Student Engagement in Project-Based Learning Approach in Mathematics

The evolving landscape of education necessitates transformative approaches, emphasizing student engagement as a critical factor for effective learning. In this premise, this study investigated the impact of the Project-Based Learning (PBL) approach on student engagement in Grade 10 Geometry classes in a public high school in Arizona, USA during the Academic Year 2022-2023. Data for this descriptive study was collected from 199 Grade 10 Sophomore Geometry students in the above research environment using a self-made data-gathering instrument that has passed the rigorous tests of validity and reliability. The findings indicate that the majority of respondents were non-working female students enrolled in regular sections, with parents whose educational attainment were relatively modest. The ensuing analysis showed student engagement in PBL to be high across all essential factors of driving questions, sustained inquiry, authenticity, collaboration, 21st century skills, and public product. Moreover, no significant difference in student engagement were observed based on groupings by sex, student working status, and section for most PBL essentials. On the other hand, parental educational attainment played a pivotal role in shaping student engagement levels. The foregoing findings call for sustaining inquiry-based questions in PBL, recognizing family contributions, while revising class section policies to enhance collaborative learning environments. Keywords: PBL approach, student engagement, PBL essential factors, Geometry, Arizona, USA.