The Impact of Project-Based Learning on Students' Motivation in Mathematics

Abstract

The study was aimed to assess the project-based learning (PBL) activities' effects on student motivation. Two ninth-grade classes were randomly selected for experimental and control groups. Pre-test and post-test data were collected for measure of mathematics motivation of students. Data was analyzed using t-test. The results indicated a significant impact of peer instruction on achievement and an improvement in mathematics motivation.

Full text

THE IMPACT OF PROJECT-BASED LEARNING ON STUDENTS’ MOTIVATION IN
MATHEMATICS
S. Kaymak1, А. Аlmas2 O. Nurbavliyev3
1 PhD doctorate, senior lecturer at Suleyman Demirel University, Kaskelen, Kazakhstan
2 PhD doctorate, senior lecturer at Suleyman Demirel University, Kaskelen, Kazakhstan
3 PhD doctorate, senior lecturer at Suleyman Demirel University, Kaskelen, Kazakhstan
1 serkan.kaymak@sdu.edu.kz , 2 abdullah.almas@sdu.edu.kz , 3 omarbek@sdu.edu.kz
ABSTRACT
The study was aimed to assess the project - based learning (PBL) activities’ effects on student motivation.
Two ninth-grade classes were randomly selected for experimental and control groups. Pre-test and post-
test data were collected for measure of mathematics motivation of students. Data was analyzed using t-
test. The results indicated a significant impact project - based learning (PBL) on achievement and an
improvement in mathematics motivation.
Keywords: Project - based learning, mathematics motivation
INTRODUCTION
Project training is one of the teaching methods aimed at students in our country and around the world.
That is one of the methods which can be used in students that are responsible for students' training,
development, and availability. Teachers who work in school demonstrate that when studying is active,
students will learn easier and will help inspire other students. At present, the teaching of mathematics
discipline is one of the major problems in the school curriculum. Traditional education methods of
teaching mathematics are teacher-oriented, which negatively impacts the knowledge of mathematics of
the students. Many high school students are negatively impacted by traditional methods, according to
Geist and King (2008) [1]. Regardless of that fact, the traditional method is still used by teachers, taking a
lot of time in talking rather than creating a conducive environment for effective peer learning.
The project method is an in-depth exploration of a real-world topic worthy of the student's attention and
efforts (Chard, 2011) [2]. Project - based learning (PBL) is a teaching method in which students learn
their valuable skills by doing real projects (Holubova, 2008) [3]. The project learning approach is
teaching strategies that enable teachers to guide students through in-depth research in the real world
(Chard, 2011). In Project Learning, students learn to take responsibility for their learning, this teaching
helps students build a solid foundation on which they can work with others throughout their lives. This
method places an emphasis on building a comprehensive unit around an activity that can be performed in
or out of school (Pattnaik, Chakradeo and Banerjee, 2014) [4].
According to Knoll (1997) [5], project learning is considered a means by which students (a) develop
independence and responsibility, and (b) practice social and democratic forms of behavior. Knoll noted
that project learning was brought into the curriculum to help students learn at school, study independently,
and combine theory with practice. The project method is a challenge-based, goal-oriented activity that
promotes successful and efficient collaboration where students' activities gain more weight than
information communication by the teacher (Szállassy, 2008, p. 49) [6].
Project-based teaching is imaginative throughout its focus on cooperative learning. Students also create
tangible results to represent what they have managed to learn. To respond to a complex issue, problem or
challenge, students use technology and inquiry. PBL focuses on student-centered independent review and
group studying, as referred to this one in control, with the teacher acting as advisor. Activities match the
real-world tasks of professionals as nearly as possible instead of classroom-based tasks. This motivates

