The Impact of Project-Based Learning on High School Education—Based on Systematic Literature Review

Abstract

Project-based learning (PBL) is a student-centered pedagogical approach that empowers students to actively engage in learning by integrating theoretical knowledge with practical application. It encourages students to synthesize their skills and knowledge to develop practical solutions for real-world problems. Currently, some scholars have begun to explore the impact of the implementation of PBL on high school education. Consequently, a substantial body of literature on PBL in high school education has emerged. A systematic literature review can systematically analyze the research status of the implementation of PBL in high schools, and comprehensively explore the core influencing factors and implementation effects of PBL. In this study, a systematic literature analysis method was employed to compile a total of 47 empirical journals published between 2019 and 2023, focused on the application of PBL in high school education. The analysis served to provide an overview of the research landscape surrounding PBL in high school education. This overview encompassed various aspects, including the number of article publications, sources of journals, research methodologies, academic disciplines, and key factors influencing the of PBL in high school education.
 The results showed that the number of publications had been decreasing over the past five years. The analyzed journals predominantly focused on practical subjects like geography, science, chemistry, and physics, with the majority of studies originating from China. Research primarily employed mixed methodologies with sample sizes typically under 100 samples. The predominant research theme centered on STEM subjects. Key factors influencing successful PBL implementation included a relaxed and enjoyable learning environment, a collaborative learning approach, and engaging students through intriguing driving questions. Effectiveness in high school PBL was notably influenced by both students and teachers. In conclusion, this review offered recommendations for PBL in high schools, encompassing various grade levels, preferred databases, optimal search periods, and language considerations. It served as a valuable resource for future research and the development of PBL teaching models in high schools.