000			01789nam a22002537a 4500
003			OSt
005			20240829092859.0
008			240829b |||||||| |||| 00| 0 eng d
022			_a0022-0671
040			_cDSSC
082			_aPer/510/H749/2016
100			_aHolmes, Vicki-Lynn _911497
130			_aThe Journal of Educational Research _911399
245			_aExploring the effects of project-based learning in secondary mathematics education _cby Vicki-Lynn Holmes and Yooyeung Hwang
300			_app. 449-463
336			_atext
337			_aunmediated
338			_avolume
440			_vvol. 109, n5 _x0022-0671
500			_aThis 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.
650		0	_aMathematics. _96644
650		0	_aEducation-Experimental methods _911480
942			_2ddc _cPINDEX
999			_c8282 _d8282