Manuscript received April 16, 2026; accepted June 1, 2026; published August 18, 2026.

Abstract—This research investigates how Project-Based Learning (PBL) within a Science, Technology, Engineering, Mathematics (STEM) framework influences students’ motivation toward science and the development of essential skills. The program was delivered through a series of short, hands-on workshops addressing topics such as astronomy, rocketry, robotics, aeronautics, and computer-aided design. Its primary goal was to connect theory with practice by offering authentic, challenge-driven learning experiences. Based on a Project-Oriented Problem-Based Learning (PoPBL) approach, participants worked through iterative design–build–test cycles that encouraged collaboration, creativity, and reflective thinking. Findings indicate a significant increase in the probability of STEM interest, which rose from a baseline of 0.228 to 0.882 post-intervention, representing a 65.4% gain. Notably, students showed a stronger sense of relevance in their learning and marked progress in key 21st-century competencies, particularly creativity, which exhibited the highest probability of perceived development (0.706), followed by teamwork (0.471) and problem-solving (0.412). Beyond technical knowledge, the initiative helped students engage more deeply with the scientific process, turning abstract ideas into concrete, meaningful projects. Overall, the results suggest that PoPBL-STEM programs can serve as a practical and scalable model for fostering scientific motivation, creativity, and skill development, especially in educational contexts seeking to enhance innovation and technological literacy.
 
Keywords—Science, Technology, Engineering, Mathematics (STEM) education; project-based learning; scientific motivation; creativity; hands-on learning

Cite: Fabio Diaz Palacios, Abigail Lopez Tarqui, Grace Luna Verdueta, Ariana Reyes Ticona, Ignacio Coriza Rondo, María Veizaga Galarza, and Valeria Alcázar Gonzales, " Project-based Learning in STEM: Effects of Hands-on PoPBL Activities on Schoolchildren’ Scientific Motivation," International Journal of Learning and Teaching, Vol. 12, No. 3, pp. 236-243, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).