The Effect of Project-Based Learning on the Mathematics Achievement of Fourth-Grade Students in Shaoshan Primary School, Kunming, Yunnan

Cui Ma; Suwana Juithong; Wassaporn Jirojiphan

doi:10.60027/iarj.2026.e298204

ผู้แต่ง

Cui Ma Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0000-3075-1313
Suwana Juithong Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0002-1391-5819
Wassaporn Jirojiphan Valaya Alongkron Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0007-6934-5372

DOI:

https://doi.org/10.60027/iarj.2026.e298204

คำสำคัญ:

Project-based Learning, Mathematics Achievement, Mathematics Course

บทคัดย่อ

Background and Aims: The impact of project-based learning (PBL) on mathematics achievement has significant research implications. This learning method emphasizes a project-centered approach to cultivating students' comprehensive abilities and allows them to engage in real-world problem solving. This experimental research aimed to: 1) compare students' mathematics achievement before and after project-based learning; 2) compare mathematics achievement after project-based learning with the predetermined criterion of 70%; and 3) assess students' satisfaction with project-based learning.

Methodology: This study employed cluster random sampling to select 30 fourth-grade students (1 class) from a population of 104 students (2 classes) at Shaoshan Primary School in Kunming, Yunnan Province. Data on mathematics achievement and satisfaction were collected through mathematics achievement tests and questionnaires, respectively. SPSS software was used to analyze the collected data, including item difficulty (p), item discrimination (r), reliability, mean, standard deviation, and one-sample t-test.

Result: The results showed that 1) mathematics achievement test scores of the students after learning through project-based learning (M = 28.47, SD = 3.56) were higher than those before learning (M = 11.83, SD = 3.50) at the 0.01 significance level; 2) the post-test scores were higher than the predetermined criterion of 70% at the 0.01 significance level (M = 28.47, SD = 3.56); and 3) students' satisfaction was at a high level (M = 4.52, SD = 0.97). The findings indicate that using a 4-step project-based learning approach can effectively improve students' mathematics achievement, stimulate their interest in learning, develop their independent learning ability, and meet their personalized learning needs.

Conclusion: According to the research results, we can draw the following conclusions: The average score and standard deviation of fourth-grade students who received project-based learning met the 70% criterion at the 0.05 significance level. Project-based learning can enhance students' mathematics achievement.

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