo i a ion as a ac o ha s imula es a ce ain
beha iou , i s con inui y and epe i ion, which gi es a pe son de e mina ion o achie e a goal. Mo i a ion can be
he d i ing o ce behind academic achie emen . The eache s a e o main ain ac i i y, no o supp ess he
s uden s’ ini ia i e by d agging i on o hemsel es, bu o gi e he oppo uni y o de elop cu iosi y, o sa is y i
independen ly, and no by gi ing eady answe s o he ques ions ha a ise. The eache s should allow s uden s o
make mis akes and lea n om hem. They should c ea e op imal condi ions (no oo easy and no oo di icul )
o he ansi ion om exis ing knowledge o new ones. The eache can show c ea i i y when de eloping he
s uden ’s c ea i e pe sonali y by c ea ing a a ou able a mosphe e in he class oom (Mi ici, 2019; Shkaba ina e
al., 2020).
Al hough he academic li e a u e conside s he issue o inc easing mo i a ion, as well as he impo ance o he
p ojec me hod in eaching, he e is no in o ma ion on he use o he c ea i e p ojec me hod as a mo i a o o
eaching p ima y schoole s. The e o e, he aim o his s udy was o conside he c ea i e p ojec s me hod as a
means o inc easing he mo i a ion o educa ional ac i i ies, using he example o he hi d-g ade p ima y
schoole s.
The aim in ol ed he ollowing esea ch objec i es:
1) De e mine he eache s’ a i ude o he p ojec me hod: equency o use, app op ia eness, me hod o
implemen a ion and o m o p esen a ion o esul s, impac on s uden s;
2) In oduce he c ea i e p ojec s me hod in o he educa ional p ocess in he expe imen al g oup;
3) De e mine how he use o he p ojec me hod a ec ed he le el o pupils’ c ea i i y, how hei mo i a ion
changed, and how his was e lec ed in academic pe o mance by compa ing he ele an a iables be o e
and a e he s udy.
LITERATURE REVIEW
Many s udies deal wi h he me hods o enhancing s uden s’ lea ning. Va ious s a egies, echnologies and
me hods a e aimed a sol ing he p oblem o inc easing in e es in lea ning. They include he s a egy o
independen o expe imen al wo k (Bagila e al., 2019), hinking de elopmen pedagogy (Rissanen e al., 2019),
implemen a ion o in e ac i e echnologies, use o mobile applica ions, augmen ed eali y (Ia syshyn e al.,
2020), obo ics (Chiazzese e al., 2019), case me hod, p ojec me hod, p oblem-based lea ning, po olio
(Shkaba ina e al., 2020). I is especially impo an o connec he heo e ical knowledge acqui ed by s uden s
wi h he possibili y o hei p ac ical use (Ad iyawa i e al., 2020). The use o educa ional media (Puspi a ini &
Hani , 2019), o example, in e ac i e audio- isual aids (Hani , 2020), also con ibu e o he g ow h o
mo i a ion o p ima y schoole s.
Mos eache s a e in no hu y o mo e o he s age o independen acquisi ion o knowledge by s uden s, which
in i sel is a ool o hei mo i a ion, because i is di icul and equi es hei knowledge, skills, ime and
expe ience (Voskamp e al., 2022). I is wo h s a ing his s age by p o iding s uden s wi h clea ins uc ions on
he o ganiza ion and implemen a ion o independen lea ning. I also akes ime and skill o c ea e educa ional
ma e ials ha s uden s can use when wo king on he ma e ial and on p ojec s. Independen wo k o p ima y
schoole s needs suppo om adul s ( eache s, pa en s).
Teache s o en lack expe ience in suppo ing s uden s’ independen lea ning. Unde such condi ions, eache s
should be ained o imp o e hei pedagogical and me hodical skills a semina s, ainings, ound ables, e c.
(Iza ulloye ich, 2020). I is also impo an ha aining in pedagogical educa ional ins i u ions is conduc ed
using inno a i e lea ning echnologies ha would o m a p o essional, c ea i e u u e eache (Shkaba ina e al.,
2020).
