### Abstract

The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real-world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students' achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students' scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

Original language | English |
---|---|

Pages (from-to) | 3-30 |

Number of pages | 28 |

Journal | Journal of Turkish Science Education |

Volume | 13 |

Issue number | Specialissue |

DOIs | |

Publication status | Published - 2016 |

### Fingerprint

### Keywords

- Engineering and Mathematics (STEM)
- Project-based Learning
- Science
- Technology

### ASJC Scopus subject areas

- Education
- Applied Psychology

### Cite this

*Journal of Turkish Science Education*,

*13*(Specialissue), 3-30. https://doi.org/10.12973/tused.10168a

**The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' Achievement in four mathematics topics.** / Han, Sunyoung; Rosli, Roslinda; Capraro, Mary M.; Capraro, Robert M.

Research output: Contribution to journal › Article

*Journal of Turkish Science Education*, vol. 13, no. Specialissue, pp. 3-30. https://doi.org/10.12973/tused.10168a

}

TY - JOUR

T1 - The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' Achievement in four mathematics topics

AU - Han, Sunyoung

AU - Rosli, Roslinda

AU - Capraro, Mary M.

AU - Capraro, Robert M.

PY - 2016

Y1 - 2016

N2 - The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real-world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students' achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students' scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

AB - The integration of project-based learning in Science, Technology, Engineering, and Mathematics activities has received much attention because of its potential in engaging students with real-world problem solving. This study was designed to examine the effectiveness of Science, Technology, Engineering, and Mathematics project-based learning lessons on students' achievement in algebra, geometry, probability and problem solving. The achievements of two groups of students who participated in the study were compared longitudinally in 2008, 2009, and 2010. The results showed that lessons integrating Science, Technology, Engineering, and Mathematics project-based learning improved students' scores in mathematics in general (d= 1.311), algebra (d=1.500), geometry (d=1.837), and probability (d=.487), but not in problem solving (d=.343). In addition, students in Science, Technology, Engineering, and Mathematics project-based learning schools showed higher scores in geometry, probability, and problem solving than those in non Science, Technology, Engineering, and Mathematics project-based learning schools. Implications for reforming instructional approaches and suggestions for further study were discussed.

KW - Engineering and Mathematics (STEM)

KW - Project-based Learning

KW - Science

KW - Technology

UR - http://www.scopus.com/inward/record.url?scp=84999098096&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84999098096&partnerID=8YFLogxK

U2 - 10.12973/tused.10168a

DO - 10.12973/tused.10168a

M3 - Article

AN - SCOPUS:84999098096

VL - 13

SP - 3

EP - 30

JO - Journal of Turkish Science Education

JF - Journal of Turkish Science Education

SN - 1304-6020

IS - Specialissue

ER -