Altering Students’ Attitude towards Math Learning Through Project-Based Learning: A Math Project

Abstract

Abstract Globally Project-Based learning is regarded as a replacement for the conventional, instructor-centered mode of education. PBL is an effective instructional strategy to change students’ attitudes toward learning. Yet, in Pakistani public schools, traditional teaching approaches are still employed. Given that these students’ math scores are abysmal and they have a negative attitude toward math, it is reasonable to test whether PBL can improve the attitudes of Pakistani public school children leading to better math scores. In the present study, a quasi-experimental design was used; the experimental group was treated with PBL intervention, while the control group was taught with the traditional teaching method. Before and after the intervention, pre-attitude and achievements were measured in both the experimental and control group. After the intervention, dependent variables were checked using the same instruments. An attitude scale, achievement test, and interview protocol tool were used to collect data. Findings revealed the Z score and p-value (z =-4.570, p = 0.00), supporting that the experimental group students improved their attitude towards Math learning due to PBL intervention. An independent sample t-test demonstrated a statistically significant difference between the experimental and control group (p = 0.00). Teacher and student interviews show that PBL has a positive effect on students’ attitudes and may increase their success. Furthermore, it has favorable impressions of the methodology. The results of this study may improve mathematics instruction and evaluation in the primary education system. Future studies should be done in different schools, grade levels, and ages to see how PBL works in different scenarios.