Playing emains he main ac i i y o p ima y schoole s. The e o e, gami ica ion o he educa ional p ocess o
i s - ou h g ade s is qui e common (Tangi qulo , 2022). Acco ding o esea che s Lam ani and Abdelwahed
(2020) and Halli ax e al. (2020), he educa ional game helps he child o be mo i a ed, c ea i e and inno a i e,
mo e a en i e and mo e in ol ed, which posi i ely a ec s he acquisi ion o knowledge. Compu e games play
an impo an ole in a child’s li e (Quin as-Hijós e al., 2020). The e o e, he main hing now is no o con ince
he child o he ha m ulness o digi al games, bu o c ea e such games ha would ha e a posi i e e ec on he
child’s physical and in ellec ual de elopmen ().
Augmen ed eali y echnologies a e widely used in he s udy o di e en subjec s, o example, biology
(Fuchso a & Ko eno a, 2019). The esea che s Midak e al. (2021) ha e also de eloped a mobile applica ion
enabling child en o simul aneously lea n he alphabe in an in e es ing way and expand hei knowledge o he
sola sys em hanks o augmen ed eali y. Besides, he use o he applica ion con ibu es o he de elopmen o
spa ial o ien a ion, memo y, deepening he pe cep ion o in o ma ion, de elops digi al skills. Bha i and Song
(2019) used Bloom’s axonomy o imp o e lea ning s yles, and he lea ning p ocess included he ollowing
manda o y s ages: emembe , unde s and, apply, analyse, e alua e, and c ea e. The esea che s Aguile a and
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 490
O iz-Re illa (2021) and Chiazzese e al. (2019) sugges in oducing he STEM app oach in o he educa ional
p ocess in p ima y school, which, o example, p omo es he de elopmen o s uden s’ c ea i i y. I s g ow h is
also in luenced by an in eg a ed app oach o he s udy o academic subjec s, as well as a combina ion o he
STEM app oach and he p ojec me hod. I is impo an o he eache s o suppo he de elopmen o s uden s’
c ea i i y, na u ally inhe en in e e yone.
The p ojec me hod belongs o hose ha p o ide an inno a i e, ac i i y-based (Anwe , 2019), pe son-o ien ed
(Koban e al., 2019), in e ac i e app oach o lea ning (Ia syshyn e al., 2020). I helps o enhance s uden s’
mo i a ion (Ind awan & Jalinus, 2019), which is impo an o bo h ace- o- ace and online lea ning (Aliyyah e
al., 2020; S a k, 2019). I is conside ed a me hod o imp o ing highe o de hinking skills (Eliyasni e al.,
2019). The use o he p ojec me hod in he educa ional ac i i ies o s uden s is a p e equisi e o he
de elopmen o hei key compe encies (Ia syshyn e al., 2020) and p ac ical skills o e lec ion, esea ch,
managemen , communica ion, public speaking, e alua ion, and coope a ion. Llo en Ga cía e al. (2022)
emphasize he ole o he p ojec me hod in building socio-emo ional compe ence and imp o ing s uden s’
li e acy. I can also con ibu e o he de elopmen o en ep eneu ial a i udes o p ima y schoole s (Koban e al.,
2019). Wo king on p ojec s enable s uden s o acqui e heo e ical knowledge and lea n o apply i in p ac ice
when sol ing p ac ical p oblems.
The skills needed in he u u e o sol e p o essional p oblems a e de eloped in his way. The ask o he p ojec
is o expand he wo ld iew, o ob ain heo e ical knowledge o a be e unde s anding o li e. Wo k on he
p ojec should con ibu e o he e sa ile and c ea i e de elopmen o he s uden ’s indi iduali y. The con en
and s uc u e o he p ojec is in luenced by he c ea i i y and in e es s o i s pe o me s. And he p ojec me hod
ensu es he implemen a ion o a di e en ial app oach, while aking in o accoun and de eloping he indi idual
cogni i e in e es s and capabili ies o each s uden . A p ojec is a speci ic p ocess o an indi idual c ea i e
sea ch o o iginal new solu ions o p oblems. Howe e , i equi es s ep-by-s ep eache con ol (Ad iyawa i e
al., 2020), especially in p ima y school.
