Not all the learners are supposed to get the hang of the same material in the same way largely because of their individual differences and their different achievement levels. Pedagogy should, therefore, provide ample opportunities for all the subjects to benefit from the educational program. This article sought to examine the effects of project-based learning strategy (PBL) on the learning performance of the learners with different achievement levels (high, middle, and low). To this end, a sample of 78 students majoring in Educational Technology in Arak University who enrolled in the System -Based Education (SBE) course was selected. They were randomly assigned to one of the two groups: the experimental group (PBL strategy) and control group (conventional teaching strategy). The treatment involved 12 sessions, with each session lasting approximately 90 minutes. Results of two-way ACNOVA revealed that there was no significant difference between the experimental group and the control group in terms of their learning performance. It was, however, observed that low achievers obtained higher mean scores in PBL strategy whereas high achievers fared better when exposed to conventional teaching strategies. Students who demonstrated a mediocre level of performance performed almost equally with the two teaching strategies.
