51±¬ÁÏ

Doctoral Dissertation Defense
of
Ya Li

For the degree of

Doctor of Education
Interprofessional Leadership

An Investigation of the Effect of Project-Based Learning in Physics with the Use of Virtual Lab Technology on Grade 9 Students' Performance

May 8, 2025
9:30–11:30 A.M.
Microsoft Teams

An Investigation of the Effect of Project-Based Learning in Physics with the Use of Virtual Lab Technology on Grade 9 Students' Performance

Traditional physics instruction in Chinese international schools emphasizes exam preparation through teacher-led drills, often neglecting practical skills and student motivation. While parents acknowledge project-based learning (PBL)’s potential to foster study motivation and experience, they remain skeptical about its academic trade-offs. This study evaluates how integrating PBL with virtual labs impacts ninth-grade students’ physics achievement, motivation, and learning experiences. Using a quantitative-methods design, 30 students were randomly assigned to either a PBL group using virtual labs or a control group taught via traditional methods with virtual lab access. Pre- and post-tests were used to measure physics knowledge and intrinsic motivation (via the Intrinsic Motivation Inventory, IMI). Students’ learning experiences were assessed using the Course Experience Questionnaire (CEQ). Results demonstrated that the PBL group significantly outperformed the control group in physics achievement. In intrinsic motivation, the PBL group received higher scores on the IMI subscales of interest/enjoyment, perceived competence, and perceived choice, and reported lower pressure/tension. Additionally, PBL students reported more positive learning experiences. The findings underscore PBL’s potential to improve motivation, offering empirical support for its adoption in Chinese international schools. This study contributes to the discourse on educational innovation while addressing parental and institutional concerns about academic performance.