The esul o wo king on a c ea i e p ojec should be a p oduc c ea ed by using new ideas (Eliyasni e al.,
2019). Ad iyawa i e al. (2020) ad ise using STEAM p inciples when wo king on p ojec s. Special so wa e, o
example, Salams ein S udio has been de eloped o acili a e he managemen and con ol o he p ojec
execu ion p ocess. I enables moni o ing he s a us o asks ha a e componen s o he p ojec implemen a ion
scena io (Ia syshyn e al., 2020). I is ecommended o use mul imedia ools o he public p esen a ion o he
esul s o wo k on he p ojec (Ind awan & Jalinus, 2019).
METHODS
Resea ch design
This s udy was ca ied ou in h ee s ages. The i s s age in ol ed a semi-s uc u ed in e iews conduc ed in
o de o de e mine he a i ude o p ima y school eache s o he p ojec me hod, es ablish ways o implemen ing
c ea i e p ojec s in he educa ional ins i u ion, he equency o hei use, how he eache o ganizes and
manages he wo k o s uden s on p ojec s. A su ey o pupils was also conduc ed acco ding o he me hodology
o Anwe (2019). Besides, he le el o de elopmen o s uden s’ c ea i e abili ies, he deg ee o hei mo i a ion
and academic pe o mance was assessed.
The second s age p o ided o he in oduc ion o aining using he c ea i e p ojec s me hod in he expe imen al
g oup o one academic semes e .
The hi d s age in ol ed de e mining he inal le el o s uden s’ mo i a ion and c ea i e abili ies.
Sampling
The sample consis ed o 796 hi d-g ade pupils o he 19 gene al seconda y educa ion ins i u ions in 6 egions o
Uk aine: 401 pupils in he expe imen al g oup, and 395 in he con ol g oup. The age o s uden s was 78% - 9
yea s, 19% - 10 yea s, 3% - 8 yea s. The e we e 46% o boys and 54% o gi ls among he pupils o he sample.
The selec ion was andom. The selec ion c i e ia we e he ull comple ion o he pupils’ adap a ion o school,
which was complica ed and s e ched o e ime because o qua an ine es ic ions. This is why he hi d-g ade
pupils we e chosen. Ano he necessa y condi ion o pupils’ pa icipa ion in he s udy was hei abili y o ead
well and unde s and wha hey ead. Besides, i was necessa y o pupils o be able o make eques s o
in o ma ion necessa y o he implemen a ion o he p ojec , o unde s and he assigned asks, o be able o
analyse and implemen ways o esol e hem. The pupils’ abili y o e lec was also an impo an condi ion.
The sample included 39 p ima y school eache s who, a he ime o he esea ch, we e eaching hi d-g ade
pupils included in he sample. A p elimina y su ey es ablished which o he eache s had a posi i e a i ude
owa ds he p ojec me hod, and which esolu ely did no use his me hod in p ima y school. The eache s o he
i s g oup we e included in he expe imen al g oup oge he wi h hei pupils, and he second — in o he con ol
g oup.
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 491
Me hod
Semi-s uc u ed in e iews conduc ed among eache s and pupils we e used du ing he esea ch. They included
bo h open-ended and closed-ended ques ions. Thei goal was o de e mine how many p ima y school eache s
use he p ojec me hod in hei p ac ice, how hey implemen i , and wha academic esul s i allows o achie e.
Semi-s uc u ed in e iews o pupils we e conduc ed wi h he aim o de e mining he ac o s ha in luence hei
in e es in lea ning. The me hods o de e mining he c ea i e abili ies o s uden s h ough he To ance Tes s o
C ea i e Thinking and de e mining he le el o pupils’ mo i a ion h ough he Mo i a ed S a egies o Lea ning
Ques ionnai e we e used du ing he esea ch. Recommenda ions o he in oduc ion o c ea i e p ojec s me hod
and ecommenda ions o keeping a log o obse a ions o hei implemen a ion and amilia iza ion wi h p ojec
e alua ion c i e ia we e also de eloped. I was ca ied ou using he Cla k’s assessmen o m o he objec i i y
o he assessmen o p ojec -based lea ning, (Bui e al., 2020). His echnique included eache e alua ion, mu ual
e alua ion o pupils in a g oup ha pe o med one p ojec , and pupil e alua ion o p ojec s o o he pe o me s
in he class. Thinking, coope a ion, communica ion and c ea i i y we e e alua ed.
