The  Effect of science, technology, engineering and mathematics (STEM) project based learning (PBL) on students’ achievement in four mathematics topics

Sunyoung  Han; Roslinda  Roslı; Mary M.  Capraro; Robert M.  Capraro

doi:10.36681/

Authors

Sunyoung Han Sungkyunkwan University, Seoul–REPUBLIC of KOREA
Roslinda Roslı The National University of Malaysia–MALAYSIA
Mary M. Capraro Aggie STEM & Texas A&M University, Texas–USA
Robert M. Capraro Aggie STEM & Texas A&M University, Texas–USA

DOI:

https://doi.org/10.36681/

Keywords:

Project-based Learning, Science and Technology, Engineering and Mathematics (STEM)

Abstract

The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real–world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students’ achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students’ scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

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