Date of Award

Summer 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Suha Tamim

Abstract

This action research study explores the impact of project-based learning (PBL) on the mathematical success of high school geometry students, particularly those from low socioeconomic backgrounds. Students from low SES households often face challenges in acquiring foundational math skills, which in turn leads to low math-related self-efficacy and poor academic performance. The study aimed to determine whether implementing PBL enhances students' understanding of geometry, improves students’ math-related self-efficacy and anxiety, and changes students’ attitude toward math by creating real-world connections to their lived experiences. Using a convergent mixed-methods approach, the study collected both qualitative and quantitative data from high school geometry students through pre- and post-assessments, the Math Self-Efficacy and Anxiety Questionnaire (MSEAQ), student documents and artifacts, student journals, teacher observations, and student and teacher interviews. One class worked collaboratively with a Residential and Commercial Construction (RCC) class, while the other class worked with the RCC teacher. Findings indicated that PBL positively influenced students' perception of their learning, engagement, and motivation. Pre- and post-assessment data showed little change in students’ geometry skills, while MSEAQ results revealed some areas of increased math-related self-efficacy and reduced anxiety. Student documents and artifacts supported positive learning outcomes and shifts in student attitudes. Qualitative data from student journals and interviews further highlighted shifts in students' attitudes toward math, with many expressing greater confidence in their abilities and recognizing the relevance of geometry in real-world applications. Additionally, teachers observed increased student participation, problem-solving skills, and collaboration throughout the project. This study contributes to the growing body of research on equitable math instruction and demonstrates the potential of PBL to bridge learning gaps for students from low SES backgrounds. By emphasizing meaningful learning experiences and real-world applications, PBL serves as a transformative learning model in high school mathematics classrooms. Future research should explore the long-term effects of PBL on students' mathematical success and its implementation across various educational settings.

Rights

© 2025, Amanda Shankle-Erdman

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