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Despite Kazakhstan’s commitment to educational advancement, recent assessments have indicated opportunities to improve students’ mathematics performance. As the country continues to invest in human capital development, exploring effective pedagogical approaches to enhance mathematics proficiency at the university level has become a priority. This study investigates the impact of project-based learning (PjBL) on mathematics proficiency among university students in Kazakhstan. Using a quasi-experimental design with 341 participants across two universities and two academic cohorts, this study compares the effectiveness of PjBL with traditional lecture-based instruction. The results from the multilevel modeling analysis revealed that PjBL significantly improved students’ mathematics proficiency, with an overall effect size of d = 0.85. This study found consistent positive effects across cohorts, suggesting the robustness of PjBL as an educational intervention. These findings contribute to an understanding of effective pedagogical approaches to mathematics education at the university level in Kazakhstan, potentially informing future educational strategies aimed at enhancing students’ mathematical proficiency. This research provides empirical evidence for the efficacy of PjBL in improving mathematical skills in higher education, offering valuable insights for educational policy and practice in Kazakhstan and similar contexts.
Saparbayeva et al. (Sat,) studied this question.
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