Enhancing high school students’ mathematics achievement and skills development through integrated STEM-PBL: A collaborative action research study

Njomza Selimi 1, Fatlume Berisha 1, Eda Vula 1 *
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1 Faculty of Education, University of Prishtina, Prishtina, KOSOVO
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 4, pp. 321-335. https://doi.org/10.30935/scimath/17311
Published: 20 October 2025
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ABSTRACT

Science, technology, engineering, and mathematics (STEM) approach and project-based learning (PBL) can be integrated as complementary teaching method to actively engage students in addressing authentic challenges within an educational setting. This study aimed at developing students’ skills as they work on their practical projects and at determining whether integrating the STEM-PBL method can enhance students’ performance in applying mathematics, particularly geometrical concepts, for solving real-life problems. Employing a qualitative collaborative action research case study design, the study followed cycles of planning, action, observation, and reflection with ten high school students working on a smart house project in makerspace lab. Data were collected through geometry concept knowledge test and structured observation checklists. Results show a significant improvement in students’ conceptual understanding and skills development in areas such as problem solving, research, communication, and collaboration. These findings highlight the potential of STEM-PBL integration to improve mathematics achievement and suggest the need for curriculum reform and teacher professional development to support STEM education.
Keywords: STEM education, project-based learning, collaborative action research, mathematics achievement, skill development, geometry

CITATION

Selimi, N., Berisha, F., & Vula, E. (2025). Enhancing high school students’ mathematics achievement and skills development through integrated STEM-PBL: A collaborative action research study. European Journal of Science and Mathematics Education, 13(4), 321-335. https://doi.org/10.30935/scimath/17311

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