The Effect of STEM Project-Based Learning on Students' Self-Regulation and Motivation

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: STEM, Pedagogy, and Reflection

Abstract

The purpose of this study was to investigate the effect of science, technology, engineering, and mathematics (STEM) project-based learning (PBL) on students’ self-regulation and motivation to learn. Secondary students (n=56) participated in a STEM summer camp in which STEM PBL was utilized. Participants were administered a questionnaire prior to and after the camp, and results showed that their self-regulation (p <.05) and motivation to learn (p <.05) statistically significantly increased from pre- to post-test. These findings support the use of STEM PBL for fostering students’ self-regulation and motivation to learn.

Authors

• Hyunkyung Kwon, Texas A&M University - College Station

• Yujin Lee, University of North Dakota

• Ashley M Williams, Texas A&M University

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