The ques ions o he semi-s uc u ed in e iew we e checked o eliabili y by using C onbach’s alpha. A
coe icien o 0.792 was ob ained, which indica es accep able eliabili y. Besides, an expe opinion was
ob ained. Kolmogo o –Smi no no mali y es showed α>0.05. Homogenei y es – a iance es ga e a alue o
α>0.05.
To ance Tes s o C ea i e Thinking we e used o assess he deg ee o c ea i e hinking in his s udy. The scale
was he ollowing: up o 30 poin s is a e y low le el, 30-34 - below he no m, 35-39 - sligh ly below he no m,
40-60 - he no m, 61-65 - sligh ly abo e he no m, 66-70 - abo e he no m, abo e 70 - excellen . They ha e
eliabili y in he ange o 0.89 - 0.9. Besides, he es had high p edic i e alidi y. The co ela ion coe icien
was wi hin 0.33 - 0.73. was calcula ed o assess goodness when using To ance Tes s o C ea i e Thinking.
The Mo i a ed S a egies o Lea ning Ques ionnai e (MSLQ) was used o de e mine he deg ee o mo i a ion
(Pin ich e al., 1990). A 7-poin Like scale was applied, whe e 1 is “no igh o me a all”, 7 is “ e y igh o
me”. The eliabili y coe icien anged om 0.74 o 0.89, while he co ela ion coe icien anged om 0.33 o
0.73 wi h a signi icance o 0.05. A s anda d es was c ea ed and checked o eliabili y by 3 expe s in o de o
de e mine he le el o pupils’ academic pe o mance. A e making he changes p oposed by he expe s, a pilo
es o he es da a was ca ied ou and an alpha es was conduc ed o eliabili y, which was 0.824.
Kolmogo o –Smi no no mali y es showed α>0.05. Homogenei y es – a iance es ga e a alue o α>0.05.
The esul s we e p ocessed using S a is ica so wa e. A he same ime, ma hema ical me hods o da a
p ocessing, Cohen’s coe icien , Pea son’s es we e used.
All adul pa icipan s and pa en s o pupils in he sample ga e hei w i en consen o pa icipa e in he s udy.
Pa icipa ion in he s udy was olun a y and ee o cha ge.
RESULTS
Semi-s uc u ed in e iews conduc ed among p ima y school eache s a he beginning o his s udy e ealed
hei a i udes owa ds he p ojec me hod. I was ound ha almos hal o he eache s (51%) use he p ojec
me hod a leas once pe semes e . Howe e , 49% conside his me hod unaccep able o p ima y school, as
pupils ha e no ye de eloped all he necessa y compe encies o i s ull implemen a ion (Figu e 1).
Fig.1:The equency o he use o he c ea i e p ojec s me hod by p ima y school eache s
once pe
semes e
11%
once pe
qua e
25%
once pe mon h
13%
mo e o en han
once a mon h
2%
ne e
49%
F equency o applica ion o he c ea i e p ojec s me hod
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 492
Among eache s who o ganize pupils’ wo k on c ea i e p ojec s, 74% do i ou side o school hou s (du ing
homewo k in an ex ended day g oup o a home unde he supe ision o pa en s). The o ms o p esen a ion o
esul s ha eache s mos o en ecommend o hei s uden s a e: a pos e (62%), a p oduc made o na u al
ma e ials (23%), a epo o a w i en wo k (8%), o he s (7%).
All eache s who used he p ojec me hod in elemen a y school no e hei posi i e impac on inc easing s uden s’
in e es in he educa ional ma e ial (76%), on he de elopmen o hei con idence in exp essing hei own
opinions (25%), on inc easing he ac i i y o s uden s in class (82%).
