The impact of project-based learning approach in Turkish language instruction on students' academic motivation levels, creative problem-solving skills and academic procrastination tendencies

The aim of this study is to examine the impact of the project-based learning (PBL) approach implemented in 6th grade Turkish language classes on students' academic motivation levels, creative problem-solving skills, and academic procrastination tendencies. The research employed a quasi-experimental design, one of the quantitative research methods. The study group consisted of a total of 43 students enrolled in a public middle school in the Kepez district of Antalya during the 2023-2024 academic year. While project-based learning activities were implemented in the experimental group (n=20) for eight weeks, the control group (n=23) continued with the current Turkish language curriculum. The Academic Motivation Scale, the Creative Problem-Solving Characteristics Inventory, and the Academic Procrastination Scale for Middle School Students were used as data collection tools. For data analysis, one-way covariance analysis (ANCOVA) and independent samples t-test were conducted using SPSS 22. According to the research findings, the experimental group, in which the project-based learning approach was applied, had significantly higher scores in academic motivation and creative problem-solving compared to the control group, while their academic procrastination scores were significantly lower (p<.05). The results indicate that the project-based learning approach is an effective method for increasing students' academic motivation and creative problem-solving skills, while reducing academic procrastination behaviors. In this context, it is recommended that the project-based learning approach be widely adopted and effectively integrated into Turkish language education and instructional practices.