The influence of project-based learning on student engagement and achievement

Abstract

This project exposed students to varying methods of project-based learning strategies throughout a specific unit. Quantitative assessments, surveys, student observations, and focus groups were used to collect data. The experimental group consisted of three class periods that were exposed to the project-based learning strategies, while the control group consisted of three other class periods that continued their traditional unit activities. The results suggested that more students score in the proficient range through project-based learning.