Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students

Saeed Almuntasheri

doi:doi:10.11648/j.sjedu.20251301.12

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Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students

Saeed Almuntasheri^*

Published in Science Journal of Education (Volume 13, Issue 1)

Received: 28 December 2024 Accepted: 9 January 2025 Published: 24 January 2025

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Abstract

The aim of this research is to evaluate the impact of project-based learning (PJBL) on writing skills of laboratory report for undergraduate female students at school of education in Al-Baha university. The study used a quasi-experimental design for the experimental and control groups, with a pre- and post-tests. The study sample included 40 female students distributed equally between the two groups. Learners in the experimental group were taught using the PJBL strategy while their peers in the control group were taught conventionally. The content analysis tool was employed to assess the writing skills of laboratory report components which include the introduction, methods and procedures, results and discussions. The Independent Samples T-test was used to compare the mean scores between the groups and Eta squared (η²) formula was employed to evaluate the effectiveness level. Post-test results showed that the experimental group significantly outperformed the control group. This improvement of the experimental group reached the highest level in writing the method and procedures, while remaining at the intermediate level in writing the introduction, results, and discussion. This suggests that the PJBL strategy was effective in improving laboratory report writing skills in all three components: the introduction, methods and procedures, and results and discussion, as well as in the overall score. The effect size (η²= 0.47) indicated the substantial impact of the PJBL strategy in developing the laboratory writing skills for science students. The study recommended the needs for training programs on teaching practices and group projects activities that enhance student skills in writing laboratory reports through engaging learners with the writing process and emphases on sharing newly learned scientific concepts.

Published in	Science Journal of Education (Volume 13, Issue 1)
DOI	10.11648/j.sjedu.20251301.12
Page(s)	11-21
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Project Based Learning, Laboratory Report, Scientific Writing

References

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Almuntasheri, S. (2025). Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students. Science Journal of Education, 13(1), 11-21. https://doi.org/10.11648/j.sjedu.20251301.12

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Almuntasheri, S. Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students. Sci. J. Educ. 2025, 13(1), 11-21. doi: 10.11648/j.sjedu.20251301.12

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AMA Style

Almuntasheri S. Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students. Sci J Educ. 2025;13(1):11-21. doi: 10.11648/j.sjedu.20251301.12

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@article{10.11648/j.sjedu.20251301.12,
  author = {Saeed Almuntasheri},
  title = {Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students},
  journal = {Science Journal of Education},
  volume = {13},
  number = {1},
  pages = {11-21},
  doi = {10.11648/j.sjedu.20251301.12},
  url = {https://doi.org/10.11648/j.sjedu.20251301.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251301.12},
  abstract = {The aim of this research is to evaluate the impact of project-based learning (PJBL) on writing skills of laboratory report for undergraduate female students at school of education in Al-Baha university. The study used a quasi-experimental design for the experimental and control groups, with a pre- and post-tests. The study sample included 40 female students distributed equally between the two groups. Learners in the experimental group were taught using the PJBL strategy while their peers in the control group were taught conventionally. The content analysis tool was employed to assess the writing skills of laboratory report components which include the introduction, methods and procedures, results and discussions. The Independent Samples T-test was used to compare the mean scores between the groups and Eta squared (η²) formula was employed to evaluate the effectiveness level. Post-test results showed that the experimental group significantly outperformed the control group. This improvement of the experimental group reached the highest level in writing the method and procedures, while remaining at the intermediate level in writing the introduction, results, and discussion. This suggests that the PJBL strategy was effective in improving laboratory report writing skills in all three components: the introduction, methods and procedures, and results and discussion, as well as in the overall score. The effect size (η²= 0.47) indicated the substantial impact of the PJBL strategy in developing the laboratory writing skills for science students. The study recommended the needs for training programs on teaching practices and group projects activities that enhance student skills in writing laboratory reports through engaging learners with the writing process and emphases on sharing newly learned scientific concepts.},
 year = {2025}
}

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TY  - JOUR
T1  - Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students
AU  - Saeed Almuntasheri
Y1  - 2025/01/24
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251301.12
DO  - 10.11648/j.sjedu.20251301.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 11
EP  - 21
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251301.12
AB  - The aim of this research is to evaluate the impact of project-based learning (PJBL) on writing skills of laboratory report for undergraduate female students at school of education in Al-Baha university. The study used a quasi-experimental design for the experimental and control groups, with a pre- and post-tests. The study sample included 40 female students distributed equally between the two groups. Learners in the experimental group were taught using the PJBL strategy while their peers in the control group were taught conventionally. The content analysis tool was employed to assess the writing skills of laboratory report components which include the introduction, methods and procedures, results and discussions. The Independent Samples T-test was used to compare the mean scores between the groups and Eta squared (η²) formula was employed to evaluate the effectiveness level. Post-test results showed that the experimental group significantly outperformed the control group. This improvement of the experimental group reached the highest level in writing the method and procedures, while remaining at the intermediate level in writing the introduction, results, and discussion. This suggests that the PJBL strategy was effective in improving laboratory report writing skills in all three components: the introduction, methods and procedures, and results and discussion, as well as in the overall score. The effect size (η²= 0.47) indicated the substantial impact of the PJBL strategy in developing the laboratory writing skills for science students. The study recommended the needs for training programs on teaching practices and group projects activities that enhance student skills in writing laboratory reports through engaging learners with the writing process and emphases on sharing newly learned scientific concepts.
VL  - 13
IS  - 1
ER  -

