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Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school
Thesis (MEd)--Stellenbosch University, 2024.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867614115702243328 |
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| access_status_str | Open Access |
| author | Du Toit, Anri |
| author2 | Edwards, Nazeem |
| author_browse | Du Toit, Anri Edwards, Nazeem |
| author_facet | Edwards, Nazeem Du Toit, Anri |
| author_sort | Du Toit, Anri |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2024. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/131648 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:46:55.034Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/131648 Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school Du Toit, Anri Edwards, Nazeem Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Curriculum and Assessment Policy Statement Project method in teaching Internet in education Educational technology Education, Primary UCTD Thesis (MEd)--Stellenbosch University, 2024. ENGLISH ABSTRACT: This study investigated the effect of project-based learning (PBL) on the various dimensions of learner engagement in a Grade 7 Natural Sciences classroom in the Western Cape. The primary research question examines the extent to which PBL promotes overall learner engagement in Natural Sciences. An explanatory sequential mixed-methods design was employed, involving two distinct phases. The quantitative phase included pre-and postimplementation questionnaires to assess engagement levels, followed by a qualitative phase with focus group interviews to deepen the understanding of the quantitative results. There were 73 respondents in the quantitative phase, whereas 6 to 8 learners participated in the focus group interviews. The findings reveal significant improvements in behavioural, cognitive and emotional engagement. Behavioural engagement increased, illustrated through heightened participation and resilience. Cognitive engagement improved, with enhanced problem-solving and knowledge integration. Emotional engagement showed increased positivity and interest in Natural Sciences. Although social engagement improved in terms of collaboration and peer interaction, these changes were not statistically significant. Qualitative data corroborate these results, highlighting the overall effectiveness of PBL in fostering an engaging learning environment. Future research should expand the geographic and socio-economic scope by including a diverse range of schools across various quintiles and locations in South Africa to enhance the generalizability of findings. Studies should also extend the duration of PBL implementation, increase the sample size and include multiple Grade levels to improve reliability. To mitigate potential bias from the researcher’s dual role, employing external observers or multiple researchers is recommended. Additionally, applying PBL to various scientific concepts and subjects beyond the current study’s focus will help determine its broader effectiveness. AFRIKAANSE OPSOMMING: Hierdie studie het die effek van projekgebaseerde leer (PBL) op die verskillende dimensies van leerderbetrokkenheid in 'n graad 7 Natuurwetenskappe-klaskamer in die Wes-Kaap ondersoek. Die primêre navorsingsvraag ondersoek die mate waarin PBL algehele leerderbetrokkenheid in Natuurwetenskappe bevorder. 'n Verduidelikende opeenvolgende ontwerp vir gemengde metodes is gebruik, wat twee verskillende fases behels. Die kwantitatiewe fase het voor- en na-implementeringsvraelyste ingesluit om betrokkenheidsvlakke te assesseer, gevolg deur 'n kwalitatiewe fase met fokusgroeponderhoude om die begrip van die kwantitatiewe resultate te verdiep. Daar was 73 respondente in die kwantitatiewe fase, terwyl 6 tot 8 leerders aan die fokusgroeponderhoude deelgeneem het. Die bevindings toon beduidende verbeterings in gedrags-, kognitiewe en emosionele betrokkenheid. Gedragsbetrokkenheid het toegeneem, geïllustreer deur verhoogde deelname en veerkragtigheid. Kognitiewe betrokkenheid het verbeter, met verbeterde probleemoplossing en kennisintegrasie. Emosionele betrokkenheid het verhoogde positiwiteit en belangstelling in Natuurwetenskappe getoon. Alhoewel sosiale betrokkenheid verbeter het ten opsigte van samewerking en portuurinteraksie, was hierdie veranderinge nie statisties beduidend nie. Kwalitatiewe data bevestig hierdie resultate en beklemtoon die algehele doeltreffendheid van PBL in die bevordering van 'n innemende leeromgewing. Toekomstige navorsing behoort die geografiese en sosio-ekonomiese omvang uit te brei deur 'n diverse verskeidenheid skole oor verskeie kwintiele en plekke in Suid-Afrika in te sluit om die veralgemeenbaarheid van bevindinge te verbeter. Studies moet ook die duur van PBLimplementering verleng, die steekproefgrootte verhoog en verskeie graadvlakke insluit om betroubaarheid te verbeter. Om potensiële vooroordeel van die navorser se dubbele rol te versag, word die gebruik van eksterne waarnemers of veelvuldige navorsers aanbeveel. Daarbenewens sal die toepassing van PBL op verskeie wetenskaplike konsepte en vakke buite die huidige studie se fokus help om die breër doeltreffendheid daarvan te bepaal. Masters 2025-02-03T11:21:51Z 2025-02-03T11:21:51Z 2024-12 Thesis https://scholar.sun.ac.za/handle/10019.1/131648 en Stellenbosch University 201 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Curriculum and Assessment Policy Statement Project method in teaching Internet in education Educational technology Education, Primary UCTD Du Toit, Anri Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school |
| title | Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school |
| title_full | Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school |
| title_fullStr | Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school |
| title_full_unstemmed | Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school |
| title_short | Project-based learning as a teaching approach to promote learner engagement in science: a case study at a primary school |
| title_sort | project based learning as a teaching approach to promote learner engagement in science a case study at a primary school |
| topic | Curriculum and Assessment Policy Statement Project method in teaching Internet in education Educational technology Education, Primary UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/131648 |
| work_keys_str_mv | AT dutoitanri projectbasedlearningasateachingapproachtopromotelearnerengagementinscienceacasestudyataprimaryschool |