Abstract Analytical chemistry is a core discipline in chemistry education, yet traditional teaching methods often lack sufficient emphasis on practical and research skills development. Recent studies in chemical education suggest that Project-Based Learning (PBL) can address these gaps by integrating theory with real-world problem-solving. This study aimed to evaluate the impact of PBL on the development of research, practical, and motivational outcomes in second-year university students enrolled in the “Chemistry Teacher Education” program at Zhanibekov University. A quasi-experimental design was employed with 40 students divided into an experimental group (PBL) and a control group (traditional instruction). Over one semester (15 weeks), the experimental group engaged in integrated project tasks aligned with the analytical chemistry curriculum, while the control group followed conventional lecture-laboratory instruction. Data collection included pre- and post-tests, laboratory performance evaluations, research skill assessments, and motivation questionnaires. Statistical analysis was conducted using independent-sample t -tests, with effect sizes calculated via Cohen’s d . The PBL group demonstrated significantly higher post-test results across all measured learning outcomes compared with the control group. Substantial gains were observed in theoretical knowledge, practical laboratory performance ( d = 2.01, p < 0.001), and research skills ( d = 2.23, p < 0.001). Improvements also extended to student motivation and engagement, indicating that PBL not only enhanced competency development but also positively influenced students’ attitudes toward analytical chemistry. These findings confirm that PBL is an effective instructional approach for improving both cognitive and affective learning outcomes in analytical chemistry. It strengthened mastery of theoretical concepts, fostered essential laboratory competencies and research abilities, and increased student motivation. The results support the integration of PBL into analytical chemistry curricula in higher education, particularly within teacher training programs. Future research should examine long-term retention of skills and explore hybrid instructional models combining PBL with other active learning strategies.
Madybekova et al. (Mon,) studied this question.
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