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Exploring the effects of project-based learning in secondary mathematics education

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  • Vicki-Lynn Holmes
  • Yooyeun Hwang

Abstract

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation.

Suggested Citation

  • Vicki-Lynn Holmes & Yooyeun Hwang, 2016. "Exploring the effects of project-based learning in secondary mathematics education," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(5), pages 449-463, September.
    • Handle: RePEc:taf:vjerxx:v:109:y:2016:i:5:p:449-463
    DOI: 10.1080/00220671.2014.979911
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    Cited by:

    1. Nadia Rehman & Wenlan Zhang & Amir Mahmood & Muhammad Zeeshan Fareed & Samia Batool, 2023. "Fostering twenty-first century skills among primary school students through math project-based learning," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-12, December.
    2. Jens Dietrichson & Trine Filges & Rasmus H. Klokker & Bjørn C. A. Viinholt & Martin Bøg & Ulla H. Jensen, 2020. "Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 16(2), June.

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