academic interpretations and allows learners to perform different roles and develop knowledge that can be
implemented more than a single well-defined approach. Finally, it enables for a range and variety of
results that are aware of the different approaches, instead of a single correct response by implementing
preset rules and regulations.
Project method is covered under different topics such as Project study, Project approach and Project-based
learning and is considered as one of the basic teaching methods. Project learning is an action-centered and
student-oriented learning initiative in which students are involved in practical problem solving for a
specific period of time. Projects in Physics, for example, can consist of the construction of a meter bridge,
a surge tank, the design of a DC engine, or the shooting of a moving video film. Often, projects are
initiated by the teacher, while planning and execution are given to students, individually or in groups.
Unlike traditional methods, projects focus on implementing, not giving. Implementing and focusing on
specific knowledge or skills, and are more rigorous than demonstration, knowingly lecturing to promote
intrinsic motivation, independent thinking, self-confidence and social responsibility (Knoll, 2014) [7].
When you successfully implement project learning, teachers and learning students are motivated and
actively involve themselves and grow as individuals and collaborators in producing high quality work that
helps them (Chard, 2011). However, information is not obtained sequentially in project learning, and if it
is not well planned and executed properly, it may not be completed in time. These are some of the
disadvantages of the project learning method claimed by Pattnaik, Chakradeo and Banerjee (2014).
Projects are used as a teaching tool in education and in achieving results and gaining various skills
(Holzbaur, 2010) [8]. Holzbaur also argues that projects are a powerful method for teaching, training and
research in education. However, Holzbaur also noted that there was much effort in the planning and
execution of projects, along with academic and pedagogical challenges that required a systematic
approach.
The role of the teacher in project learning should be a friend, guide and working partner. The teacher must
learn with the students and not pretend to know everything (Pattnaik et al, 2014) [9]. If Project Learning
is well planned and successfully implemented, it has many benefits, some of which encourage
cooperative activity; engage and sustain students; and develop scientific attitudes.
Project-Based Learning and Motivation
Students learn best when they are involved and motivated on a subject that brings meaning to them,
according to teachers. This is challenging even for the most qualified teachers to keep children actively
involved and motivated in the classroom (Yates, 2012) [10]. According to Iadiapolo (2011) [11], when
participating in a realistic setting for the application and skills they were learning, students became
involved and exercised more higher-order thinking skills (Iadiapolo, 2011). Almost all of the time
students questioned teachers about the importance of what they are learning, or they get bored because
they don’t feel a connection to what they are learning. In addition, the ambition of students reduced
when they have to memorize facts or formulas (Railsback, 2002) [12]. PBL developed and described
the own experiences of students, learning styles, and stages of potential to what was presented in class.
This method can help to keep students engaged in what they are learning and interact their learning
experiences further with real-life situations. Projects were used to build relationships between
classroom occurrences and real-life experiences; the questions and answers that occur in their daily
lives are given value and are shown to be open to the systematic investigation (Blumenfield, 1991) [13].
PBL projects have introduced rules and are organized around a driving question. The mission of the
students is to work for this aim of answering the driving question with an end product or problem
solution in mind.
PBL uses technology that most students are fascinated to use in order to keep students’ interest in focus
(Boss & Krauss, 2008) [14]. Using computers to browse the web for internet-based project information is
a factor in effecting change in school learning processes (ChanLin, 2008) [15]. Students involved in
collaborative learning and group discussions arrive at their findings and solutions through the use of PBL.
It was necessary to advocate for active communication among group members for seeking assistance,
sharing resources, and encouraging each member in the group. Collaborative learning also encouraged
improvement in motivation due to its high degree of independence in making a decision, designing a
project and the ability to work closely with their classmates (Liu et al., 2004) [16]. Mostly, students are

encouraged to work towards a set goal that gives them meaning. The main project like a learning tool
improves the desire and interest of the students (Wright, 2012) [17]. According to Wright (2012), a
presentation has produced a purpose and stirred excitement for students, Therefore, by working on
projects, students who often find it difficult in most academic settings find meaning and explanation for
learning (Nadelson, 2000) [18].
Purpose of the study
The study aimed to investigate the impact of PBL on students' motivation.
Research Questions
1. Is there any effect of project-based learning on students’ motivation in Math?
METHODOLOGY
Participants
PBL and standard training groups were selected based on pre-determined classes. These classes were
determined by the enrollment of students, as well as the administration and location of teachers. The PBL
group consisted of 18 students, of whom 8 were female and 10 were male. The standard group of studies
consisted of 17 students, of whom 9 were female and 8 were male. The age of students ranged from 16 to
18 years.
Lesson Design
One of the goals of this study was to teach the same material in two different ways: using traditional
lecture-based instructions with a standard group of training and project-based teaching methods with a
PBL group. These lessons should have been held during the same time period.
The standard group training lessons were conducted using the traditional approach. This included
reviewing the previous day’s homework, then presenting the new material and completing the
homework with 20-30 tasks. The new material was presented using lecture instructions, which included
examples of the problems that they would see in their homework and the formulas needed to solve these
problems. The parts needed to calculate the area formulas were outlined, and the examples included
forms that were oriented differently.
PBL group lessons were project- based and had specific tasks for each day to keep the PBL group
abreast of the standard training group. Students from the PBL group solved the same typical tasks, but
were trained completely differently than the standard group of studies. PBL is a multifaceted activity
that includes observation; posing questions; studying books and other sources of information to see
what is already known; investigation planning; analysis of what is already known in the light of
experimental data; using tools to collect, analyze and interpret data; offer answers, explanations and
predictions; and reporting results. PBL requires the identification of assumptions, the use of critical and
logical thinking and the consideration of alternative explanations. PBL methods for learning are based
on focused student research and encourage community-based learning through discussion and current
practical tasks. These assignments helped students in their work to identify specific mathematical
relationships and understanding. PBL lessons were taught in lightweight group work with the
expectation that students would work with members of their group to develop methods for the area
formulas. As an instructor, we closely followed the process of individual groups and demanded that all
participants substantiate their methods. We have carefully developed lessons to allow students to move
from a developed method for finding simple environments for formulating, to more complex problems
that required using a developed method to search for area. The class gradually turned to more complex
forms; students had to use previous studies to find areas of these forms. The lessons were designed to

