Investigating the Effect of Project-Based Learning on Creativity and Problem-Solving Skills in Elementary School Students

Mesgar, Mitra

doi:10.5281/zenodo.21833833

Investigating the Effect of Project-Based Learning on Creativity and Problem-Solving Skills in Elementary School Students

Document Type : Original Article

Author

Mitra Mesgar

Ph.D. in applied linguistics, University of Nizwa, Oman

10.5281/zenodo.21833833

Abstract

Project-Based Learning (PBL) has emerged as one of the most influential student-centered instructional approaches in contemporary education. The present study investigated the effect of Project-Based Learning on creativity and problem-solving skills among elementary school students. A quasi-experimental research design with pre-test and post-test control groups employed. Sixty elementary school students selected and randomly assigned to either an experimental group receiving Project-Based Learning instruction or a control group receiving traditional teacher-centered instruction. The intervention lasted for twelve weeks and involved interdisciplinary projects requiring collaboration, inquiry, and real-world problem-solving. Creativity assessed using the Torrance Tests of Creative Thinking, while problem-solving skills measured through a standardized Problem-Solving Skills Inventory. Data were analyzed using descriptive statistics and inferential methods. Results indicated significant improvements in both creativity and problem-solving skills among students exposed to Project-Based Learning compared to those in the control group. Furthermore, moderate-to-large effect sizes suggested that the instructional approach had meaningful educational benefits. Findings support constructivist theories emphasizing active engagement, collaboration, and authentic learning experiences. The study highlights the potential of Project-Based learning to foster higher-order thinking skills essential for success in the twenty-first century. Educational implications suggest that teachers and curriculum developers should integrate project-based strategies into elementary education to enhance creativity and critical thinking capacities. Future studies are encouraged to examine long-term effects, different age groups, and variations in project design. Overall, Project-Based Learning represents an effective pedagogical framework for promoting cognitive and creative development among young learners and preparing them for complex real-world challenges.

Graphical Abstract

Keywords

Project-Based Learning

Creativity

Problem-Solving Skills

Elementary Education

Student-Centered Learning

Subjects

Persian Language and Literature

[1] Bell, S. (2010). Project-based learning for the 21st century. The Clearing House, 83(2), 39-43.

[2] Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53-69.

[3] Blumenfeld, P. C., Soloway, E., Marx, R. W., et al. (1991). Motivating project-based learning. Educational Psychologist, 26(3-4), 369-398.

[4] Capraro, R. M., Capraro, M. M., & Morgan, J. (2013). STEM Project-Based Learning. Rotterdam: Sense Publishers.

[5] Heppner, P. P., & Petersen, C. H. (1982). Problem-solving inventory. Journal of Counseling Psychology, 29(1), 66-75.

[6] Hernández-Ramos, P., & De La Paz, S. (2009). Learning history through project-based learning. Journal of Research on Technology in Education, 42(2), 151-173.

[7] Hmelo-Silver, C. E. (2004). Problem-based learning. Educational Psychology Review, 16(3), 235-266.

[8] Holm, M. (2011). Project-based instruction. The Clearing House, 84(5), 179-184.

[9] Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story. Educational Researcher, 38(5), 365-379.

[10] Jonassen, D. H. (2011). Learning to solve problems. Routledge.

[11] Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning review. Improving Schools, 19(3), 267-277.

[12] Runco, M. A., & Acar, S. (2012). Divergent thinking research. Creativity Research Journal, 24(1), 66-75.

[13] Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96.

[14] Zimmerman, B. J. (2002). Becoming a self-regulated learner. Theory Into Practice, 41(2), 64-70.

Zydney, J. M., & Warner, Z. (2016). Mobile apps for project-based learning. Computers & Education, 94, 1-17.