Enhancing Motivation through Teacher–Driven Project-Based Learning
Keywords:
Intervention program; motivation to learn; project-based learning (PBL); teachers' perceptionsAbstract
This study investigates a multi-tiered, teacher-driven Project-Based Learning (PBL) program implemented in Israeli middle schools, where academic staff mentored M.Ed. students who, in turn, collaborated with 90 in-service science teachers across 10 schools. Together, they co-designed and implemented PBL units that aimed to shift instructional practices from traditional, teacher-centered methods toward more active, student-centered learning. The research explores how teacher empowerment and direct involvement in the PBL design process influenced not only educators' instructional motivation, but also students' academic engagement, creativity, and learning outcomes. Findings revealed that general learner motivation after the PBL intervention was rated as high (M = 4.08, SD = 0.80). Significant gains were observed across behavioral, cognitive, emotional, and social domains of student motivation (all p < .01). For example, behavioral motivation rose from a mean of 1.74 (SD = 0.86) under traditional learning to 3.97 (SD = 0.83) with PBL, while emotional motivation increased from 2.12 (SD = 0.96) to 4.27 (SD = 0.67). Teachers also reported heightened motivation, professional growth, and a stronger sense of ownership over instructional practices. Beyond the classroom, this study introduces an innovative and scalable professional development model that can be adapted internationally to address persistent challenges in educational equity, teacher preparation, and STEM curriculum reform. By showing how PBL can be effectively implemented even in under-resourced schools through structured teacher collaboration, the study provides a replicable framework for sustainable educational innovation. Ultimately, these findings contribute to the broader discourse on teacher-led reforms and offer actionable recommendations for scaling PBL beyond individual classrooms into systemic change.
https://doi.org/10.26803/ijlter.24.11.23
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