The Effectiveness of Project-Based Learning Approach in Early Literacy Development

Abstract

This research aims to investigate how the Project-Based Learning (PBL) method influences early literacy development in children aged 61-72 months attending preschool institutions. The study employs a quasi-experimental approach, utilizing pre-test and post-test control groups to determine whether PBL can improve essential literacy including receptive and expressive language, phonological awareness, letter knowledge, vocabulary, and writing awareness. The research involved 36 children, with 19 placed in the experimental group, where the PBL approach was implemented, and 17 assigned to the control group, which adhered to the standard preschool education curriculum. The data collection instrument utilized was the Reading and Writing Skills Research Test for 61-72 Month-Old Children (RWSRT). Data analysis was performed using SPSS 22.0, employing both independent samples t-tests and paired samples t-tests to evaluate and compare the pre-test and post-test outcomes for the experimental and control groups.Additionally, ANCOVA was applied to adjust for pre-test scores and evaluate the effect of the intervention. The results indicated that children in the experimental group demonstrated a significant enhancement across all sub-dimensions of early literacy with large effect sizes, compared to the control group. The results from the ANCOVA indicated that even after controlling for pre-test scores, the PBL approach had a broad and positive effect on early literacy skills in the experimental group. Findings confirm that the PBL approach is an incredibly effective method for improving early literacy skills in young children, emphasizing its potential as a valuable asset in early childhood education (ECE) to advance both academic and social outcomes. Further research is recommended to explore its long-term impacts and applicability in diverse educational settings.