PREDICTIVE MODEL OF THE IMPACT OF PROJECT-BASED LEARNING ON HIGH SCHOOL STUDENTS' MATH PERFORMANCE

Abstract

This study examines the mediating role of learning competence in the relationship between attitude and academic achievement among high school students in the context of Project-Based Learning. Data were collected from 1,301 students in Vietnam through an online questionnaire and analyzed using SmartPLS 4. The results indicate that the measurement model demonstrates good reliability and validity. The analysis shows that attitude has a direct, positive effect on learning competence (p < 0.001), and learning competence significantly influences academic achievement (p < 0.001). Importantly, with a VAF of 82%, learning competence serves as a substantial mediator, suggesting that attitude primarily impacts academic achievement through the development of competence. Thus, the study highlights the crucial role of learning competence in transforming positive attitudes into eljective academic outcomes within the PjBL environment. These findings provide evidence that fostering positive attitudes and developing core competences are key strategies for enhancing achievement and creating sustainable value in education.