Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills: Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills

Abstract: Research is considered a vital component for propelling progress and development. This study aims to investigate the
effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research
writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the
instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content
analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia
University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and
after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and
procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the
end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in
scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider
the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study
recommended the adoption of PBL in undergraduate programmes as well as in high school education