The contribution of the problem-based learning model to the vocational foreign language course access in vocational and technical high schools

The aim of this research is to investigate the contribution of the Problem-Based Learning Model to the achievement of vocational foreign language courses at the secondary education level. In the semi-experimental research, the pre-test post-test control group research design was applied with the participation of 10th grade students studying at Kırşehir Vocational and Technical Anatolian High School in the 2023-2024 academic year. Among the students who took part in the implementation of the research, the experimental group consisted of 20 students and the control group consisted of 24 students. While the students in the experimental group taught their lessons according to the Problem-Based Learning Model for 10 weeks, the students in the control group taught their lessons according to the traditional education approach. Lesson plans prepared by the researcher were used in the lessons of the experimental group students for 10 weeks. The "English achievement test" prepared by the researcher was used to obtain the quantitative data of the research. The prepared achievement test was administered to the students as a pre-test before the application and as a post-test after the application. The obtained quantitative data were analyzed using dependent and independent sample t-test. In order to obtain the qualitative data of the research, a semi-structured interview form was applied to the experimental group students after the application. The data obtained was analyzed by frequency method in themes and sub-themes. According to the data obtained and their analysis, it was concluded that the Problem-Based Learning Model contributes more to the Vocational Foreign Language course than the traditional education approach. Keywords: Problem Based Learning, Vocational English, PBL