Effect of Canva-Assisted Project-Based Learning on Students’ Conceptual Understanding and Mathematical Problem-Solving Skills

Abstract

Effective techniques must be applied in the design of mathematics instruction to ensure that learning objectives are achieved. Conceptual understanding and mathematical problem-solving skills are considered the primary learning objectives for students. However, in reality, many students still struggle to fully understand concepts or solve mathematical problems systematically. This study aims to determine the effect of using a Project-Based Learning (PjBL) approach supported by Canva on students’ conceptual understanding and mathematical problem-solving skills. A quasi-experimental pretest–posttest non-equivalent control group design involved 50 students, with 25 in each group. During three 40-minute sessions, the experimental group used Canva to create scaled house floor plans on the topic of ratios and scale, while the control group received traditional instruction. Data were collected using validated essay tests scored with a predetermined rubric and analyzed using independent-samples t-tests. Significant between-group differences were found in conceptual understanding, t(48)=-2.135, p=0.038, Cohen’s d=0.60, and problem-solving skills, t(48)=-2.254, p=0.029, Cohen’s d=0.64. These findings suggest that Canva-supported PjBL offers promise for supporting both learning outcomes, although the intervention was limited to three sessions