This study investigated the impact of project-based learning (PBL) on 21st-century skills (collaboration, problem-solving, critical thinking) in primary school math. A convergent mixed-methods approach compared a PBL experimental group (n=35) to a traditionally-taught control group (n=35). ANCOVA revealed significant PBL-related improvements in critical thinking (F=104.833, p=0.000) and collaboration (F=32.335, p=0.000). Problem-solving also showed a highly significant difference between groups (t=8.284, p=0.000). Classroom observations further supported the positive effects of PBL on collaboration and problem-solving.

Nadia Rehman, Wenlan Zhang, Amir Mahmood, Muhammad Zeeshan Fareed, Samia Batool