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The increasing adoption of project-based learning (PjBL) in education has raised discussions on its effectiveness in enhancing mathematical problem-solving and 21st-century skills. This study examines the impact of PjBL on student engagement through a structural equation modelling (SEM) approach. A purposive sample of 600 students received Mathematics instruction using PjBL, and SmartPLS-SEM was used to analyse key learning variables. Findings revealed strong positive correlations between PjBL and critical skills, including collaboration (β = 0.523, t = 17.821, p < 0.001), critical thinking (β = 0.603, t = 21.853, p < 0.001), and problem-solving (β = 0.561, t = 18.540, p < 0.001). PjBL also exhibited a direct positive effect on student engagement (β = 0.291, t = 6.302, p < 0.001). Mediation analysis showed that collaborative learning (0.081, p = 0.000), problem-solving (0.129, p = 0.000), and critical thinking (0.087, p = 0.000) significantly mediated PjBL’s impact on engagement. These results highlight PjBL as an effective instructional method, fostering active learning and knowledge exchange. Future research should explore longitudinal effects and incorporate teachers’ perspectives to refine PjBL’s role in educational settings.
Rehman et al. (Thu,) studied this question.