Name: Shikha Bharati Razdan,Vani Parwez
Country: India

Year: 2026
Volume: Volume-16, Issue-1, (January-June)
Page Number: 446-452
DOI: https://doi.org/10.5281/zenodo.20406135

ABSTRACT
This case study examined the impact of project-based learning (PBL)on the knowledge of Grade 7 students studying in the Central Board of Secondary Education (CBSE) school in Panchkula, Haryana, India. A quasi-experimental design, including pre-test and post-test, was employed with 27 students who completed a 10-item Likert-scale instrument before and after a PBL intervention. Descriptive statistics revealed a mean score increase from 42.63 (SD = 3.58) to 44.81 (SD = 3.68) out of a possible 50. A paired-samples t-test yielded a statistically significant result, t (26) = 5.62, p < .001, with a large effect size (Cohen's d = 1.08). These findings indicate that project-based learning significantly enhanced students' knowledge of global warming. Thus, highlighting the integration of project-based learning into academic curricula.
Keywords: Project-based learning, global warming, environmental education, climate education, knowledge acquisition