01789nam a22002537a 4500 OSt 20240829092859.0 240829b |||||||| |||| 00| 0 eng d 0022-0671 DSSC Per/510/H749/2016 Holmes, Vicki-Lynn 11497 The Journal of Educational Research 11399 Exploring the effects of project-based learning in secondary mathematics education by Vicki-Lynn Holmes and Yooyeung Hwang pp. 449-463 text unmediated volume vol. 109, n5 0022-0671 This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra-and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation. Mathematics. 6644 Education-Experimental methods 11480 ddc PINDEX 8282 8282 0 0 ddc 0 0 SPMT-CAS SPMT-CAS 2024-08-29 0 Per/510/H749/2016 2024-08-29 00:00:00 2024-08-29 PINDEX