The influence of project-based learning on student achievement in elementary mathematics education

Abstract

An effective instructional approach in elementary mathematics education has a significant role in the understanding of mathematical concepts and overall student achievement. We point out the characteristics, significance and effects that may be achieved in mathematics education through the application of project-based learning. The aim of the study was to examine the effects of project-based learning on student achievement in lower elementary mathematics education and examine whether the project-based model was equally acceptable to students with different marks. We arranged quasi-experimental research instruction (experiment with parallel groups), on a sample (N = 147) in order to examine whether an instructional approach based on the principles of project-based work would achieve better effects of learning and student achievement compared to the usual way of learning implemented in mathematics education. Results of the final measurements show that students in the experimental group, who worked according to the model of project-based work, achieved better compared to students who worked in the usual way. With this study we have shown that project-based instruction has significant effects on student achievement in lower elementary mathematics education, and that it can undoubtedly contribute to the methodological empowerment of teachers in their teaching practice.

The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills

“…The provision of authentic phenomena in implementing the PjBL model is in accordance with the principles of learning that can be understood, focused, and attention to students' growth and cognitive needs (Mastrothanasis et al, 2018). Modern learning demands are also accommodated in this study, requiring project-based learning to meet actual demands (Lazić et al, 2021). Learning in the experimental group integrates constructivist and cognitive-social principles, where students gain knowledge through actively constructing knowledge based on their social context.…”

A study of the impact of project-based learning on student learning effects: a meta-analysis study

“… * To avoid the inclusion of literature that did not provide group size numbers from influencing the study results, only literature that did provide data was included in the analysis here. Other literature included in the meta-analysis ( Beier et al, 2019 ; Castro-Vargas et al, 2020 ; Chung, 2021 ; Ergül and Kargın, 2014 ; Hugerat, 2016 ; Hung et al, 2012 ; Lazić et al, 2021 ; Lin and Lu, 2018 ; Mark, 2022 ; Ozdamli and Turan, 2017 ; Ruiz-Rosa et al (2013 ; Wang et al, 2016 ; Wurdinger and Qureshi, 2015 ; Zulaeha et al, 2020 .). …”

“…Other literature included in the meta-analysis ( Beier et al, 2019 ; Castro-Vargas et al, 2020 ; Chung, 2021 ; Ergül and Kargın, 2014 ; Hugerat, 2016 ; Hung et al, 2012 ; Lazić et al, 2021 ; Lin and Lu, 2018 ; Mark, 2022 ; Ozdamli and Turan, 2017 ; Ruiz-Rosa et al (2013 ; Wang et al, 2016 ; Wurdinger and Qureshi, 2015 ; Zulaeha et al, 2020 .).…”

Project-Based Learning Model to Improve Student's Hands and Feet Motor Skills in Rhythmic Gymnastics

“…The results of this study imply that the constructed learning environment places pressure on students' efforts to complete projects and encourages the development of more frequent information sharing. In order to boost motivation and learning results, students must be able to take full advantage of teacher instruction using the PBP model, which emphasizes learning activities in teams or groups (Lazić et al, 2021)…”