The Impact of STEM Project-Based Learning on Students' Affective Mathematics Engagement

• In Event: 81.032 - MTCC Roundtable Session 37
  In Roundtable Session: 81.032-11 - Problem-Based Learning Effects on Engagement, Learning Strategies, and Outcomes

Abstract

The integration of Science, Technology, Engineering, and Mathematics Project-Based Learning (STEM PBL) has received much attention because of its ability to improve students’ affective mathematics engagement. This study was designed to investigate the effectiveness of STEM PBL on students’ development in affective mathematics engagement. The results indicated that students in STEM PBL demonstrated greater positive affective mathematics engagement than those in non-STEM PBL. In particular, STEM PBL students have higher affective mathematics engagement than non-STEM PBL students in terms of LMTY, CTO, IRIT, and LHSIA. Non-STEM PBL students have higher affective mathematics engagement than STEM PBL students in terms of SOOT, GTJD, PE, and DDM.

Authors

• Yujin Lee, Texas A&M University - College Station

• Robert M. Capraro, Texas A&M University - College Station

• Ali BICER, University of Wyoming

• Mary Margaret Capraro, Texas A&M University - College Station