The role of project-based learning in improving the writing ability and sub- writing 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 sub-writing 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 sub-writing 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. © 2024 The Authors