Enhancing STEM Education and Inclusivity Through Project-Based Learning for 3rd Grade Students at UCP West Orange Charter School

AUTHOR(S)

GINA C. CLIMACO GODFRED OBENG SEYKI

ABSTRACT

— This mixed-methods study investigates the effectiveness of project-based learning (PBL) in enhancing STEM knowledge, improving student attitudes, and fostering inclusivity among third-grade students at UCP West Orange Charter School. A sample of 15 students participated in six structured PBL activities, with data collected through a pre- and post-test and an observational checklist. Quantitative findings revealed a statistically significant increase in STEM knowledge, with mean scores rising from 2.87 to 4.33 out of 5 (t(14) = 6.72, p < .001). Attitudinal measures also showed marked improvement, particularly in teamwork, science interest, and likelihood of pursuing STEM careers, with mean differences ranging from +0.74 to +0.93. Qualitative analysis of observational data indicated high levels of engagement and inclusive participation, with students demonstrating increased collaboration and task involvement over time. These findings confirm that PBL is an effective pedagogical approach for supporting both cognitive gains and affective development in early STEM education. The study contributes to existing literature by highlighting how PBL promotes equitable learning environments, providing practical implications for educators aiming to integrate inclusive, student-centered strategies in elementary classrooms. Keywords — Project-based Learning, Educational Inclusivity, STEM Education, Student Engagement