Author ORCID Identifier
Date Available
12-15-2025
Year of Publication
2025
Document Type
Master's Thesis
Degree Name
Doctor of Education (EdD)
College
Education
Department/School/Program
Education Sciences
Faculty
Ryan Crowley
Faculty
Jennifer Wilhelm
Abstract
This paper examines how well the introduction of an integrated approach, namely, Project-based Instruction (PBI), which uses real-world contexts to investigate problems, leads to improved academic performance and student motivation in a 9th Grade Geometry class studying three-dimensional figures and their properties. The experimental group worked through the researcher-designed unit that included mini-lessons, six benchmark lessons, and the design and creation of a final product to address the driving question of the unit. The comparison group experienced a normative teaching strategy designed by the classroom teacher. An explanatory sequential mixed methods design was chosen for the proposed study to address the ways that the qualitative data helps to explain and conceptualize the quantitative results. Quantitative and qualitative data from pre- and post-surveys, pre- and post- tests, observations, and semi-structured interviews were collected and analyzed to determine if any significant difference in performance and geometrical thinking had occurred. While there were limitations to the study, findings indicated that the experimental group had improvements in their academic performance and geometrical thinking after experiencing PBI.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.555
Recommended Citation
McGrath, Lenora A., "EXAMINING HOW WELL HIGH SCHOOL GEOMETRY STUDENTS LEARN CONCEPTS OF THREE-DIMENSIONAL FIGURES USING A PROJECT-BASED INSTRUCTIONAL STRATEGY" (2025). Theses and Dissertations--Education Sciences. 152.
https://uknowledge.uky.edu/edsc_etds/152
Included in
Curriculum and Instruction Commons, Science and Mathematics Education Commons, Secondary Education Commons
