The Impact of Project-Based Learning on Student Achievement and Engagement in Secondary Education: A Mixed-Methods Study
Keywords:
project-based learning, student achievement, student engagement, secondary education, mixed-methods, pedagogical innovationAbstract
Project-Based Learning (PBL) has emerged as a transformative pedagogical approach that situates student learning within authentic, real-world problems. Despite its growing adoption across secondary educational contexts globally, empirical evidence examining its simultaneous effects on academic achievement, student engagement, and teacher pedagogical perceptions remains sparse. This mixed-methods study investigates the impact of a structured eight-week PBL intervention implemented across 12 secondary school classrooms in three countries: Australia, Kenya, and Qatar. Quantitative data were collected from 312 students through pre- and post-tests and a validated engagement survey, while qualitative data were gathered through semi-structured interviews with 30 teachers. Results demonstrated statistically significant improvements in student academic outcomes across all assessed competencies, with a mean effect size of d = 1.19. Student engagement levels also increased substantially, particularly in motivation, peer collaboration, and technology integration. Teachers reported overwhelmingly positive perceptions of PBL's alignment with curriculum goals and its impact on student motivation. These findings offer strong empirical support for scaling PBL adoption in secondary education.
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Copyright (c) 2026 Emily R. Hartmann Hartmann, James K. Obuya, Sarah L. Pemberton, Yusuf A. Al-Rashidi
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