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Exploring the effects of project-based learning in secondary mathematics education
Abstract
This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation.
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“At the non-cognitive level, studies indicate that PBL significantly enhances learning interest, motivation, classroom engagement, and self-efficacy, while effectively reducing mathematics anxiety (Alenezi, 2023; Holmes and Hwang, 2016).”
From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Holmes and Hwang, 2016
In the citing paper
“As Holmes and Hwang (2016) argued, learning within PBL environments demands active student engagement via hands-on projects and collaborative activities.”
From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Holmes and Hwang (2016)
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Metadata
- Authors
- Holmes, V.-L., & Hwang, Y.
- Affiliations
- Hope College (US)
- Corresponding author
- Holmes, Vicki-Lynn
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2016-05-11
- Volume
- 109
- Issue
- 5
- Pages
- 449-463
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W2353671407
- Cited by
- 172
- References
- 64
- Citations by year
- 2026: 14 · 2025: 18 · 2024: 20 · 2023: 29 · 2022: 26 · 2021: 27 · 2020: 18 · 2019: 11 · 2018: 6 · 2017: 3
- FWCI
- 29.59
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Educational Research (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › Problem and Project Based Learning
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- project-based learning, high school mathematics, algebra, geometry, student motivation, intrinsic motivation, critical thinking, peer learning, at-risk students, minority students, racial and ethnic diversity, socioeconomic status, achievement gap, public schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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