Enhancing Student Engagement through Project-Based Learning among 5th Grade Students

Abstract

Student disengagement is a persistent challenge in elementary education, often leading to lower academic achievement. Project-Based Learning (PBL) has been identified as a potential strategy to foster active, meaningful learning. This study aimed to investigate the impact of a PBL intervention on the engagement levels of 5th-grade students in a government school. An action research design was employed over a 20-day teaching practice with a single group of 5th-grade students (N=20). The intervention consisted of 20 hands-on, real-world projects integrated into the curriculum. Data were collected using a pre- and post-assessment engagement checklist (quantitative) and classroom observations with student reflections (qualitative). A paired-sample t-test was used to analyze the quantitative data. Quantitative results showed a statistically significant increase in engagement scores from pre-test (M=3.25, SD=0.97) to post-test (M=4.15, SD=0.75), t(19) = -4.72, p = .000. Qualitative data revealed that students became more active, curious, collaborative, and took greater ownership of their learning. The findings indicate that a well-structured PBL intervention can significantly enhance behavioral, emotional, and cognitive engagement among 5th-grade students. PBL is recommended as an effective pedagogical approach to create more dynamic and student-centered elementary classrooms.