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Running head: Project Based Learning in High School Mathematics

The Impact of Project Based Learning in High School Mathematics

Berenise Vargas
April 22, 2017
University of Redlands

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Running head: Project Based Learning in High School Mathematics

Author: Berenise Vargas

Title: The Impact of Project Based Learning in High School Mathematics

An Unpublished Action Research Project

In completion of course Malt 610 requirements for Master's Degree.

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Running head: Project Based Learning in High School Mathematics

Acknowledgements and Dedications

I would like to thank my family and friends for their endless support.

To all teachers who have guided me through this new journey.

I will always be truly appreciated.

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Running head: Project Based Learning in High School Mathematics

Abstract

This research paper analyzes the effects of project based learning in high school mathematics.

The literature review provides examples of successful outcomes in the classroom that have

implemented Project/Problem Based Learning (PBL). The studies indicate that students with a

PBL curriculum outperformed those students with a regular textual curriculum. It also contains

some obstacles teachers can have when planning to implement project based learning in their

lesson. We will use the solutions suggested in the literature review if we come across some of the

obstacles during the study. The study examined in this paper, shows students who are able to

connect their learning with problems from outside the classroom comprehend the material in

more depth. They used in the study was divided into two parts. The results showed that the

students who were able to make connections from the real world to the project performed higher

in the unit test. Project based learning had successful results in the study.

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Running head: Project Based Learning in High School Mathematics

Table of Contents

Introduction .

Background .....

Context

Assumptions and Beliefs

Preliminary Diagnostic Data ......

Research Question ......

Impact on EL Students .......

Terms Defined ...

10

Literature Review ..

10

Study Design..

14

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Running head: Project Based Learning in High School Mathematics

Participants

14

Setting ...

15

Planned Activity

15

Observations ..

16

Methods of Data Collection & Analysis ..

17

Findings and Analysis ...

18

Discussion of Results.

21

Reflection ..

21

New insights ..

21

Changes .

22

Impact on EL Students .

22

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Running head: Project Based Learning in High School Mathematics

My teaching role ...

22

New questions ...

23

Limitations

23

Conclusion .

23

Appendices .

24

Appendix A.

25

Appendix B ..

27

References .

28

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Running head: Project Based Learning in High School Mathematics

Introduction

Different teaching strategies are frequently implemented into classrooms to enhance the

learning of students. Every generation undergoes different changes in their community and

education has to adapt. In this paper the strategy at study will be Project Based Learning. We

will analyze its impact in mathematics for secondary teaching. Project Based Learning (PBL) is a

teaching method in which students gain knowledge and skills by working for an extended period

of time to investigate and respond to an authentic, engaging and complex question, problem, or

challenge.

Due to lack of interest and inability of students making connections from what they learn

in the classroom and how to apply it in the real world; Project Based Learning can help facilitate

this dilemma. Project based learning provides an opportunity for students to create and explore

while they learn. The activities are created to help them succeed inside and outside the classroom

environment. It challenges and encourages students to research and gain more knowledge on

what interests the student and being taught in class. It allows the teacher to give the students an

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Running head: Project Based Learning in High School Mathematics

opportunity to demonstrate what they know and facilitate their learning instead of standing in

front of a classroom lecturing.

The PBL activity shown in this study will have the students find the area and perimeter

of the blueprints of the house using what they learned from polynomials. They will then graph

the area and apply what they learned to a real life scenario. For example, finding the area of

rooms in their house or school. Students will take a pre and post assessment to measure the

impact of the project. The project will be completed in groups, however both assessments will

be completed individually. In this study it is hypothesized that Project Based Learning will

improve the Mathematics 3 high school's students assessments scores.

Background

Description of Contexts

The research for this study was conducted at Rialto High School in Rialto Unified School

District. The school is located in San Bernardino County, city of Rialto, California. The city has

a population of 101,910. In 1907 the first Christian church was founded. It is the oldest building

in Rialto now known as Rialto Historical Society.

