THE INFLUENCE OF PROJECT-BASED LEARNING TECHNIQUE AND READING INTEREST ON STUDENTS’ READING COMPREHENSION
DOI:
https://doi.org/10.31851/tmems054Keywords:
Project-Based Learning, Reading Interest, Reading Comprehension, EFL Learning, Student Engagement, Experimental StudyAbstract
This study investigated the influence of Project-Based Learning (PjBL) and students’ reading interest on reading comprehension among senior secondary learners. It also examined the interaction effect between instructional technique and reading interest on students’ reading achievement. The study employed a quantitative experimental design involving an experimental group taught using Project-Based Learning and a control group taught through conventional instruction. Data were collected using a reading comprehension test and a reading interest questionnaire and analyzed through analysis of variance (ANOVA). The findings revealed that students taught through Project-Based Learning achieved significantly higher reading comprehension scores than those taught using conventional methods. In addition, students with high reading interest demonstrated better performance compared to those with low reading interest. The analysis further indicated a significant interaction effect between instructional technique and reading interest on reading comprehension. These findings suggest that Project-Based Learning can serve as an effective instructional strategy for improving students’ reading comprehension, engagement, and motivation in English language learning. This study contributes to the development of innovative teaching strategies by highlighting the combined role of instructional methods and learner motivation in enhancing reading achievement in EFL classrooms.
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