Effect of project-based learning on middle school students’ conceptual understanding of mechanics: A quasi-experimental study

Zhomart Naushabekov 1, Samat Maxutov 2, Aizhan Mansurova 3 * , Nursultan Japashov 2 4 5
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1 Department of Mathematics, Physics and Informatics Teaching Methods, Abai Kazakh National Pedagogical University, Almaty, KAZAKHSTAN
2 Department of Pedagogy of Natural Sciences, SDU University, Almaty, KAZAKHSTAN
3 Department of Physics, Nazarbayev Intellectual School of Physics and Mathematics in Almaty, Almaty, KAZAKHSTAN
4 Educational Theory and Practice Department, University at Albany, New York State University, Albany, NY, USA
5 Physics and Technology Faculty, Al-Farabi Kazakh National University, Almaty, KAZAKHSTAN
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 3, pp. 225-237. https://doi.org/10.30935/scimath/16826
Published: 28 August 2025
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ABSTRACT

This research investigated the effect of project-based learning (PjBL) on students’ conceptual understanding of mechanics. For this purpose, a quasi-experimental research design was conducted with 50 ninth-grade students at Nazarbayev Intellectual School in Kazakhstan. We used the force concept inventory test to measure students’ conceptual understanding. The results were analyzed using parametric and non-parametric t-tests, ANCOVA, and the goodness of fit analysis tests. After analyzing the pre- and post-test, the results of t-tests and ANCOVA showed that PjBL positively affected students’ conceptual understanding of mechanics, particularly their understanding of Newton’s first law, Newton’s second law, Newton’s third law, the superposition principle, and types of forces. The goodness of fit analysis showed that PjBL is highly effective in enhancing students’ understanding of concepts related to types of forces.
Keywords: project-based learning, effect of PjBL on conceptual understanding, PjBL in mechanics, PjBL with FCI, PjBL in physics

CITATION

Naushabekov, Z., Maxutov, S., Mansurova, A., & Japashov, N. (2025). Effect of project-based learning on middle school students’ conceptual understanding of mechanics: A quasi-experimental study. European Journal of Science and Mathematics Education, 13(3), 225-237. https://doi.org/10.30935/scimath/16826

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