Influence of Project-Based Learning on Adolescent Motivation in Mathematics in Day Secondary Schools in Rwanda: A Case of Nyamasheke District

Abstract

This study was assessing the influence of project-based learning on adolescent motivation in mathematics in day secondary schools in Rwanda. The total sample population was 310 respondents, including 20 head teachers, 220 students, and 70 teachers. Findings reveal that students and teachers generally view project-based learning activities as highly effective in motivating students, with mean scores above 4.0 for most activities. Among students, the highest approval was for "exploring alternative energy" (mean 4.24, standard deviation 1.126), while teachers rated "role-play as architects" the most favorably (mean 4.73, standard deviation 0.448). For first objective, 48.2% of students strongly agreed, and 34.1% agreed that using selling geometry in project-based learning was effective, yielding a mean score of 4.06, suggesting a generally positive attitude. The standard deviation (1.255) indicates moderate variability. Teachers were even more positive, resulting in a mean of 4.63 and a low standard deviation (0.516), indicating high consensus. Other project-based learning activities like role-playing as architects showed similar trends, with both groups expressing strong agreement, though teacher responses exhibited less variability overall. Second objective focused on student motivation. 52.7% of students strongly agreed, and 38.6% agreed that positive attitudes towards mathematics indicated motivation, with a mean score of 4.37 and a low standard deviation (0.837), reflecting consistent responses. Teachers similarly reported strong agreement, yielding a mean of 4.49. For third objective, a strong positive correlation (r = 0.770) was found between project-based learning activities and student motivation, with a highly significant p-value (p < 0.01), indicating that project-based learning activities positively impact student motivation. Teachers' responses also showed a strong positive correlation (r = 0.723), confirming that project-based learning activities are perceived to significantly enhance student motivation.