The Effect of STEM Project-Based Learning on Hispanic and At-Risk Students’ Mathematics Achievement

• In Event: STEM Issues Related to Race, Class, and Gender

Abstract

This study investigated the effect of science, technology, engineering, and mathematics (STEM) project based learning (PBL), especially on Hispanic and at-risk students’ mathematics achievement. The participants were 528 students in the three STEM PBL high schools and 2,688 students in non-STEM PBL schools in the same region. Latent growth modeling was used to analyze the repeated measures, Texas Assessment of Knowledge and Skills mathematics tests, across years from 2008 to 2010. STEM PBL instruction positively influenced Hispanic students’ achievement in mathematics, but not at-risk students. Hispanic students in STEM PBL schools showed higher growth rates of mathematics achievement across three years.

Authors

• SunYoung Han, Texas Tech University

• Robert M. Capraro, Texas A&M University

• Mary Margaret Capraro, Texas A&M University