Abstract
This research investigated the effect of project-based learning (PjBL) on students’ conceptual understanding of mechanics. For this purpose, a quasi-experimental research design was conducted with 50 ninth-grade students at Nazarbayev Intellectual School in Kazakhstan. We used the force concept inventory test to measure students’ conceptual understanding. The results were analyzed using parametric and non-parametric t-tests, ANCOVA, and the goodness of fit analysis tests. After analyzing the pre- and post-test, the results of t-tests and ANCOVA showed that PjBL positively affected students’ conceptual understanding of mechanics, particularly their understanding of Newton’s first law, Newton’s second law, Newton’s third law, the superposition principle, and types of forces. The goodness of fit analysis showed that PjBL is highly effective in enhancing students’ understanding of concepts related to types of forces.