Abstract
The purposes of this study were to investigate the effects of PE classes using project-based learning on learning motivation and metacognition. For this purpose, the investigator gave two ninth grade classes that made the experiment group at G Middle School in Gwangju Metropolitan City and another two ninth grade classes that made the control group. Using the questionnaire, collected data were put to the t-test. The analysis results were as follows: First, there were significant differences in the changes of learning motivation perception between the experiment and control group. Secondly, there were also significant differences in the changes of metacognition between the experiment and control group. Therefore PE classes using project-based learning which enabled the students to choose project topics themselves, take the initiative in implementing project tasks was a positive influence on learning motivation and metacognition.
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