Navigating Distractions: A Convergent- parallel Study on the Attention Control among College Students

The need for the ability to solve complex problems is becoming increasingly urgent in the 21st century. However, traditional teaching methods often fall short in preparing students in Science, Technology, and Engineering (STE) for this critical challenge. Project-Based Learning (PBL) offers a powerful alternative, fostering active learning through the creation of real-world projects that engage students in meaningful learning experiences. This quasi-experimental study investigated how a cross-curricular PBL approach would affect the problem-solving skills of Grade 10 Science, Technology, and Engineering students (N = 22) over the course of a six-month intervention period. Students were separated into an experimental group (PBL-modified projects) and a control group (traditional teaching). The experiment measured pre- and post-test scores of problem-solving performances. Surveys then measured student knowledge and attitudes about PBL. Both groups made significant improvements (control: M = 27.00 to 30.91, p = .001, d = .58; experimental: M = 30.82 to 42.36, p < .001, d = 1.75), but the experimental group made more progress. The knowledge and attitude scale reliabilities were acceptable (Cronbach’s α = .82, .79). Although the findings are favorable for PBL as a way to enhance problem-solving capacity in STE education, the small non-randomized sample size limits the generalization of the findings. Schools should consider the adoption of integrated PBL approach, as well as provide professional development for teachers to design.