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This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking skills and academic achievement between the groups to which different teaching methods were applied. In the study, it was understood that the group to which PBTM was applied was more successful than the other groups in terms of metacognitive thinking skills and academic achievements. It was observed that there was a significant difference between the pre-test and post-test scores regarding the metacognitive thinking skills and academic achievement of the group to which PBTM was applied. On the other hand, it was determined that there was no significant difference in terms of the scores regarding social intelligence levels between the groups to which different teaching methods were applied in the study. It was observed that there was no significant difference between the social intelligence variable pre-test and post-test scores of the groups. In conclusion, the study revealed that different teaching methods used in lessons affected students' social intelligence, metacognitive thinking and academic achievement at different levels.
GÜNDÜZALP et al. (Thu,) studied this question.