The Effectiveness of a Project-Based Learning Strategy Using Digital Platforms in Developing Analytical Writing Skills Among Secondary School Female Students

Abstract

This study aimed to investigate the effectiveness of a project-based learning strategy utilizing digital platforms in developing the analytical writing skills of female secondary school students. The study employed a quasi-experimental approach, with a sample consisting of 60 eleventh-grade students from Al-Nuzha Secondary Mixed School, under the Qwaismeh Directorate. The participants were divided equally into two groups: an experimental group (n = 30) and a control group (n = 30). Data were gathered by administering a pre- and post-test of analytical writing to the study sample.The results revealed statistically significant differences between the mean scores of the experimental group in the pre- and post-assessments of the analytical writing test, favoring the post-test with a mean value of 32.23. Furthermore, statistically significant differences were observed at the significance level (α = 0.05) among the students’ mean scores across the specific dimensions of analytical writing (text introduction, text body, text conclusion, and text coherence). Notably, highly significant differences were detected at the significance level (p = 0.000) in the post-assessment of both the "text body" and "text coherence" dimensions. Based on these findings, the study recommends developing specialized educational digital platforms for the Ministry of Education and integrating them with school textbooks, while emphasizing the necessity of training teachers to effectively utilize and implement these platforms in the educational process, particularly for teaching language. skills.