The Impact of Employing Project-Based Learning in Teaching Geography in Developing Problem-Solving Skills among Third Intermediate Grade Students

Abstract

This study aimed to measure the impact of employing the project-based learning (PBL) strategy in teaching geography on developing problem-solving skills among third-grade intermediate students in schools under the First Karkh Directorate of Education in Baghdad Governorate. The study adopted a quasi-experimental approach involving two groups: an experimental group (30 students) taught using project-based learning, and a control group (30 students) taught using traditional methods. A 25-item questionnaire was developed to measure problem-solving skills across five key dimensions. Data were collected through pre- and post-tests and analyzed using appropriate statistical tools.

The results revealed a statistically significant and notable improvement in the problem-solving skills of the experimental group compared to the control group across all five dimensions, particularly in accurately identifying problems, collecting and analyzing information, proposing innovative alternative solutions, making optimal decisions, and evaluating the outcomes. Individual differences showed that students who actively engaged in group project work achieved better performance, emphasizing the essential role of collaboration and communication within the PBL framework.

Classroom observation and student response analysis indicated that project-based learning enhanced higher-order thinking skills, built greater confidence in dealing with practical geographic situations, and increased motivation to learn and explore environmental and geographic phenomena. Additionally, the study produced several practical recommendations, including the need to train teachers to design context-based projects, provide appropriate technological and geographic resources, and integrate self-assessment components to encourage students to monitor their progress.

In conclusion, the findings confirm the effectiveness of project-based learning as a modern instructional strategy that fosters problem-solving, analytical, and creative thinking skills among intermediate students. The study recommends applying this approach across other subjects to ensure a comprehensive development of 21st-century competencies.