involve students in developing their own strategies for formulating areas that are consistent with the
basic principles of constructivist learning.
At the end of each lesson, students were offered a task that needed to be taken home and
completed using the newly developed method. These sets of problems were short (consisting of three to
five tasks) and served only to consolidate the developed understanding.
Lesson Progression
Area topics taught in this unit were taught in the order presented in Table1.
Table 1: Lesson Progression
PBL group Standard learning group
1. Area of parallelograms Area and perimeter of rectangles, squares, and
circles
2. Area of triangles Area of triangles and parallelograms
3. Area of trapezoids Area of trapezoids, rhombuses, and kites
4. Area of rhombuses and kites Review of formulas covered so far
5. Perimeter and area of similar figures Perimeter and area of similar figures
6. Circumference and arc-length Circumference and arc-length
7. Areas of circles and sectors Areas of circles and sectors
Survey on motivation
Many factors influence learning achievement, they are intrinsic and extrinsic factors. Motivation is one of
the inherent factors. Piaget believed motivation was the best way to maintain the achievement of the
students. Motivation for students comes when they work to gain experience. Motivation works as a
stimulating effort and accomplishment. The existence of good learning motivation will yield good results.
This study used the theory-based motivation questionnaire in mathematics learning. This survey consists
of 16 statements on learning mathematics motivation developed from three main topics, such as follows:
"use for activity," "want to result" and "want to overcome learning problems." It used a 5-degree Likert-
type from "strongly agree" (1) to "strongly disagree" (5) for all statements.
Questionnaire motivation data are then processed in mathematics learning by searching for the mean for
each point. Using the following table, this quantitative data was converted to qualitative data. Ratings of
observed engagement were used as a motivation measure in the study.
Table 7. Conversion of quantitative data to quality data of 5 degrees Likert-Type
Interval Category
4.20<x
3.40<x<4.20
2.60<x<3.40
1.79<x<2.60
x<1.79
Very good
Good
Enough
Bad
Very bad
Table 8. Pre-survey on students motivation of control group
Statement Mean

