Effect of Project-Based Learning on Middle School Students' Conceptual Understanding of Mechanics: A Quasi-Experimental Study
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| Title: | Effect of Project-Based Learning on Middle School Students' Conceptual Understanding of Mechanics: A Quasi-Experimental Study |
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| Language: | English |
| Authors: | Zhomart Naushabekov (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2025 13(3):225-237. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Student Projects, Active Learning, Concept Formation, Grade 9, Scientific Concepts, Mechanics (Physics), Scientific Principles, Foreign Countries, Program Effectiveness |
| Geographic Terms: | Kazakhstan |
| Assessment and Survey Identifiers: | Force Concept Inventory |
| ISSN: | 2301-251X |
| Abstract: | This research investigated the effect of project-based learning (PjBL) on students' conceptual understanding of mechanics. For this purpose, a quasi-experimental research design was conducted with 50 ninth-grade students at Nazarbayev Intellectual School in Kazakhstan. We used the force concept inventory test to measure students' conceptual understanding. The results were analyzed using parametric and non-parametric t-tests, ANCOVA, and the goodness of fit analysis tests. After analyzing the pre- and post-test, the results of t-tests and ANCOVA showed that PjBL positively affected students' conceptual understanding of mechanics, particularly their understanding of Newton's first law, Newton's second law, Newton's third law, the superposition principle, and types of forces. The goodness of fit analysis showed that PjBL is highly effective in enhancing students' understanding of concepts related to types of forces. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484069 |
| Database: | ERIC |
| Abstract: | This research investigated the effect of project-based learning (PjBL) on students' conceptual understanding of mechanics. For this purpose, a quasi-experimental research design was conducted with 50 ninth-grade students at Nazarbayev Intellectual School in Kazakhstan. We used the force concept inventory test to measure students' conceptual understanding. The results were analyzed using parametric and non-parametric t-tests, ANCOVA, and the goodness of fit analysis tests. After analyzing the pre- and post-test, the results of t-tests and ANCOVA showed that PjBL positively affected students' conceptual understanding of mechanics, particularly their understanding of Newton's first law, Newton's second law, Newton's third law, the superposition principle, and types of forces. The goodness of fit analysis showed that PjBL is highly effective in enhancing students' understanding of concepts related to types of forces. |
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| ISSN: | 2301-251X |
