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

Sunyoung Han, Roslinda Rosli, Mary M. Capraro, Robert M. Capraro

Research output: Contribution to journalArticle

8 Citations (Scopus)

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 languageEnglish
Pages (from-to)3-30
Number of pages28
JournalJournal of Turkish Science Education
Volume13
Issue numberSpecialissue
DOIs
Publication statusPublished - 2016

Fingerprint

Mathematics
Learning
mathematics
engineering
Students
Technology
science
learning
student
school

Keywords

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

ASJC Scopus subject areas

  • Education
  • Applied Psychology

Cite this

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.

In: Journal of Turkish Science Education, Vol. 13, No. Specialissue, 2016, p. 3-30.

Research output: Contribution to journalArticle

@article{924fe85a599b430290ccbaf745c052e0,
title = "The effect of Science, technology, engineering and mathematics (STEM) project based learning (PBL) on students' Achievement in four mathematics topics",
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.",
keywords = "Engineering and Mathematics (STEM), Project-based Learning, Science, Technology",
author = "Sunyoung Han and Roslinda Rosli and Capraro, {Mary M.} and Capraro, {Robert M.}",
year = "2016",
doi = "10.12973/tused.10168a",
language = "English",
volume = "13",
pages = "3--30",
journal = "Journal of Turkish Science Education",
issn = "1304-6020",
publisher = "Ekip Buro Makineleri A.S.",
number = "Specialissue",

}

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

VL - 13

SP - 3

EP - 30

JO - Journal of Turkish Science Education

JF - Journal of Turkish Science Education

SN - 1304-6020

IS - Specialissue

ER -