A Meta-Analysis of the Impact of Project-Based Learning on Mathematics Achievement: A Case Study of Kalomo District Schools, Zambia

Kaziya Kadonsi
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Kaziya Kadonsi: The University of Zambia Department of Educational Psychology, Special Education and Sociology of Education

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 1666-1695

Abstract: This meta-analysis evaluates the impact of Project-Based Learning (PBL) on mathematics achievement, with a focus on resource-constrained settings like Kalomo District, Zambia. By synthesizing evidence from 25 peer-reviewed studies involving approximately 5,200 participants, the study assesses PBL’s effectiveness in fostering critical thinking, problem-solving, and deeper engagement in mathematics. A random-effects model was used to calculate the pooled effect size, revealing a moderate, statistically significant positive impact of PBL (SMD = 0.48, 95% CI: 0.35 to 0.61, p

Date: 2025
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