The Impact of Project-Based Learning on Achievement in Secondary Mathematics.

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Systematic Review and Meta-Analysis Virtual Poster Session

Abstract

This meta-analysis investigates the impact of Project-Based Learning (PBL) on secondary mathematics achievement compared to traditional direct instruction methods. Analyzing data from ten peer-reviewed studies revealed a moderate overall effect size (Hedges’ g=0.673, p=0.003) of using PBL on mathematics achievement. There was significant heterogeneity in the results (I^2=94) suggesting that variability exists among effect sizes across studies. Analysis of moderators, however, found that PBL schools showed a decrease in mathematics achievement (β=-0.8560,p=0.0151). It is unclear if these effects are due to a schoolwide PBL focus or other aspects related to the demographics of the students or geographic region, but it highlights the significance of contextual factors in implementing PBL in mathematics education.

Author

• Angie Sostak, University at Buffalo - SUNY