Rate My Professor Janet Engle

In her doctoral dissertation, titled 'Project-Based Learning, Achievement Level, Knowledge Gains and Knowledge Retention in a High School Mathematics Classroom,' Engle examined whether project-based learning (PBL) retrieval activities impact knowledge gains and retention compared to traditional methods. The study involved ten high school seniors—six average-achieving and four high-achieving students—across two mathematical topics. Following instruction, participants completed post-instruction tests, engaged in either PBL or traditional retrieval activities, took post-activity tests the next day for knowledge gains, and a deferred test six weeks later for retention. Analysis revealed no statistically significant differences between activity types for knowledge gains (negligible effect size, Hedges’ g = 0.017) or retention (small effect size, Hedges’ g = 0.203, favoring traditional activities). However, subgroup analysis showed large effect sizes within achievement levels: high-achieving students demonstrated superior retention with PBL (Hedges’ g > 0.8), while average-achieving students retained more with traditional activities. These results indicate PBL can match traditional efficacy in high school mathematics and may suit specific student profiles better. Engle investigates the effects of project-based learning experiences on knowledge retention, contributing to pedagogy in mathematics education.