Abstract:
This study explored the effectiveness of Project-Based Learning (PBL) in enhancing mathematical competencies within Rwanda’s Competence-Based Curriculum (CBC), focusing on selected lower secondary schools in Bugesera District. It compared the impact of PBL, Problem-Based Learning (PrBL), and traditional teaching methods on students’ critical thinking, problem-solving, and overall mathematical proficiency. The research used a mixed-methods design using a quasi-experimental pretest-posttest approach. A sample of 243 students from six secondary schools participated. Quantitative data were collected through standardized mathematics tests, while qualitative insights were gathered via interviews, focus groups, surveys, and classroom observations. Results showed that students taught through PBL achieved significantly higher posttest scores (M = 28.88, SD = 6.75) compared to those in the PrBL (M = 23.88, SD = 9.91) and traditional groups (M = 17.47, SD = 9.29). ANOVA results confirmed a statistically significant difference among the groups (F = 33.317, p = 0.000). Qualitative findings indicated that PBL fostered greater engagement, collaboration, and conceptual understanding. However, challenges such as limited resources, insufficient teacher training, and difficulties in aligning assessment with PBL practices were reported. The study concludes that PBL is an effective strategy for enhancing mathematical competencies in CBC-aligned education. To support its broader implementation, the study recommends targeted professional development, improved resource provision, and revised assessment methods. These insights can inform policymakers, educators, and curriculum designers seeking to advance student-centered mathematics education in similar contexts.
