The Effectiveness of Training on the use of Project-Based learning Methods in Developing the Teaching Skills of Middle School Science Teachers

The current research aimed to measure the effectiveness of training on using project-based learning methods in developing teaching skills among intermediate science teachers. To verify the research hypotheses, a cognitive test and an observation card were used. The experimental treatment materials included the training program in light of project-based learning methods to develop teaching skills among intermediate science teachers. The current research used the experimental method with a quasi-experimental design based on a single-group design with a pre-post application to determine the effect of an independent variable on a dependent variable. The research sample consisted of an experimental group of (30) science teachers in the Jazan region. The research tools were applied to the research sample pre- and post-tests. The research found a statistically significant difference at the level of (0.05) between the average scores of the experimental group members in the pre- and post-test applications of the cognitive test, as well as the observation card, in favor of the post-test, which indicates the effectiveness of the training program in developing teaching skills among intermediate science teachers in the Jazan region. In light of the results reached, the research recommended several recommendations, including: training science teachers to use project-based learning methods when teaching science courses for different educational levels; it is also important to consider the use of diverse teaching methods by middle school science teachers, including project-based learning methods, to teach science subjects, which contributes to a better understanding of the subject.