Evaluation of Intertwined Project-Based Learning in Introductory Mathematics and Statistics Courses

Nehal J. Shukla, Kristin Lilly, Ben Kamau
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High-impact practices include many options to help increase student learning, and project-based learning (PBL) is one such method. In this study, we look at the effect of PBL activities embedded in the content for introductory level mathematics and statistics courses across a semester. A pre-test and post-test are used to measure student learning, while student reflections and satisfaction is measured by using a survey. Additionally, these sections with intertwined PBL are compared with sections of the same course without PBL on final grades. Our results indicate that students perform better on the post-test after intertwined project-based learning throughout the semester, and most of the students are satisfied with their learning through the projects and making connections with the content. The comparison of final grades for courses with and without PBL shows similar achievement levels, and student performance is not affected by the reassignment of instructional time to group work in lieu of traditional lectures. With this study we recommend intertwined PBL with milestone projects throughout the semester to improve student learning gains and satisfaction with introductory level mathematics and statistics courses.


Intertwined Project-based learning, High-impact practices, Pre-test and post-test, Student success

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Shukla, N.J., Lilly, K., & Kamau, B. (2024). Evaluation of intertwined project-based learning in introductory mathematics and statistics courses. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 12(2), 552-574. https://doi.org/10.46328/ijemst.3339

DOI: https://doi.org/10.46328/ijemst.3339


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International Journal of Education in Mathematics, Science and Technology (IJEMST) 
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Editors: Mack Shelley & Ismail Sahin

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2147-611X (Online)