The effect of project based learning aproach on wri̇ti̇ng ski̇lls and writing anxiety

The purpose of this paper is to examine the effects of Project-Based Learning Approach on the writing skills and writing anxiety levels of secondary school students. In accordance with this aim, for data collection and analyses, hypotheses verification, and discussion of findings, pre-test and post-test and quasi-experimental design were made used of with control group. This study was conducted at Cengizhan Secondary School located in Kağıthane county of İstanbul in 2016-2017 school year, on 100 students of 7th grade consisting of two control groups and two experimental groups chosen through random sampling technique. In two experimental group classes Project-Based Learning Approach was applied, while in two control group classes regular Turkish Lesson Curriculum steps were followed. Experimental study continued for 10 weeks. To determine the writing skills level of students, both in control and experimental groups, before and after the study writing samples were collected and assessed with Writing Skills Grading Scale. Writing anxiety of the students were tested through Writing Anxiety Scale developed by the experimenter. In accordance with the statistical analysis of quantitative data, it is found that grades of experimental groups on written expression skills are significantly higher. Besides, when the data collected with writing anxiety scale is analyzed, a significant statistical change in favor of experimental group is found. Based on these findings it can be said that, application of Project Based Learning Approach is positively effective on the development of writing skills and to reduce the writing anxiety of the students.