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A Meta-Analysis of the Impact of Project-Based Learning on Mathematics Achievement: A Case Study of Kalomo District Schools, Zambia

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  • Kaziya Kadonsi

    (The University of Zambia Department of Educational Psychology, Special Education and Sociology of Education)

Abstract

This meta-analysis evaluates the impact of Project-Based Learning (PBL) on mathematics achievement, with a focus on resource-constrained settings like Kalomo District, Zambia. By synthesizing evidence from 25 peer-reviewed studies involving approximately 5,200 participants, the study assesses PBL’s effectiveness in fostering critical thinking, problem-solving, and deeper engagement in mathematics. A random-effects model was used to calculate the pooled effect size, revealing a moderate, statistically significant positive impact of PBL (SMD = 0.48, 95% CI: 0.35 to 0.61, p

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  • Kaziya Kadonsi, 2025. "A Meta-Analysis of the Impact of Project-Based Learning on Mathematics Achievement: A Case Study of Kalomo District Schools, Zambia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 1666-1695, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:1666-1695
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    References listed on IDEAS

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    1. Vicki-Lynn Holmes & Yooyeun Hwang, 2016. "Exploring the effects of project-based learning in secondary mathematics education," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(5), pages 449-463, September.
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