The effects of project based learning on student outcomes in a geometry classroom

Abstract

Students engaged in Project Based Learning as a way to deepen and apply their knowledge of trigonometry, improve their perceptions of the content, connect with the world around them, and engage in practices commonly utilized in science and engineering. The project was centered around the re-design and relocation of a historic barn on the campus of Kimball Union Academy in Meriden, NH, and students were asked to consider how the barn might be modernized to include passive and active solar technologies. Pre- and post- intervention content assessments, Likert surveys, student worksheets, and written reflections were used as data collection instruments. Data were processed using both quantitative and qualitative analysis strategies. The results suggested that students made gains in their subject-matter proficiency, attitude toward math, ability to make connections, and engagement with applicable science and engineering practices.