Project-Based Learning: Sparking Internal Drive Through Real, Hands-On Exploration

By Joy Meserve, COO of Changemaker Education, Former COO of iD Tech

For 23 years, I had the privilege of building and running programs at iD Tech, the world’s leading summer STEM camps. Across hundreds of campuses, every summer, I witnessed something electric: classrooms buzzing with energy, collaboration, and creative focus. It was organized chaos with students visibly fully immersed, sharing ideas across desks, troubleshooting code with each other, laughing, and resisting breaks for lunch and outdoor activities because they were experiencing so much joy in learning. 

It wasn’t quiet or rigid. It was messy, dynamic, and alive. 

That’s what project-based learning (PBL) looks like when it works: students driven not by grades or tests, but by the satisfaction of solving problems, creating something meaningful, and moving toward mastery.

At iD Tech, I learned that “iD” stood for more than “internal drive”—it was proof that when students are given opportunities for ownership of their work, they care deeply and engage on a whole different level — and it’s why I believe microschools are the future. 

What Project-Based Learning Really Means

PBL isn’t simply about “doing projects.” It’s about inquiry, exploration, and presentation. Students investigate real questions, work together in small groups, iterate on their ideas, and share their outcomes with others. The project is the vehicle for learning, not a side activity after the “real” teaching.

What the Research Shows

The evidence is consistent with showing that PBL produces stronger academic outcomes than traditional instruction when it’s done well.

A 2023 meta-analysis of more than 60 studies found PBL improves achievement, critical thinking, and student attitudes toward learning. The impact was strongest when projects ran for nine to eighteen weeks and when students worked in groups of four to five. (PubMed)

A randomized controlled trial in high-poverty elementary schools showed that second graders in PBL classrooms outperformed their peers in social studies and informational reading. The gains were especially clear in classrooms where teachers closely followed the PBL design. (PBLWorks study)

Even at the AP level, students in PBL versions of AP U.S. Government and Environmental Science scored better on exams than those in traditional AP courses. (Lucas Education Research)

PBL works in early grades, high school, and across socioeconomic contexts, but fidelity and support matter. 

The Keys to Making PBL Work

To reiterate the above, it’s not enough to simply assign a project and call it PBL. Outcomes depend heavily on how it’s designed and delivered. 

The difference between a transformative experience and a forgettable activity often comes down to structure, support, and fidelity. 

Duration: Projects that stretch long enough (nine to eighteen weeks) allow for deeper thinking and stronger gains. Shorter units don’t have the same effect.

Group size: Teams of four to five balance collaboration with accountability. Too big or too small, and results suffer.

Teacher support: Professional development is essential. In the Duke study, teachers who had PD and resources saw greater improvements in student writing and motivation.

Authenticity: The most powerful projects connect to real problems and require students to present work to an audience beyond the classroom.

The Opportunity for Microschools

At iD Tech, I saw PBL ignite students’ curiosity over the course of short, weeklong programs each summer. Microschools have the opportunity to build that same model year-round. With their flexibility and smaller class sizes, they’re uniquely positioned to structure authentic projects, create tight-knit collaborative groups, and give teachers the freedom to focus on learning that lasts.

Project-Based Learning is a research-backed method for helping students achieve more, think critically, and enjoy learning (not simply a buzzword). But its real power lies in sparking internal drive, or the feeling students get when they’re solving problems that matter to them.

For educators, leaders, and parents thinking about the future of education, the message is clear… If we want students who are curious, capable, and motivated, we need more classrooms alive with projects, questions, and collaboration.