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Author Information

Saeed Almuntasheri

Science Education, Al-Baha University, Al-Baha, Saudi Arabia

Contact Email

http://orcid.org/0000-0003-4094-4295

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Almuntasheri, S. (2025). Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students. Science Journal of Education, 13(1), 11-21. https://doi.org/10.11648/j.sjedu.20251301.12

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ACS Style

Almuntasheri, S. Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students. Sci. J. Educ. 2025, 13(1), 11-21. doi: 10.11648/j.sjedu.20251301.12

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AMA Style

Almuntasheri S. Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students. Sci J Educ. 2025;13(1):11-21. doi: 10.11648/j.sjedu.20251301.12

Copy | Download

@article{10.11648/j.sjedu.20251301.12,
  author = {Saeed Almuntasheri},
  title = {Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students},
  journal = {Science Journal of Education},
  volume = {13},
  number = {1},
  pages = {11-21},
  doi = {10.11648/j.sjedu.20251301.12},
  url = {https://doi.org/10.11648/j.sjedu.20251301.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251301.12},
  abstract = {The aim of this research is to evaluate the impact of project-based learning (PJBL) on writing skills of laboratory report for undergraduate female students at school of education in Al-Baha university. The study used a quasi-experimental design for the experimental and control groups, with a pre- and post-tests. The study sample included 40 female students distributed equally between the two groups. Learners in the experimental group were taught using the PJBL strategy while their peers in the control group were taught conventionally. The content analysis tool was employed to assess the writing skills of laboratory report components which include the introduction, methods and procedures, results and discussions. The Independent Samples T-test was used to compare the mean scores between the groups and Eta squared (η²) formula was employed to evaluate the effectiveness level. Post-test results showed that the experimental group significantly outperformed the control group. This improvement of the experimental group reached the highest level in writing the method and procedures, while remaining at the intermediate level in writing the introduction, results, and discussion. This suggests that the PJBL strategy was effective in improving laboratory report writing skills in all three components: the introduction, methods and procedures, and results and discussion, as well as in the overall score. The effect size (η²= 0.47) indicated the substantial impact of the PJBL strategy in developing the laboratory writing skills for science students. The study recommended the needs for training programs on teaching practices and group projects activities that enhance student skills in writing laboratory reports through engaging learners with the writing process and emphases on sharing newly learned scientific concepts.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Effectiveness of Project-Based-Learning on Laboratory Report Writing Skills Among Undergraduate Science Students
AU  - Saeed Almuntasheri
Y1  - 2025/01/24
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251301.12
DO  - 10.11648/j.sjedu.20251301.12
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 11
EP  - 21
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251301.12
AB  - The aim of this research is to evaluate the impact of project-based learning (PJBL) on writing skills of laboratory report for undergraduate female students at school of education in Al-Baha university. The study used a quasi-experimental design for the experimental and control groups, with a pre- and post-tests. The study sample included 40 female students distributed equally between the two groups. Learners in the experimental group were taught using the PJBL strategy while their peers in the control group were taught conventionally. The content analysis tool was employed to assess the writing skills of laboratory report components which include the introduction, methods and procedures, results and discussions. The Independent Samples T-test was used to compare the mean scores between the groups and Eta squared (η²) formula was employed to evaluate the effectiveness level. Post-test results showed that the experimental group significantly outperformed the control group. This improvement of the experimental group reached the highest level in writing the method and procedures, while remaining at the intermediate level in writing the introduction, results, and discussion. This suggests that the PJBL strategy was effective in improving laboratory report writing skills in all three components: the introduction, methods and procedures, and results and discussion, as well as in the overall score. The effect size (η²= 0.47) indicated the substantial impact of the PJBL strategy in developing the laboratory writing skills for science students. The study recommended the needs for training programs on teaching practices and group projects activities that enhance student skills in writing laboratory reports through engaging learners with the writing process and emphases on sharing newly learned scientific concepts.
VL  - 13
IS  - 1
ER  -

Copy | Download