SYSTEMATIC REVIEW: EVALUATING THE PROJECT-BASED LEARNING IMPACT ON SCIENCE PROCESS SKILLS OF STEM STUDENTS

Systematic studies on the effect of project-based learning on students' science process skills (SPS) are limited. This study, therefore, investigates the effect of project-based learning on SPS among STEM students through a systematic review. A total of 28 studies were synthesized following PRISMA guidelines. The results indicate that project-based learning has a significant effect on STEM students’ SPS. Moreover, subgroup analysis indicated that most of the studies reviewed were carried out in Biology (17.86%) and Physics (17.86%). Also revealed is that written test (57.14%) is the most common means of measuring SPS, followed by test and observation combined (17.86%). Also shown was that many of the studies were conducted at the secondary school level (50.0%), followed by primary school and university, among other findings. It was suggested that STEM teachers should employ PjBL to inculcate SPS in students, among other strategies.