Students’ Perceptions of Implementing a Project-Based Learning Model with Hybrid Learning in Critical Reading

Abstract

Critical reading requires the ability to comprehend, analyze, evaluate, and reflect on information with a discerning and objective perspective. This skill involves understanding persuasive arguments, interpreting texts within their appropriate contexts, and identifying biases and manipulative tactics. The study aims to explore students’ perceptions of using the Project-Based Learning (PJBL) model in critical reading within hybrid learning environments, as well as to outline the six steps of PJBL implementation in teaching and learning critical reading. Employing a mixed-methods approach, quantitative analysis examined data gathered from students’ responses to a questionnaire on the utilization of PJBL via hybrid in critical reading, while qualitative analysis delved into interview data and the six steps of PJBL implementation. Results demonstrate that students hold a favorable view of the PJBL model’s effectiveness in enhancing critical reading skills through hybrid learning, as indicated by the prevalence of ‘strongly agree’ and ‘agree’ responses. Interview data further reveals students’ positive reception to PJBL implementation via blended learning in academic reading.