Rialto Unified School District is formed by 18 elementaries, 5 middle schools, 3 high

schools and 2 continuation schools. It was founded in 1891. This year Rialto Unified School

District was awarded the Bronze award for Excellence in Positive Behavior Intervention and

Support (PBIS) at five schools.In addition, one of the programs offered in the district is Dual

Immersion program; four elementary schools have the program to help English learners. Rialto

High School was established in September 1992. It has an enrollment of 2,739 with a 28:1

teacher student ratio. The ethnicity distribution is at follows 88% Hispanic, 6% African

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Running head: Project Based Learning in High School Mathematics

American, 2.5% White, 1.3% Asian, 0.9% Filipino, 0.3% Pacific Islander, 0.4% more than 2

ethnicities. Having the majority of students being hispanic, Rialto High School has the following

English Proficient distribution: 36.6% Only English, 5.3% Initial Fluent English, 18.4% English

Learner, 39.6 % Reclassified fluent English Proficient. It is classified as a high poverty school

with 69 % of students on free lunch and about 10% on reduced lunch. From the previous results

we can conclude Rialto high school is located in a poor community.

The schools mission is to provided a safe and supportive learning environment for

success and lifelong learners who have the ability to adapt to a diverse and changing world.

Rialto High school has a graduation rate of 87% to 91.9%. Some of the programs at Rialto High

School is known for are MESA and AVID.

The study will be conducted in a Math 3 class. This class is formed by Sophomores and

Juniors. There are three English learners with proficiency level 3 and 4. The class is made up of

24 students: 14 female, 10 male.

Assumptions & Beliefs

The assumptions made for this study are that students would work together efficiently as

they have previously worked in groups. They would have some difficulty with the project, but

can solve it if they communicate with their group.

The instructions were clear and students know what it's is expected of them. If they need

help they should first ask their peers and then the teacher. It is believed that students will enjoy

the project and have enough time provided in class to complete it.

Preliminary Diagnostic Data with Analysis

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Running head: Project Based Learning in High School Mathematics

I have been observing this class for the last 6 months. The students are engaged in the

lesson the first 35 minutes of class. During this time they remain focus answering questions and

taking notes. After 35 minutes a few being to drift away and quietly work on something besides

the classwork. There are no behavior issues or major distraction during class time. The only

common distractions are when a student sent from another class or if there is a phone call from

the office. The students are frequently allowed to work with a partner. Having them perform the

PBL activity with a partner should not be a conflict.

Majority of the class are visual and kinesthetic learners. There are three students that are

auditory and analytical learners. Two of these students enjoy working in small projects. One

student prefers to complete worksheet. Half of the students said they would like to see how the

content they are learning is being applied to the real world. They had difficulty making the

connection. One fourth of the class said that Mathematics was their least favorite subject.

The Pretest was an online assessment in ALEKS. The assessment consisted of adding,

multiplying and dividing polynomials. The results of the pretest had average of 66% correct

answers which is below a C average.

Research Questions and Approach

The research question for this study is: Does Project Based Learning Strategies help

improve the achievement and assessment scores in High School Mathematics?

The approach for the study will be having students work in groups on a Polynomial house

Project. The project will have three part to allow for feedback and corrections on the project.

During the first part, students will find the area and perimeter of the house blueprints. In the

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Running head: Project Based Learning in High School Mathematics

second part, students will graph the area of each room. In the third part, students will use their

knowledge and apply it to a real life scenario.

The purpose of this study to show that PBL can help students comprehend the material by

making connections to real life scenarios. Hopeful that their depth of understanding will help

them improve their assessment scores.

Impact on EL Students

Dividing the project into two parts benefits all the students, but especially English

Language Learners. It will allow them to receive feedback and make corrections in their project

before moving forward and obtaining the wrong area. Allowing the students to work in groups

allows English Language learners as well as students with learning disabilities to receive help

from a peer. Some of this students are too shy to ask questions out loud, but are comfortable

receiving help from a friend.

