Project-Based Learning: A Correlational Study on STEM Identity and Engagement for Middle-Grade Students

Abstract

This study examines the impact of Project-Based Learning (PBL) on STEM
identity and engagement among middle-grade students in Bhutan. Although
STEM education is incorporated into Bhutan’s curriculum, student performance in
STEM subjects remains poor necessitating pedagogical transformation. This
longitudinal study employed a repeated measures experimental design, evaluating
changes in STEM identity and engagement across three time points using
validated survey instruments. The study involved 47 students from grades IX and
X. Correlational analyses examined relationships within and between STEM
identity and engagement subscales. Findings revealed a significant increase in
STEM identity and engagement following the PBL intervention, although scores
declined slightly in the final survey, indicating the need for sustained
reinforcement. Although there was significant correlation within STEM identity
and engagement, however, no statistically significant correlation was observed
between STEM identity and engagement. These results suggest that while PBL
effectively enhances STEM identity and engagement, instructional strategies
might be required to establish a stronger correlation between the two constructs.
Therefore, Educational policies in Bhutan should integrate systematic PBL
frameworks, selected pedagogical support, and assessment approach to support
link between STEM identity development and student engagement. Furthermore,
Future research could explore long-term effects of PBL and incorporate mixed-
method approaches to capture deeper insights.