Online physics education often struggles to sustain student motivation and engagement. This study examines the impact of Project-Based Learning (PBL) on 9th-grade students by using the socially relevant topic of nuclear power plants in Kazakhstan. Students collaborated in small groups to produce short video presentations analyzing the advantages and disadvantages of nuclear power, linking physics concepts with societal issues. A mixed-methods design combined surveys, participation metrics, and analysis of student reflections. Grounded in Self-Determination Theory and Expectancy-Value Theory, the intervention emphasized autonomy, competence, relatedness, and task value. Results indicate notable improvements in attendance, active participation, conceptual understanding, and intrinsic motivation, while reducing stress compared to traditional assessments. The study demonstrates how contextually meaningful, interdisciplinary projects can enhance both cognitive and affective outcomes in online secondary physics education, offering practical strategies for teachers and policymakers.

Authors:
Zarina Kukhayeva, Astana IT University, Kazakhstan

About the Presenter(s)
Dr. Zarina Kukhayeva's research interests:physics education research, PBL, the development of fabrication skills for school students. She is a PI at the project focused on developing an algorithm for creating a platform for physics teachers.

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