The role of project-based learning in improving the writing ability and subwriting abilities of 10th grade Amharic speaking students

The Objective of this study is to examine the role of Project-Based Learning in improving the writing and subwriting
abilities (content, organization of ideas, word choice and use, language use, and Mechanism) of
Amharic-speaking students. To achieve the objective, a quasi-Experimental method was employed and supported
by Quantitative research analyses. The study includes 10th grade students in schools aged 16 to 19 Participants
from Nigus Teklehaymanot General Secondary and Preparatory School in Debremarkos City, East Gojam Zone,
Amhara Region, Ethiopia. The data obtained from the participants were analyzed by independent sample t-test
and multivariate analysis (MANOVA) methods. According to the results, the overall writing ability and subwriting
abilities scores of the experimental group were found to be significantly (p.05) better than the overall
writing ability and sub-writing abilities scores of the controlled group. Thus, the study showed that project-based
learning has a significant role in improving students’ overall and sub-writing abilities. The results also indicate
that the role of project-based learning in the learning process of writing is high. Therefore, it is suggested that the
use of project-based learning activities in the teaching and learning process of writing contributes to the
improvement of students’ overall and sub-writing abilities.