Effect of project-based learning on middle school students’ conceptual understanding of mechanics: A quasi-experimental study
Naushabekov Z. Maxutov S. Mansurova A. Japashov N.
July 2025Bastas
European Journal of Science and Mathematics Education
2025#13Issue 3225 - 237 pp.
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.
effect of PjBL on conceptual understanding , PjBL in mechanics , PjBL in physics , PjBL with FCI , project-based learning
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Department of Mathematics, Physics and Informatics Teaching Methods, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of Pedagogy of Natural Sciences, SDU University, Almaty, Kazakhstan
Department of Physics, Nazarbayev Intellectual School of Physics and Mathematics in Almaty, Almaty, Kazakhstan
Educational Theory and Practice Department, University at Albany, New York State University, Albany, NY, United States
Physics and Technology Faculty, Al-Farabi Kazakh National University, Almaty, Kazakhstan
Department of Mathematics
Department of Pedagogy of Natural Sciences
Department of Physics
Educational Theory and Practice Department
Physics and Technology Faculty
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