This study aimed to investigating the impact of project-based learning strategy on action research skills of Jordanian basic school students in light of some variables while teaching the unite of "Water". Semi-experimental design was used on a sample of 9th grade female students distributed in experimental group of (40) and a control group of (40), an action research skills scale was applied (pre-post). The results showed that there were statistically significant differences between the two means of the post-measurement of action research skills in favor of the experimental group with effect size of (30.20%) indicated by the value of the squared eta ([eta-squared]). And significant differences between the means of action research skills attributed to the level of achievement with size effect of (%7.80) in favor of high and medium achievers. Also, there are no statistically significant differences between the means of the post-measurement of action research skills due to the variables (future streaming trends, the interaction between the teaching method and the level of achievement, and the interaction between the teaching method and future streaming trends). It's recommended to activating project-based learning strategy in teaching different science curricula, and examine same variables in different grades levels.