Evaluating Project Based Learning in Science and Technology Education: A Statistical Approach within Education Informatization Governance

Schools, society, families, and other stakeholders must use information technology to improve communication and collaboration in order to implement education informatization governance. Enhancing Project Based Learning (PBL) in science and technology education is largely dependent on education informatization governance. In order to promote scientific and technology literacy of students, this research work builds a collaborative learning system that involves the community, school, and home. An empirical analysis is performed to evaluate the efficiency of PBL system between an experimental and control group. In this analysis, 89 students were participated and the experimental group used an online learning environment with information governance. SPSS was used to analyze the data. An independent sample t-test is used to assess variations in learning outcomes, attitudes toward scientific inquiry, and creativity. The statistical results demonstrated the significant improvement in the performance of experimental group with a higher post-test score (M = 85.40, SD = 7.50) compared to the control group (M = 76.80, SD = 8.25), t(87) = 5.319, p < .001, d = 1.13. Also, the students in the experimental group shown improvements in problem-solving, interdisciplinary knowledge, and creativity. The research findings suggest that integrating informatization governance with PBL can significantly improve engagement of the students and learning outcomes in science and technology education. The PBL system of science and technology education with information governance provides a feasible approach for the implementation of the new curriculum standard in the practical level of science and technology education. This is useful to enrich the quality of the students and encourage the coordination family, school and community.