Published Apr 30, 2019

Jijun Yao

Haiyan Sun  

Yahui Tian

Hui Gu


This study explores the teaching method of project-based learning (PBL) compared to the traditional teaching method in Chinese schools by investigating the effects of PBL on junior school students. A teaching unit lasting two weeks on inheritance and genetics was used as curriculum and student achievement compared between an experimental group (n = 107) where PBL instruction was used versus the control group (n = 103) where standard traditional classroom instruction was used. Students in the PBL group had significantly higher scores in learning procedure (d = 1.003), achievements (d = 0.566) and students’ self-assessment (d = 1.539). The overall effect size for the PBL group was d = 0.989.


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Traditional Teaching Method, Project-Based Learning, Students' Learning Achievements

Supporting Agencies

China Humanities and Social Sciences Research Fund Project (2018) for the Ministry of Education: Studies on the Influencing Factors and Mechanisms of STEM on Prima- ry and Secondary School Students’ (Project Approval Number: 18YJA880108);

The Priority Academic Program Development of Jiangsu Higher Education Institutions (PAPD).

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How to Cite
Yao, J., Sun, H., Tian, Y., & Gu, H. (2019). Project-Based Learning in Chinese Middle-School Students Is More Effective than the Traditional Teaching Method: An Experimental Study. Science Insights Education Frontiers, 2(2), 115-121. https://doi.org/10.15354/sief.19.ar052
Original Article