Investigating the Influence of Project-Based Learning on Beliefs About Global Warming in Relation to Academic Achievement

Abstract

Human communities and natural ecosystems confront an unprecedented challenge posed by the escalating global climate crisis, requiring urgent and transformative educational interventions. Conventional educational methods often fail to foster a deep understanding and genuine conviction about complex environmental issues. This paper seeks to investigate the influence of Project-Based Learning (PBL) on the beliefs of seventh-grade students regarding global warming in Panchkula, Haryana, India. Previous academic grades in science were also taken into consideration. 160 students were selected from both government and private CBSE (Central Board of Secondary Education) schools in Panchkula, Haryana, India, using a quasi-experimental research method. Students were assigned to either an experimental group (Project-Based Learning) or a control group (Lecture-Based Learning). Quantitative data were obtained using pre-and post-tests. Students' beliefs were evaluated using the tool constructed by Boyes et al. (2008). The results demonstrate that the experimental group's beliefs significantly increased as compared to the control group, with underscores exhibiting substantial gains. Additionally, the beliefs of students regarding global warming remained unaffected by the type of school. To evaluate the long-term impact of project-based learning, the sample size and the length of the intervention should be taken into account. The successful implementation of project-based learning also requires a significant investment of time, resources, and training for educators. Therefore, the study aims to contribute to the expanding body of literature supporting more dynamic and effective climate education models, equipping the next generation with the ability to confront the challenges of a changing climate.