A semi-s uc u ed in e iews conduc ed wi h pupils o he sample showed ha hei a ou i e school subjec s a e
d awing, eading, music, and English. In o he wo ds, hese a e he subjec s whe e e e y pupil can be ac i ely
in ol ed and show hei c ea i i y while acqui ing new knowledge. The su ey also showed ha pupils like
subjec s ha in e es hem he mos (39% o all esponden s). The second ac o in luencing s uden s’ choice o
a pa icula academic subjec is he g ade ha pupils can ecei e in class o a comple ed assignmen (31%). A
o al o 16% o pupils p e e subjec s augh by ene ge ic, ac i e eache s. Mos o all, pupils like o do p ac ical
asks independen ly o in small g oups. An in e es ing, ee a mosphe e in he class oom mo i a ed pupils o
lea ning he mos (14%).
The c ea i e p ojec s we e implemen ed in he expe imen al g oup in compliance wi h he ollowing
equi emen s:
1) su icien eedom in choosing in o ma ion sou ces and in o ma ion p ocessing me hods;
2) su icien ime o wo k on he p ojec , aking in o accoun he indi idual cha ac e is ics o pupils;
3) use o a wide ange o educa ional esou ces de eloped by he eache ;
4) p ojec opics should be o mula ed in such a way as o s imula e independen lea ning o new hings, based
on he pupils’ expe ience;
5) wo k should be ca ied ou in a iendly a mosphe e, coope a ion and espec , no o pu p essu e on p ojec
pe o me s, ensu e lexibili y o lea ning;
6) i is possible o a ac ex e nal esou ces no di ec ly ela ed o he educa ional ins i u ion, o example,
museums, esea ch ins i u ions, indus ies, e c.;
7) he esul s o wo k on a c ea i e p ojec we e p esen ed in he o m o a demons a ion and commen ing on a
pos e c ea ed by pupils, o a demons a ion o a inished p oduc made o na u al, a is ic and o he ma e ials
(lego, plas icine, dough, sand, wa e , cubes, cons uc o s, e c.). I was also possible o use ICT ools, e c.
Tes ing conduc ed among pupils o he sample acco ding o he To ance Tes s o C ea i e Thinking showed
ha he in oduc ion o p ojec me hods in o he educa ional p ocess had a posi i e e ec on he de elopmen o
hei c ea i e abili ies (Figu es 2, 3). I was ound ha he numbe o s uden s wi h a no mal c ea i i y le el
inc eased by 8%, wi h a le el o c ea i i y sligh ly abo e he no m — by 6%, abo e he no m — by 2%, and he
highes le el — by 1%. The numbe o s uden s wi h a e y low le el o c ea i i y dec eased by 8%, and wi h a
le el o c ea i i y below he no m — by 5%, sligh ly below he no m — by 4%.
Fig.2:The esul s o he To ance Tes s o C ea i e Thinking in he expe imen al g oup be o e he
in oduc ion o he p ojec me hod
30 poin s - a
e y low le el
11%
30-34 - below he
no m
15%
35-39 - sligh ly
below he no m
23%
40-60 – no m
27%
61-65 - sligh ly
abo e he no m
15%
66-70 -abo e
he no m
8%
abo e 70 –
excellen
1%
Dis ibu ion o pupils by c ea i i y le els
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 493
Fig.3:The esul s o he To ance Tes s o C ea i e Thinking in he expe imen al g oup a e he
in oduc ion o he p ojec me hod
Table 1 p esen s he esul s o he e alua ion o he p ojec -based lea ning, ca ied ou wi h he use o he Cla k
o m.
Table 1: Assessmen o a c ea i e p ojec
hinking
coope a ion
communica ion
c ea i i y
Poin s
o al
G ade
M
SD
M
SD
M
SD
M
SD
O eache
6.7
0.29
6.8
0.45
6.5
0.53
6.2
0.59
26.2
O pupils in he
g oup
7.9
0.37
7.4
0.52
7.6
0.48
8.1
0.36
31.0
O pupils ou o
he g oup
7.1
0.52
6.3
0.38
7.1
0.32
7.7
0.48
28.2
To al sco e
21.7
20.5
21.2
22.0
85.4
Maximum
30
30
30
30
120
The sum o he poin s anging 1-29 indica es he ini ial le el, 30-59 — medium le el, 60-89 — su icien le el,
90-120 — high le el.
