Effects of the Project-Based Learning on the Academic Achievement of High School Students in Chemistry

Abstract

Project-based learning is a promising teaching method for integrated science education that has gained momentum in educational research and curriculum reform. Numerous empirical studies have claimed that project-based learning positively impacts student performance. Project-based learning is the best way to realize the UAE's vision because it equips students with the abilities—creativity, problem-solving, communication, and critical thinking the learners will need to succeed in their future careers. However, little research considers the effectiveness of PBL at the secondary level in teaching chemistry, especially in the UAE. This mixed-methods study sought to ascertain the effects of non-PBL teaching strategies and PBL aligned with the Next Generation Science Standards on the academic progress of sixty 11-grade high school chemistry students in an international school in Dubai. A three-dimensional pre-post assessment was used to measure the student's performance in chemistry class, followed by a semi-structured interview to explore the students' experience and perspective on PBL. The findings showed an improvement in the academic performance of the students taught in PBL treatment. The benefits were collaborative learning with the students, understanding the core ideas, motivation to learn chemistry, and critical thinking skills that gradually improved as the units progressed. This study discusses the challenges and promises of using PBL units to support student development. This article has three recommendations related to the essential success of project-based learning in schools: student support, teacher support, and curriculum design. This study provides new insights for educators in PBL when incorporating this approach to foster student development in academic performance.