Abstract

This study aimed to investigate the effect of Project-Based Learning (PBL) on the mathematical ability of the ninth-grade female students. The study used a quasi-experimental approach. The study sample consisted of (47) female students enrolled in one of public school in Jerash for the academic year 2018/2019, they were distributed into two groups, the experimental group (n = 26) which was taught mathematics through project-based learning (PBL), and the control group (n = 21), which was taught through the traditional method. To achieve the objectives of the study, four projects were used to teach the unit of trigonometric ratios, and a mathematical ability test was applied before and after the experiment. The findings revealed that the experimental group scored higher than the control group on the mathematical ability test as a whole and on each of its components (generalization, Logic, reversibility, flexibility), which means that there were statistically significant differences between the means of the experimental and the control groups on the mathematical ability test and on its components due to the teaching method, in favor of the experimental group. In regard of the results, it was recommended that the teachers of mathematics could adopt the project-based learning approach in teaching mathematics and more studies dealing with projectbased learning in mathematics should be conducted in different educational levels and different mathematics subjects.