A Project-Based Learning Approach to Teaching Post-1975 Short Stories in Vietnamese Upper Secondary Schools
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In the context of competency-based educational reform, the selection and implementation of student-centered instructional approaches have become an essential requirement in upper secondary education. Project-Based Learning (PBL) is widely regarded as an effective instructional approach that connects academic knowledge with real-world contexts while fostering students’ autonomy and creativity. However, the application of PBL in literature education—particularly in teaching Vietnamese short stories written after 1975—remains limited and lacks sufficient empirical evidence.
This article reports the findings of an experimental study examining the effectiveness of Project-Based Learning in teaching post-1975 Vietnamese short stories at the upper secondary level. The study employed a quasi-experimental design involving Grade 12 students at a Vietnamese high school, with an experimental group taught using PBL and a control group taught using traditional instructional methods. Data were collected through pre- and post-tests and a student learning-interest questionnaire.
The results indicate that Project-Based Learning significantly improves students’ learning outcomes and learning engagement in the study of post-1975 Vietnamese short stories. Based on these findings, the article proposes pedagogical implications for enhancing the effectiveness of literature teaching in Vietnamese upper secondary schools.
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