Abstract—The study aimed to identify the importance of
training female early childhood teachers in educational design
processes through project-based learning in order to improve
their educational design processes. In addition, the study sought
to identify the pros and cons of training on instructional design
through project-based learning from the students' perceptions,
and to provide recommendations and suggestions to overcome
any negatives. A mixed-method research design was used in this
study, in which a questionnaire was distributed to (40) female
students in the early childhood major in the College of
Education, Imam Abdul Rahman bin Faisal University, Saudi
Arabia, and interviews were conducted with (12) of them to get
a deeper understanding of possible areas of improvement in the
instructional design processes, and the pros and cons of training.
The results of this study revealed a clear improvement in the
educational design processes represented in analysis, design,
development, experimentation, and evaluation. The students
also showed positive improvement and development in 1) the
cognitive and skill aspects of instructional design processes, 2)
social skills, such as communication skills, leadership skills,
exchange of experiences, and appreciation of teamwork, and 3)
emotional skills, such as reducing anxiety and tension. At the
end of this study, the researchers have presented some
recommendations and suggestions in light of the improvement
aspects suggested by the participants.
Index Terms—Early childhood teacher, instructional design process, pre-service teacher' perceptions, project-based learning.
Mona A. Alromaih and Essa A. Alibraheim are with College of Education, Imam Abdulrahman Bin Faisal University, P.O. Box 1982, Dammam 31441, Saudi Arabia (e-mail: email@example.com, firstname.lastname@example.org).
Sabah A. Elsayed is with College of Education, Suez University, Suez, Egypt (e-mail: email@example.com).
Cite: Mona A. Alromaih, Sabah A. Elsayed, and Essa A. Alibraheim, "Study of Project-Based Learning to Improve the Instructional Design Process of Pre-service Early Childhood Teachers," International Journal of Information and Education Technology vol. 12, no. 12, pp. 1381-1389, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).