1. The first time I study mathematics, I believe that this is will be easy for me.
2. At the beginning of mathematics lesson there is something that interests me
3. Mathematics subject are easier to understand
4. I were very satisfied to the result I get after completing homework/task/exam.
5. The relationship between Mathematics subject with my daily life is very clear.
6. Getting good results on Mathematics is very important.
7. As long I pursue Mathematics lessons, I believed that I could learn the contents.
8. The content of mathematics lessons fits perfectly with my interests.
9. There are things that stimulate my curiosity in learning Mathematics.
10. The tasks assigned by the teacher are too easy for me.
11. I am really enjoy to learn Mathematics.
12. I have learned something very interesting in Mathematics and unexpected before.
13. After studying Mathematics for a while, I am sure that I will pass the test/exam.
14. Mathematics learning fits with my needs because most of the contents are already I
know.
15. The content of Mathematics learning will be very useful for me.
16. All materials in Mathematics learning I have been fully understand
4.02
3.42
2.47
2.62
1.95
4.09
2.45
1.86
2.62
2.51
2.38
3.18
3.48
1.98
3.12
1.87
3.48
1.98
3.12
1.87
Table 9. Pre-survey on students motivation of experimental group
Statement Mean
1. The first time I study mathematics, I believe that this is will be easy for me.
2. At the beginning of mathematics lesson there is something that interests me
3. Mathematics subject are easier to understand
4. I were very satisfied to the result I get after completing homework/task/exam.
5. The relationship between Mathematics subject with my daily life is very clear.
6. Getting good results on Mathematics is very important.
7. As long I pursue Mathematics lessons, I believed that I could learn the contents.
8. The content of mathematics lessons fits perfectly with my interests.
9. There are things that stimulate my curiosity in learning Mathematics.
10. The tasks assigned by the teacher are too easy for me.
11. I am really enjoy to learn Mathematics.
12. I have learned something very interesting in Mathematics and unexpected before.
13. After studying Mathematics for a while, I am sure that I will pass the test/exam.
14. Mathematics learning fits with my needs because most of the contents are already I
know.
15. The content of Mathematics learning will be very useful for me.
16. All materials in Mathematics learning I have been fully understand
4.12
3.40
2.32
2.70
1.86
4.11
2.43
1.90
2.58
2.59
2.25
3.35
3.42
1.85
3.09
1.91
3.42
1.85
3.09
1.91
In Table 13 and 14 are shown the results of pre-survey of control and experimental groups on students’
motivation in learning mathematics. If we compare results of both group, we can say that there is no
significant difference in two groups, where p=0.891(p>0.05). Description of pre-survey on students’
motivation for both groups is similar.
The first key point is "the necessity for students to do something about mathematics learning." It was
displayed at 2, 5, 8, 9, 11, 12, and 14. The survey result showed students were interested in learning
mathematics with a mean of 3.42 and 3.40. They had enough curiosity because of their interest in
mathematics, with a mean of 2.67 and 2.58. The mean 3.18 and 3.35 shows that in mathematics, students

had learned something interesting. They did not really enjoy learning math with a mean of 2.38 and 2.25.
It was because the learning of mathematics did not fit their needs, with a mean of 1.98 and 1.85. To keep
students interested in mathematics, indeed, enough curiosity is not enough. Only at the beginning was
their interest. The 1.86 and 1.90 mean, demonstrates that students did not like before interest in
mathematics because their interest did not match the content perfectly. Students also had not seen the
relationship with their daily life between mathematics, with a mean of 1.95 and 1.86.
The second key point is "the necessity for results after studying math." It was displayed at numbers 4, 6,
13, and 15. Students assumed it was important to get good mathematics learning achievement, with a
mean of 4.11 and 4.09. It demonstrates the highest student response performance. Hence graduating from
the national examination became one of students ' purposes for learning mathematics, and students were
confident that if they studied hard, they would pass the national examination with an average of 3.42 and
3.48. Besides the national examination results that were considered important, students also considered
the mathematics learning content to be very useful to them, with a mean of 3.09 and 3.12. Not all students
were actually satisfied with the results. Students were not satisfied with the result after learning
mathematics with a mean of 2.70 and 2.62.
The third main point is "the necessity to overcome problems while studying math." It was displayed at
numbers 3, 7, 10, and 16. Findings showed that students would easily study with a 4.02 and 4.12 mean
when they first saw it. Nevertheless, with an outcome of 2.47 and 2.32 mean for mathematics difficulties,
students assumed that the subject of comprehending mathematics was difficult. Also with these results, a
mean of 2.51 and 2.59 shows that teachers still have quite difficult tasks / exercises for them. As an
outcome, with an men of 1.87 and 1.91, most students still did not fully understand the mathematics
material.
To achieve its one of main objective, current survey aims to answer following question: “Is there any
effect of project based learning on students’ motivation?” To obtain the answer to that question we
compare the results of pre-survey and post-survey results.
Table 10. Post-survey on students motivation of control group
Statement Mean
1. The first time I study mathematics, I believe that this is will be easy for me.
2. At the beginning of mathematics lesson there is something that interests me
3. Mathematics subject are easier to understand
4. I were very satisfied to the result I get after completing homework/task/exam.
5. The relationship between Mathematics subject with my daily life is very clear.
6. Getting good results on Mathematics is very important.
7. As long I pursue Mathematics lessons, I believed that I could learn the contents.
8. The content of mathematics lessons fits perfectly with my interests.
9. There are things that stimulate my curiosity in learning Mathematics.
10. The tasks assigned by the teacher are too easy for me.
11. I am really enjoy to learn Mathematics.
12. I have learned something very interesting in Mathematics and unexpected before.
13. After studying Mathematics for a while, I am sure that I will pass the test/exam.
14. Mathematics learning fits with my needs because most of the contents are already I
know.
15. The content of Mathematics learning will be very useful for me.
16. All materials in Mathematics learning I have been fully understand
4.15
3.35
2.38
2.89
2.01
4.12
2.61
1.99
2.62
2.42
2.51
3.05
3.38
2.14
3.25
2.58
3.38
2.14
3.25
2.58