The c i e ia o e alua ing hinking included: he abili y o iden i y p oblems, p opose he solu ions, gene a e
ideas, selec he necessa y ools o p ojec implemen a ion, de elop a p ojec plan, implemen i , and be able o
explain he ob ained esul s. Coope a ion was e alua ed acco ding o he ollowing c i e ia: pa icipa ion in all
s ages o wo k on he p ojec , abili y o coope a e, exchange ideas and in o ma ion in a c ea i e g oup, espec
o g oup membe s. Communica ion was e alua ed acco ding o he ollowing c i e ia: clea , cohe en , ee,
imely, in o ma i e. C ea i i y in ol ed he abili y o c ea i ely sea ch o a solu ion o se p oblems, and
c ea i ely p esen he solu ions ound.
As Table 1 shows, he eache e alua ed he esul s o he pupils’ wo k wi h a lowe sco e ( he o al sco e gi en
by he eache is 26.2 ou o a possible 40 poin s) han he pupils. The sco e pu down by pupils who we e no
pa o he g oup was lowe (28.2 ou o 40) han hose who did he wo k oge he (31.0 ou o 40). The o al
sco e shows ha , on a e age, pupils’ c ea i e p ojec s we e comple ed a a su icien le el.
Table 2 p esen s he esul s o he applica ion o he Mo i a ed S a egies o Lea ning Ques ionnai e (MSLQ),
he ques ions a e p esen ed in Appendix A.
Table 2: Resul s o mo i a ion e alua ion acco ding o MSLQ
Ques ion No.
Con ol g oup
Expe imen al g oup
Be o e he expe imen
A e he
expe imen
Be o e he
expe imen
A e he
expe imen
M
SD
M
SD
M
SD
M
SD
30 poin s - a
e y low le el
3%
30-34 - below he
no m
10%
35-39 - sligh ly
below he no m
19%
40-60 – no m
35%
61-65 - sligh ly
abo e he no m
21%
66-70 -abo e
he no m
10%
abo e 70 –
excellen
2%
Dis ibu ion o pupils by c ea i i y le els
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 494
1.
4.48
1.01
4.72
0.99
4.47
1.02
5.49
0.96
2.
3.58
1.36
3.59
1.27
3.58
1.35
3.55
1.31
3.
3.48
0.89
3.29
0.94
3.47
0.91
2.30
0.87
4.
3.47
0.91
3.62
0.87
3.47
0.89
4.49
0.92
5.
4.15
0.77
4.27
0.83
4.16
0.81
5.87
0.83
6.
3.98
0.82
4.02
0.95
3.97
0.93
5.20
0.99
7.
4.94
0.83
5.02
0.76
4.92
0.87
5.38
0.85
8.
3.56
1.29
3.60
1.18
3.57
1.23
4.59
1.11
9.
3.47
0.86
3.54
0.89
3.48
0.92
3.26
1.02
10.
3.09
0.98
3.11
0.78
3.08
0.89
4.19
0.93
11
3.84
0.76
4.07
0.83
3.86
0.94
4.94
0.77
12.
3.98
0.92
4.15
0.87
3.99
0.83
2.15
0.91
13.
3.76
1.10
3.91
1.07
3.77
0.97
4.98
0.89
14.
4.11
0.73
4.29
0.85
4.10
0.89
4.79
0.84
15.
4.18
0.93
4.26
0.87
4.19
0.95
5.13
0.92
16.
3.97
0.86
3.99
0.92
3.96
0.90
3.50
0.79
17.
4.36
1.37
4.42
1.19
4.39
1.26
5.78
1.03
18.
4.95
1.16
5.07
1.12
4.94
1.19
5.83
1.08
19.
3.82
1.01
3.98
0.86
3.79
0.93
5.06
1.04
20.
3.51
0.93
3.49
0.97
3.52
0.99
2.15
0.89
21.
