The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of attendance. The participants were then administered baseline testing in the fall of the third-grade year using the Test of Mathematical Abilities for Gifted Students (TOMAGS). The TOMAGS was then re-administered each subsequent spring (grades 3-6) for growth data. A mixed two-factor ANOVA revealed that there was no significant interaction between the groups across time. Therefore, it was determined that PBL instruction did not result in a greater level of mathematics achievement compared to a traditional curriculum; in addition, quantity of PBL instruction did not impact mathematics achievement. Interestingly, all groups demonstrated significant gains in mathematics achievement regardless of treatment condition. Several limitations could have interfered with the results of this study, including student attrition, fidelity of implementation, and professional development in PBL curriculum received by the control schools (outside of Project GEMS). As a result, the researchers recommend further research employing stricter fidelity checks and larger sample sizes.
","abstract_html":"<p>The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of attendance. The participants were then administered baseline testing in the fall of the third-grade year using the Test of Mathematical Abilities for Gifted Students (TOMAGS). The TOMAGS was then re-administered each subsequent spring (grades 3-6) for growth data. A mixed two-factor ANOVA revealed that there was no significant interaction between the groups across time. Therefore, it was determined that PBL instruction did not result in a greater level of mathematics achievement compared to a traditional curriculum; in addition, quantity of PBL instruction did not impact mathematics achievement. Interestingly, all groups demonstrated significant gains in mathematics achievement regardless of treatment condition. Several limitations could have interfered with the results of this study, including student attrition, fidelity of implementation, and professional development in PBL curriculum received by the control schools (outside of Project GEMS). As a result, the researchers recommend further research employing stricter fidelity checks and larger sample sizes.</p>","abstract_has_math":false,"creators":["Crowley, Brittany Marie"],"institution":null,"degree_name":"Specialist in Education","degree_level":null,"degree_discipline":"Department of Psychology","degree_department":null,"school":null,"contributors":["Steven R. Wininger (Director), Lisa C. Duffin, Carl L. Myers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-05-01T07:00:00Z","date_published":"2015-05-01T07:00:00Z","updated_at":"2026-07-24T06:08:39Z","subjects":["Problem-based Learning","Elementary Education","Mathematics","Educational Psychology","Elementary Education and Teaching","Psychology","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wku.edu/theses/1446","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Steven R. Wininger (Director), Lisa C. Duffin, Carl L. Myers"]},{"key":"dc:creator","label":"Author","values":["Crowley, Brittany Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Other"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Psychology"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Problem-based Learning","Elementary Education","Mathematics","Educational Psychology","Elementary Education and Teaching","Psychology","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wku.edu/theses/1446"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of attendance. The participants were then administered baseline testing in the fall of the third-grade year using the Test of Mathematical Abilities for Gifted Students (TOMAGS). The TOMAGS was then re-administered each subsequent spring (grades 3-6) for growth data. A mixed two-factor ANOVA revealed that there was no significant interaction between the groups across time. Therefore, it was determined that PBL instruction did not result in a greater level of mathematics achievement compared to a traditional curriculum; in addition, quantity of PBL instruction did not impact mathematics achievement. Interestingly, all groups demonstrated significant gains in mathematics achievement regardless of treatment condition. Several limitations could have interfered with the results of this study, including student attrition, fidelity of implementation, and professional development in PBL curriculum received by the control schools (outside of Project GEMS). As a result, the researchers recommend further research employing stricter fidelity checks and larger sample sizes.
"]},{"key":"dc:title","label":"Title","values":["The Effects of Problem-Based Learning on Mathematics Achievement of Elementary Students Across Time"]}]}],"canonical_facts":{"dc:contributor":["Steven R. Wininger (Director), Lisa C. Duffin, Carl L. Myers"],"dc:creator":["Crowley, Brittany Marie"],"dc:description.abstract":["The present study specifically evaluated the long-term effects of problem-based learning (PBL) instruction on the mathematics achievement of students who demonstrated higher ability in the subject area than their comparable peers. Subjects included 65 students from six south-central Kentucky elementary schools who participated in Project Gifted Education in Math and Science (Project GEMS), a grant partially funded through the Jacob K. Javits Gifted and Talented Students Education Program. The students were assigned to one of three conditions – PBL-Plus, PBL, or Control – based upon school of attendance. The participants were then administered baseline testing in the fall of the third-grade year using the Test of Mathematical Abilities for Gifted Students (TOMAGS). The TOMAGS was then re-administered each subsequent spring (grades 3-6) for growth data. A mixed two-factor ANOVA revealed that there was no significant interaction between the groups across time. Therefore, it was determined that PBL instruction did not result in a greater level of mathematics achievement compared to a traditional curriculum; in addition, quantity of PBL instruction did not impact mathematics achievement. Interestingly, all groups demonstrated significant gains in mathematics achievement regardless of treatment condition. Several limitations could have interfered with the results of this study, including student attrition, fidelity of implementation, and professional development in PBL curriculum received by the control schools (outside of Project GEMS). As a result, the researchers recommend further research employing stricter fidelity checks and larger sample sizes.
"],"dc:identifier":["https://digitalcommons.wku.edu/theses/1446"],"dc:subject":["Problem-based Learning","Elementary Education","Mathematics","Educational Psychology","Elementary Education and Teaching","Psychology","Science and Mathematics Education"],"dc:title":["The Effects of Problem-Based Learning on Mathematics Achievement of Elementary Students Across Time"],"dc:type":["Other"],"thesis:degree_discipline":["Department of Psychology"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T06:08:39Z"}