How does project-based-learning makes difference in secondary school mathematics

This study explores effects of project-based-learning (PBL) intervention on secondary school students' self-efficacy, interest-engagement, problem-solving attitudes and collaborative-learning approaches in mathematics. The primary objective is to evaluate extent to which PBL influences students’ learning experiences, motivation and problem-solving skills. Theoretical Framework for study is grounded in constructivist learning theory. A quasi-experimental design implemented that involves 2880 student responses, classroom observations and interviews with subset of students and teachers. The study compared an experimental-group exposed to PBL with control-group following traditional instructional methods. Findings reveal that PBL encourages ownership of learning by integrating real-life problem-solving scenarios. Strong positive associations were observed between collaborative learning and interest-engagement, with significant influence on problem-solving attitudes. Increased interest and engagement positively influenced self-efficacy which leads to high-confidence and motivation in experimental-group compared to control-group. Qualitative observations indicate that PBL nurtured critical thinking, teamwork and engagement that resulted in stimulating classroom environment. PBL in enabled students to nurture critical skills that has potential to bright future in higher education and better decision-making for professional challenges. The study demonstrates PBL's potential to redefine mathematics pedagogy by creating meaningful, real-world problem-solving opportunities that enhance cognitive and collaborative capacities. Study reported significant improvements across all four constructs.