The Use of Project-Based Learning to Develop Self-Discipline in Primary School Settings

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dc.contributor.authorTurybekova S.
dc.date.accessioned2026-10-23T04:18:47Z
dc.date.available2026-10-23T04:18:47Z
dc.date.issued2026
dc.description.abstractThis study investigates the effectiveness of Project-Based Learning (PBL) in developing self-discipline among primary school students in an English as a Foreign Language (EFL) classroom. Self-discipline implies learners’ ability to control their actions and behavior, perform assigned tasks conscientiously and take an active part in the learning processes. Even though the popularity of PBL continues growing in modern education and more researchers discuss the benefits of this teaching strategy, few studies investigate the impact of PBL on learners’ behavior, especially among younger students enrolled in EFL programs in Central Asia. A quasi- experiment was conducted with 18 participants aged between 9-10 years old. A mixed-method concurrent methodology was chosen because it allowed to collect quantitative data through pre- and post-test questionnaires composed of 10 items evaluating self-discipline, responsibility and engagement of students in speaking and collaborative activities (on the 5-point Likert scale) and qualitative data via classroom observations carried out by six teachers for four weeks. According to the questionnaire results, considerable positive changes have been noted in terms of responsibility for teamwork (from 3.22 to 4.0), task organization (from 3.0 to 4.11) and completing homework (from 3.22 to 4.0); the average self-discipline score increased from 3.0 to 3.7. Furthermore, observation reports revealed higher levels of students’ independence, collaboration skills and tendency to use English in group discussions. Youngsters showed greater independence in the process of learning and less reliance on teachers.Based on the obtained results, PBL can be regarded as an efficient teaching strategy which facilitates language learning and promotes behavioral outcomes, including self-discipline. This paper is aimed at enriching the literature review concerning the use of PBL at Kazakhstani schools. Further research should explore the longterm impact of PBL on students’ self-discipline.
dc.identifier.citationTurybekova S / The Use of Project-Based Learning to Develop Self-Discipline in Primary School Settings / SDU University / Department of Language Education
dc.identifier.urihttps://repository.sdu.edu.kz/handle/123456789/2688
dc.language.isoen
dc.publisherSDU University
dc.subjectProject-Based Learning
dc.subjectself-discipline
dc.subjectprimary education
dc.subjectEFL classroom
dc.subjectmixed methods
dc.titleThe Use of Project-Based Learning to Develop Self-Discipline in Primary School Settings
dc.typeThesis

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