Implementing Project-Based Learning to Enhance Secondary Students' Oral Presentations = Thực hành học tập qua dự án nhằm nâng cao kỹ năng thuyết trình cho học sinh Trung học Cơ sở

Tóm tắt

This study investigates how project-based learning (PBL) enhances the oral presentation skills of secondary school students in Vietnam. Due to the emphasis on memorization and passive learning in traditional education, students frequently find it difficult to verbalize their thoughts. The study applying Stoller’s (2020) five-step model seeks to assess the effects of PBL on students' presentation skills and their perceptions of this learning approach. Utilizing a mixed-methods action research, the study incorporates qualitative and quantitative data collection instruments such as questionnaires, oral presentation scores, and semi-structured interviews. Research findings show that PBL greatly enhanced students' ability to present information effectively, especially in terms of clear communication, structure, and delivery, thanks to consistent practice and helpful feedback. Students show favorable attitudes towards PBL, appreciating its interactive and collaborative aspects. Despite these improvements, challenges such as presentation anxiety and struggles with structuring thoughts remained, underscoring the importance of tailored assistance. The study provides insights into how PBL can improve oral presentation skills and emphasizes the importance of tailored strategies for addressing individual student needs. This research advocates for a wider adoption of PBL to enhance student engagement and skill development, and it offers valuable recommendations for educators, curriculum designers, and policymakers