The Effect of Project-Based Learning on the Development of Critical Reading Skills in Arabic Language Studies among Tenth Grade Vocational Female Students

Abstract

This study aimed to investigate the effect of using project-based learning on developing critical reading skills in the Arabic language subject among tenth-grade vocational female students. A quasi-experimental design was employed. The study sample consisted of 60 tenth-grade vocational female students from Nusayba Bent Kaab Vocational Secondary School for Girls, affiliated with the Salt District Directorate of Education in Jordan, during the first semester of the academic year (2025/2026). The two intact classes were randomly assigned to an experimental group (30 students) and a control group (30 students). A critical reading skills test was administered to both groups after establishing its validity and reliability. The results indicated that the experimental group, which was taught using project-based learning, outperformed the control group in the overall score of the critical reading skills test as well as in all individual skills. Accordingly, the study recommended expanding the design and implementation of projects and employing them in classroom instruction due to their effectiveness in developing critical reading skills.