Examining Student Engagement During a Project-Based Unit in Secondary Science

Abstract

To investigate any possible differences in student engagement between project-based learning units and non-project–based learning units, this triangulation design-convergence mixed methods study followed a grade 10 teacher and her students as they completed science units on chemistry, aquaponics, and genetics. Student engagement was measured in multiple ways using observed on-task behaviour, student perception surveys, and student interviews. Results reveal significant differences in observed on-task behaviour between project-based and non-project–based activities. However, student perceptions of engagement did not significantly improve with project-based learning. Instead, student perceptions of civic engagement emerged as a critical point of examination.