Altering students’ attitude towards learning mathematics through project-based learning: A mathematics project DOI Creative Commons
Nadia Rehman, Xiao Huang, Amir Mahmood

et al.

South African Journal of Education, Journal Year: 2025, Volume and Issue: 45(1), P. 1 - 14

Published: Feb. 28, 2025

Project-based learning (PBL) is increasingly recognised as a transformative alternative to traditional, instructor-centred education, fostering positive student attitudes towards learning. However, public schools in Pakistan largely adhere conventional teaching methods, contributing poor mathematics achievement and negative attitudes. In this study we explored the potential of PBL enhance performance among students Pakistani schools. Grounded constructivist theory, which emphasises active, experiential learning, employed quasi experimental design study. The group received PBL-based instruction, while control was taught using traditional methods. Pre-intervention post-intervention assessments were conducted for both groups measure achievement. Quantitative data collected through an attitude scale test, qualitative insights gathered via structured interviews. Statistical analysis quantitative data, Wilcoxon signed-rank test independent sample t-test, revealed significant improvement group’s toward (z = -4.570, p < .001) (p .001). Thematic further highlighted that positively influenced students’ perceptions success receiving favourable feedback from teachers students. These findings underscore improve instruction outcomes primary education. Future research should examine applicability across diverse school settings, grade levels, age establish its broader efficacy varied educational contexts.

Language: Английский

Project-Based Learning as a Catalyst for 21st-Century Skills and Student Engagement in the Math Classroom DOI Creative Commons
Nadia Rehman, Xiao Huang, Amir Mahmood

et al.

Heliyon, Journal Year: 2024, Volume and Issue: 10(23), P. e39988 - e39988

Published: Nov. 15, 2024

Language: Английский

Citations

7
Emerging trends and effective strategies in STEM teacher professional development: A systematic review DOI Creative Commons
Nadia Rehman, Xiao Huang, Amir Mahmood

et al.

Humanities and Social Sciences Communications, Journal Year: 2025, Volume and Issue: 12(1)

Published: Jan. 7, 2025

Effective STEM education is closely linked to teacher professional development (TPD) quality. In response the evolving demands of education, Chinese government has implemented numerous TPD programs across various cities and districts. This research systematically reviews 31 studies identify common objectives projects, evaluate their impact on teachers' competencies instructional methods, explore factors influencing project outcomes. The methodology involved extracting data thematic analysis provide qualitative insights into effectiveness programs. findings highlight a significant emphasis interdisciplinary integration, innovative curriculum reform, technological proficiency among teachers. Furthermore, identifies need extend training periods targeted address specific regional challenges shortage qualified While there preference for interactive, in-person sessions, shift toward online modalities reflects changing paradigms. Integrating fields educational settings fosters more dynamic academic environment. However, review also notes predominance interviews surveys in collection, underscoring diverse robust empirical methodologies. Standardizing collection adopting comprehensive evaluation approaches are recommended enhance These foundation refining China, calling holistic evaluations future research.

Language: Английский

Citations

0
Altering students’ attitude towards learning mathematics through project-based learning: A mathematics project DOI Creative Commons
Nadia Rehman, Xiao Huang, Amir Mahmood

et al.

South African Journal of Education, Journal Year: 2025, Volume and Issue: 45(1), P. 1 - 14

Published: Feb. 28, 2025

Project-based learning (PBL) is increasingly recognised as a transformative alternative to traditional, instructor-centred education, fostering positive student attitudes towards learning. However, public schools in Pakistan largely adhere conventional teaching methods, contributing poor mathematics achievement and negative attitudes. In this study we explored the potential of PBL enhance performance among students Pakistani schools. Grounded constructivist theory, which emphasises active, experiential learning, employed quasi experimental design study. The group received PBL-based instruction, while control was taught using traditional methods. Pre-intervention post-intervention assessments were conducted for both groups measure achievement. Quantitative data collected through an attitude scale test, qualitative insights gathered via structured interviews. Statistical analysis quantitative data, Wilcoxon signed-rank test independent sample t-test, revealed significant improvement group’s toward (z = -4.570, p < .001) (p .001). Thematic further highlighted that positively influenced students’ perceptions success receiving favourable feedback from teachers students. These findings underscore improve instruction outcomes primary education. Future research should examine applicability across diverse school settings, grade levels, age establish its broader efficacy varied educational contexts.

Language: Английский

Citations

0