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Project-Based Learning: A Correlational Study on STEM Identity and Engagement for Middle-Grade Students.

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Title: Project-Based Learning: A Correlational Study on STEM Identity and Engagement for Middle-Grade Students.
Authors: Tshering, Kinga1 kingat@moesd.gov.bt, Gyeltshen, Norbu1 norgyel86@education.gov.bt, Sherpa, Sonam Zangpo1 szsherpa.szs@gmail.com, Namgyal, Gayleg1 gaylegnamgyal20@education.gov.bt, Mongar, Damber Singh1 dambersm@moesd.gov.bt
Source: International Journal of Instruction. Jul2026, Vol. 19 Issue 3, p141-156. 16p.
Subject Terms: *Project method in teaching, *Student engagement, *Science education, *Educational change, *Secondary education, *Statistical correlation, *Longitudinal method
Geographic Terms: Bhutan
Abstract: This study examines the impact of Project-Based Learning (PBL) on STEM identity and engagement among middle-grade students in Bhutan. Although STEM education is incorporated into Bhutan's curriculum, student performance in STEM subjects remains poor necessitating pedagogical transformation. This longitudinal study employed a repeated measures experimental design, evaluating changes in STEM identity and engagement across three time points using validated survey instruments. The study involved 47 students from grades IX and X. Correlational analyses examined relationships within and between STEM identity and engagement subscales. Findings revealed a significant increase in STEM identity and engagement following the PBL intervention, although scores declined slightly in the final survey, indicating the need for sustained reinforcement. Although there was significant correlation within STEM identity and engagement, however, no statistically significant correlation was observed between STEM identity and engagement. These results suggest that while PBL effectively enhances STEM identity and engagement, instructional strategies might be required to establish a stronger correlation between the two constructs. Therefore, Educational policies in Bhutan should integrate systematic PBL frameworks, selected pedagogical support, and assessment approach to support link between STEM identity development and student engagement. Furthermore, Future research could explore long-term effects of PBL and incorporate mixed-method approaches to capture deeper insights. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Project-Based Learning: A Correlational Study on STEM Identity and Engagement for Middle-Grade Students.
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  Data: <searchLink fieldCode="AR" term="%22Tshering%2C+Kinga%22">Tshering, Kinga</searchLink><relatesTo>1</relatesTo><i> kingat@moesd.gov.bt</i><br /><searchLink fieldCode="AR" term="%22Gyeltshen%2C+Norbu%22">Gyeltshen, Norbu</searchLink><relatesTo>1</relatesTo><i> norgyel86@education.gov.bt</i><br /><searchLink fieldCode="AR" term="%22Sherpa%2C+Sonam+Zangpo%22">Sherpa, Sonam Zangpo</searchLink><relatesTo>1</relatesTo><i> szsherpa.szs@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Namgyal%2C+Gayleg%22">Namgyal, Gayleg</searchLink><relatesTo>1</relatesTo><i> gaylegnamgyal20@education.gov.bt</i><br /><searchLink fieldCode="AR" term="%22Mongar%2C+Damber+Singh%22">Mongar, Damber Singh</searchLink><relatesTo>1</relatesTo><i> dambersm@moesd.gov.bt</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Instruction%22">International Journal of Instruction</searchLink>. Jul2026, Vol. 19 Issue 3, p141-156. 16p.
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  Data: This study examines the impact of Project-Based Learning (PBL) on STEM identity and engagement among middle-grade students in Bhutan. Although STEM education is incorporated into Bhutan's curriculum, student performance in STEM subjects remains poor necessitating pedagogical transformation. This longitudinal study employed a repeated measures experimental design, evaluating changes in STEM identity and engagement across three time points using validated survey instruments. The study involved 47 students from grades IX and X. Correlational analyses examined relationships within and between STEM identity and engagement subscales. Findings revealed a significant increase in STEM identity and engagement following the PBL intervention, although scores declined slightly in the final survey, indicating the need for sustained reinforcement. Although there was significant correlation within STEM identity and engagement, however, no statistically significant correlation was observed between STEM identity and engagement. These results suggest that while PBL effectively enhances STEM identity and engagement, instructional strategies might be required to establish a stronger correlation between the two constructs. Therefore, Educational policies in Bhutan should integrate systematic PBL frameworks, selected pedagogical support, and assessment approach to support link between STEM identity development and student engagement. Furthermore, Future research could explore long-term effects of PBL and incorporate mixed-method approaches to capture deeper insights. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.29333/iji.2026.1938a
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        Text: English
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      – SubjectFull: Bhutan
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              Text: Jul2026
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