Project-Based STEM Education for Students with Diverse Learning Needs

Abstract

This study investigates the effectiveness of project-based learning (PBL) approaches in STEM education for students with diverse learning needs. Using a mixed-methods research design, we analyzed data from 127 students across five schools implementing specialized PBL curriculum over one academic year. Students demonstrated significant improvements in STEM content knowledge (mean gain of 24.3%), engagement metrics (42% increase in sustained task focus), and self-efficacy (p < 0.001). Quantitative analysis revealed that customized scaffolding techniques correlated strongly with achievement gains for students with learning disabilities (r = 0.78), while collaborative group structures significantly benefited English language learners (p < 0.05). Qualitative data from educator interviews highlighted implementation challenges but confirmed PBL's adaptability to diverse learning profiles. Our findings suggest that carefully structured PBL approaches can effectively address achievement gaps in STEM education while fostering inclusive classroom environments, though success depends heavily on appropriate resource allocation and instructional differentiation strategies tailored to specific learning needs.