3.97
0.95
4.12
0.99
3.98
0.91
5.01
0.94
22.
3.46
1.17
3.38
1.12
3.49
0.95
2.37
0.86
23.
5.23
0.77
5.46
0.82
5.21
0.89
5.98
0.84
24.
4.12
1.01
4.27
1.05
4.15
1.12
4.63
1.16
25.
4.58
0.89
4.61
0.91
4.58
0.83
5.47
0.79
26.
5.34
0.94
5.28
0.99
5.35
0.86
4.21
0.93
27.
5.47
0.79
5.36
0.85
5.46
0.73
4.18
0.87
28.
3.81
0.89
4.23
0.83
3.84
0.85
5.48
0.84
29.
4.02
0.95
4.16
0.89
4.01
0.79
5.17
0.93
30.
4.73
1.03
4.98
1.20
4.72
1.08
5.09
1.09
31.
3.24
1.01
3.49
0.97
3.24
0.87
3.25
0.96
32.
3.07
0.83
3.26
0.89
3.07
0.92
3.96
0.78
33.
3.48
0.79
3.59
0.84
3.46
0.83
4.21
0.86
34.
4.38
0.81
4.63
0.83
4.38
0.87
5.17
0.93
35.
3.09
0.99
3.24
0.97
3.08
1.03
3.74
1.12
36.
3.13
0.94
3.29
0.89
3.14
0.85
4.03
0.83
37.
4.82
0.82
4.76
0.95
4.82
0.97
3.15
0.96
38.
4.96
0.80
4.93
0.91
4.96
0.92
3.08
0.85
39.
3.32
1.04
3.47
1.16
3.33
1.29
4.99
1.27
40.
3.87
1.18
3.99
1.09
3.86
1.02
4.71
1.06
41.
3.41
1.02
3.52
0.92
3.40
0.96
4.15
0.91
42.
2.99
0.89
3.01
0.90
2.99
0.95
3.02
0.83
43.
4.26
0.84
4.57
0.87
4.26
0.89
4.73
0.75
44.
3.77
0.96
3.85
0.91
3.76
1.02
4.66
1.07
The maximum sco e o one ques ion is 7 (Like scale: 1 – “no ue o me a all”, 7 – “ e y ue o me”)
As Table 2 shows, he use o c ea i e p ojec s in p ima y school lessons con ibu es o he g ow h o pupils’
con idence in hei knowledge, he desi e o know mo e and o make mo e e o s o his. Pupils’ in e es in
s udying academic subjec s has inc eased.
The s udy ound ha he pupils o he expe imen al g oup a e be e a handling in o ma ion ( hey can
independen ly sea ch o i , sepa a e he necessa y in o ma ion om a la ge olume o in o ma ion, p ocess and
in e p e i , o mula e ques ions o he pu pose o cla i ying in o ma ion), s udy he p oblema ic issue
comp ehensi ely, gene a e ideas abou ways o sol e he p oblem asks, clea ly exp ess one’s own opinions
abou he issue unde esea ch, accep mis akes wi h digni y and co ec hem, ha e hei own opinion and be
able o de end i wi h a gumen s.
Table 3 p esen s he esul s o checking he academic pe o mance o he pupils in he sample.
Jou nal o Educa o s, Teache s and T aine s JETT, Vol. 14 (2); ISSN: 1989-9572 495
Table 3: Resul s o checking pupils’ academic pe o mance
Con ol g oup
Expe imen al g oup
Be o e he expe imen
A e he
expe imen
Be o e he
expe imen
A e he
expe imen
Maximum
M
SD
M
SD
M
SD
M
SD
6.9
0.49
7.0
0.65
6.9
0.78
7.6
0.61
12
12
12
12
As Table 3 shows, he use o c ea i e p ojec s in p ima y school con ibu es o he g ow h o academic
pe o mance o hi d-g ade pupils by abou 10% on a e age.
