The Effectiveness of Project-Based Mathematics in Terms of Learning Environment, Attitudes, Academic Efficacy, and Achievement

• In Event: 35.059 - Promoting Learning Environments That Increase Student Engagement and Achievement in STEM Classrooms

Abstract

In this study of first-year high school students in South Australia, we evaluated the effectiveness of project-based mathematics among a sample of 284 students in 7 project-based and 3 comparison classes. A mixed-methods approach combined quantitative data from learning environment, attitude, academic efficacy and achievement scales with classroom observations and student interviews. MANOVA revealed differences between project and comparison students in terms of some learning environment, attitudes and achievement scales, and that the project method was differentially effective for males and females. Observations and interviews generally supported and embellished the findings based on quantitative methods.

Authors

• Paul E. Rijken, University of Adelaide

• Barry J. Fraser, Curtin University