Project-based learning in mathematics and science: a review of contributions, prevalence, and challenges

Résumé

The integration of project-based learning (PjBL) in Mathematics and Science has received much attention because of its potential to engage students and expose them in real-world problem-solving. However, research examining the contributions, prevalence, and challenges of Project-Based Learning in mathematics and science remains limited. This review employed a systematic review approach, with articles systematically retrieved from multiple academic databases to investigate the contributions, prevalence, and challenges of PjBL in Mathematics and science education. Thus, 202 articles downloaded from Google Scholar, Academia, Search 4 Life, Scopus, and Web of Science databases. Through the filtering process, 20 articles fell into the study’s scope and were considered and used for analysis. The results from the reviewed studies showed that project-based learning contributes to enhancing students’ engagement, creativity, communication, and conceptual understanding in Mathematics and Sciences. Also, the reviewed literature showed that PjBL dominates in Mathematics and Physics with the highest prevalence of 35% each in applying PjBL pedagogy. Integrated Science shows 10% of prevalence, while Chemistry records the least with only 5%. Nevertheless, challenges such as limited resources, rigid curriculum, and inadequate teacher training on monitoring students’ projects and providing adequate assessment were also identified. This study recommends a need for teacher training and resources mobilization in schools support educators to effectively embrace Project-based learning pedagocy in mathematics and science subjects.

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