The esea ch es ablished h ough ma hema ical me hods ha he weigh ed sum o squa ed de ia ions o g oup
a e ages om he o e all a e age is de e mined by he he e ogenei y o he sample, associa ed wi h conduc ing
a pedagogical expe imen in di e en classes, wi h di e en eache s and wi h di e en pupils/s uden s om
di e en educa ional ins i u ions, unde di e en lea ning condi ions.
In u n, he oo mean squa e de ia ions om he mean alue o he same ques ionnai e ques ion in di e en
educa ional ins i u ions o he sample was di e en . The in e g oup a iance, which desc ibes he luc ua ions o
hese g oups, and he in ag oup a iance, which desc ibes he luc ua ions caused by andom ac o s no aken
in o accoun , u ned ou o be unequal du ing he s udy, which indica es he in alidi y o he null hypo hesis.
Applying he Pea son’s es o he esea ch esul s, i was ound ha he alues o
ob ained o he
expe imen al g oup a e g ea e han
calcula ed o he con ol g oup. The e o e, i can be a gued ha he e is a
ela ionship be ween he in oduc ion o he c ea i e p ojec s me hod in acco dance wi h he equi emen s
indica ed abo e in he expe imen al g oup and he g ow h o p ima y schoole s’ mo i a ion o s udy, as well as a
consequen g ow h o hei academic pe o mance (Table 4).
Table 4: Resul s o he Chi-Squa e Tes
Teache s’ a i ude
13.8
4
3.45
Pupils’ c ea i e
abili ies
24.7
6
4.12
o mo i a ion
219.32
7
31.3
Cohen’s coe icien in he expe imen al g oup was also calcula ed. I anged om 0.8 o 1.0. This es i ies o he
high e ec o using he c ea i e p ojec s me hod o enhance pupils’ lea ning mo i a ion. In he con ol g oup,
which s udied acco ding o adi ional o ms, Cohen’s coe icien was 0.35, indica ing a medium e ec .
DISCUSSION
The educa ion sys em mus de elop synch onously wi h he de elopmen o echnology and he needs o socie y
(Eliyasni e al., 2019). The e o e, i should change he adi ional app oach o he o ganiza ion o he educa ional
p ocess o a cu en one. Resea ch conduc ed in he USA and UK (Lam ani & Abdelwahed, 2020) showed ha
he e is a ela ionship be ween he quali y o an educa ional ins i u ion and he esul s o hei s uden s in
language and ma hema ics. Wa dani e al. (2020) es ablished ha in insically mo i a ed s uden s ha e be e
academic pe o mance han ex insically mo i a ed ones. A eache can suppo and enhance s uden mo i a ion
by allowing s uden s o explo e pe sonally and ind some hing new and meaning ul abou hei wo k. Discipline
ha he eache main ains is impo an , as a mani es a ion o ca e, no con emp . In o de o inc ease he
mo i a ion o s uden s, he eache should alue he s uden ’s opinion, p aise o co ec ac ions, espec
s uden s, p omo e he de elopmen o iendly ela ions be ween s uden s in he class, de elop a sense o need
o classma es, p o ec om he eeling o ea o ailu e. The success o lea ning depends on lea ning s yles,
app oaches and me hods.
Aksela (2019) ound a posi i e a i ude o eache s owa ds he p ojec me hod. The ad an ages o his me hod
a e he posi i e dynamics o success (63% o esponden s), he possibili y o coope a ion (57%), inc eased
mo i a ion (55%), s uden -o ien ed lea ning (44%), he uni e sali y o he me hod (35%). This pape examines
he eache ’s a i ude o he p ojec me hod. I was es ablished ha 51% o p ima y school eache s use his
me hod in hei p ac ice. O hem, 74% plan wo k on he p ojec in such a way ha i is ca ied ou by pupils
ou side o school hou s. Mos o en, eache s expec esul s in he o m o pos e s, p oduc s om na u al
ma e ials, wo ks. Anwe (2019) expe imen ally con i med ha he s uden s’ success inc eases by app oxima ely
30% when using an ac i i y app oach in educa ion, whe e s uden s a e ac i e pa icipan s in he acqui ing new
knowledge in he p ocess o coope a ion wi h classma es in he educa ional en i onmen , compa ed o
adi ional lec u es.