Pre-survey and post-survey on motivation of control group’s students has not a significant difference in
results. By t-test p=0.551 was calculated, where p is less than 0.05.
Table 11. Post-survey on students motivation of experimental group
Statement Mean
1. The first time I study mathematics, I believe that this is will be easy for me.
2. At the beginning of mathematics lesson there is something that interests me
3. Mathematics subject are easier to understand
4. I were very satisfied to the result I get after completing homework/task/exam.
5. The relationship between Mathematics subject with my daily life is very clear.
6. Getting good results on Mathematics is very important.
7. As long I pursue Mathematics lessons, I believed that I could learn the contents.
8. The content of mathematics lessons fits perfectly with my interests.
9. There are things that stimulate my curiosity in learning Mathematics.
10. The tasks assigned by the teacher are too easy for me.
11. I am really enjoy to learn Mathematics.
12. I have learned something very interesting in Mathematics and unexpected before.
13. After studying Mathematics for a while, I am sure that I will pass the test/exam.
14. Mathematics learning fits with my needs because most of the contents are already I
know.
15. The content of Mathematics learning will be very useful for me.
16. All materials in Mathematics learning I have been fully understand
4.25
3.96
3.21
3.65
2.72
3.85
3.02
2.56
2.89
3.14
3.42
3.65
3.80
2.52
2.97
3.58
3.80
2.52
2.97
3.58
Pre-survey and post-survey on motivation of experimental groups’ students has not a significant
difference in results. By t-test p=0.551 was calculated, where p is bigger than 0.05.
The first key point is "the necessity for students to do something about mathematics learning.", which
displayed at 2, 5, 8, 9, 11, 12, and 14 questions. The pre-survey result showed students were interested in
learning mathematics with a mean of 3.42 and on post-survey they show that their interest was increased
by the mean of 3.96. They had a high curiosity because of their interest in mathematics, with a mean of
2.89. The 3.57 mean shows that something very interesting and unexpected had been learned by students
in mathematics before. They starts really enjoyed learning math with a mean of 3.42.
The second key point is "the necessity for results after studying math." , which displayed at numbers 4, 6,
13, and 15 of questions. Students assumed it was important to get good mathematics learning
achievement, with a mean of 3.85. It demonstrates the highest student response performance. Students
also considered the mathematics learning content to be very useful to them, with a mean of 2.97. Students
were satisfied with the result after learning mathematics with a mean of 3.65 that shows that they improve
their achievement in math.
The third main point is "the necessity to overcome problems while studying math.", which displayed at
numbers 3, 7, 10, and 16 of questions. Findings showed that students would easily study with a 4.25 mean
when they first participate. Moreover, with outcome of 3.21 mean for mathematics difficulties, students
assumed that the subject of comprehending mathematics was easier than before. Also with these results, a
mean of 3.14 shows that tasks/exercises given by teachers become easier for them. With a mean of 3.38,
most students starts to understand the mathematics material.
CONCLUSION

The first question of research addressed the perceptions of the students towards project-based learning.
The perceptions of the students towards project-based learning were very positive, according to the
results. To examine the perceptions of students towards project-based learning, there were 10 items. Study
results show that students learned more formulas through project-based learning compared to traditional
learning methods (more than 70% of students responded strongly and agreed) and experienced an
increase in learning motivations while at the same time adopting more positive attitudes towards learning.
Motivation of students is crucial in student-centered learning. Motivation is a fundamental strength for
students to learn a language, according to Dörnyei (1988) . Motivation is usually a combination of student
needs and goals in the theory of expectation-value (Eccles & Wigfield, 1995). Deckers (2005) also insists
that the goal is to motivate the actions of the students to accomplish this. Thus, it is more relevant than
ever to teach methods that strengthen student motivation.
The second question of research was the effects of project-based learning on the motivation of students in
mathematics. The outcome of this study shows that the project had a major impact on the motivation of
students to learn math. This is evident in the results, where the post-survey mean was much higher than
the pre-survey mean (t (79) = -4.042, p = .000 < .5). These results show that in the short term, trust and
satisfaction are improved motivational factors.
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