International Journal For Multidisciplinary Research

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Enhancing Secondary School Science Education: The Impact of Project-Based Learning Integrated with Modern Digital Tools

Author(s) Mr. RAKESH KUMAR
Country India
Abstract Enhancing Secondary School Science Education: The Impact of Project-Based Learning Integrated with Modern Digital Tools

In an era marked by rapid technological advancement and evolving educational paradigms, traditional lecture-based science instruction often falls short in engaging students meaningfully. This study, conducted at GMSSSS Dholera in Haryana, explores the transformative potential of integrating Project-Based Learning (PBL) with modern digital tools in secondary science education. By shifting the focus from rote memorization to hands-on, inquiry-driven learning, the study empowers students to connect theoretical knowledge with real-world applications. Utilizing a quasi-experimental design involving 50 Class IX students, the research compares outcomes between a control group taught via conventional methods and an experimental group engaged in PBL enhanced with digital simulations, virtual labs, and collaborative platforms.

Findings reveal that students exposed to PBL and digital tools showed significantly higher academic gains, enhanced scientific inquiry and problem-solving skills, and greater motivation and interest in science. The study underscores the importance of adopting innovative, student-centered approaches—especially in rural settings—where traditional infrastructure may limit effective science learning. This research advocates for the systemic integration of PBL and digital technologies into the science curriculum, along with teacher training and further exploration into long-term impacts on students' academic trajectories and attitudes toward science.
Keywords Project-Based Learning (PBL), Science Education, Digital Tools, Secondary School, Student Engagement, Academic Performance, Scientific Inquiry, Virtual Labs, Educational Technology, Rural Education, Critical Thinking, Constructivist Learning
Field Sociology > Education
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-04-27
DOI https://doi.org/10.36948/ijfmr.2025.v07i02.43029
Short DOI https://doi.org/g9gvm2
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