Affective Mathematics Engagement: a Comparison of STEM PBL Versus Non-STEM PBL Instruction

The integration of Science, Technology, Engineering, and Mathematics Project-Based Learning (STEM PBL) into educational curriculum has received much attention because of its strength in improving students’ affective engagement. We designed the present study to investigate the effectiveness of STEM P...

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Bibliographic Details
Published in:Canadian journal of science, mathematics and technology education mathematics and technology education, 2019-09, Vol.19 (3), p.270-289
Main Authors: Lee, Yujin, Capraro, Robert M., Bicer, Ali
Format: Article
Language:English
Subjects:
Active Learning
Affective Behavior
Commentary/Commentaire
Curricula
Education
Engineering education
Engineering/Technology Education
Grade 9
High School Students
Learner Engagement
Mathematical analysis
Mathematics
Mathematics Education
Problem Based Learning
Science Education
Secondary School Students
Self Concept
Statistical analysis
STEM Education
Student participation
Student Projects
Students
Technical education
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Summary:The integration of Science, Technology, Engineering, and Mathematics Project-Based Learning (STEM PBL) into educational curriculum has received much attention because of its strength in improving students’ affective engagement. We designed the present study to investigate the effectiveness of STEM PBL lessons on 9th grade students’ development of affective mathematics engagement. The affective mathematics engagement of two groups of participants (STEM PBL and non-STEM PBL) were compared ( N =  147). The results showed group differences in STEM PBL versus non-STEM PBL lessons were statistically significant ( t =  5.587, p  
ISSN:1492-6156
1942-4051
DOI:10.1007/s42330-019-00050-0