In additions, the blueprints allow students to have a visual they can refer to and make

connections. The graphic organizer will allow for simpler transitions from the area of each room

to the graph.

Terms Defined

Area- the extent or measurement of a surface or piece of land.

Graphic organizer - is a visual display that demonstrates relationships between facts, concepts or

ideas.

Quadratic - involving the second and no higher power of an unknown quantity or variable.

Perimeter - the continuous line forming the boundary of a closed geometric figure.

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Running head: Project Based Learning in High School Mathematics

Polynomial function - quadratic, a cubic, a quartic, and so on, involving only non-negative

integer powers of x.

Project based learning - is a teaching method in which students gain knowledge and skills by

working for an extended period of time to investigate and respond to an authentic, engaging and

complex question, problem, or challenge.

Polynomial Multiplication (FOIL)- A multiplication property referring to - First, outside, inside

and last

Literature Review

Educators are constantly searching for new teaching strategies that will help their

students succeed not only in the classroom, but outside in the real world. The strategy we will

discuss in this literature review is Project Based Learning (PBL). In the following articles we

examine the impact PBL is having in the classrooms. The first article will review is, The Impact

of Project - Based Learning on Minority Student Achievement: Implications for School Redesign.

A school district in South Texas redesigned a PBL middle school for a year and then compared

the State of Texas Assessments of Academic Readiness (STAAR) mathematics to another school

and to the test scores from the previous year. It was hypothesized that PBL would promote

diversity and increase the choice of middle schoolers to engage investigating solutions to

problems. PBL can allow prepare students about conflicts outside of the classroom; to help

contribute their learning into society. Study was conducted with seventh and eighth graders. The

results for grade seven showed that the difference between the groups was statistically significant

favoring the PBL group in both reading and mathematics. The results for those in grade eight

also showed centroids statistically significant favoring the PBL group. Both grades seven and

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Running head: Project Based Learning in High School Mathematics

eight in a PBL classroom outperformed the seventh and eighth graders that were not in a

redesigned PBL classroom. Cervantes hypothesis was correct, students became more engaged

with the choices provided by PBL curriculum.

Koparan and Guven performed a similar study in a Statistics course but not only

measured performance, but also on how the students change their attitudes. In the article The

Effects on the 8th Grade Students Attitude towards Statistics of Project Based Learning. The

study was conducted in 70 eighth grade students in two different classes middle schools. During

the project one of the eighth grade classes implemented PBL by having the students work in

groups and create their own research that would be presented to the class. The project had

relation to real word problems to allow students to take their knowledge outside the classroom.

Similar to Cervantes study, they wanted students to make connection, to the world outside the

classroom. The test showed that the students that were in the PBL classroom improved their

attitude from .51 to 1.02 logits. The pretest had showed no significant difference between the

experimental group and the control group in terms of attitude towards statistics ( Koparan,

2014). However, the study showed that the attitude towards statistics increased with PBL as

opposed to the classroom that learned from just text books that showed no significant change in

attitude. The change in attitude shows that students enjoy learning when they are giving more

time to complete an assignment because they are able to understand the knowledge at a much

deeper level and construct research on their interest of choice. (Hung, 2016)

The third article we will review is, The effect of project based learning in ratio,

proportion and percentage unit on mathematics success and attitude. Ozdemir takes a similar

approach as Koparan, however, Ozdemir creates groups and allows them to choose a team

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leader. The team leader will help the group stay on task. The researcher taught both of the

classes, control and experimental group. The PBL class worked on projects and presented them

at the end of the unit. The results showed that there was a significant difference in favor of the

experimental group towards attitude mathematical. Based on the results we can concluded that

the students enjoyed working in groups. However, the self evaluation form showed that some

students found the project boring as other found it challenging. One of problems that arises when

students work in group is that not everyone completes the same amount of work. This was

something the students noticed and mentioned as a conflict of working in groups. Although, the

tests showed the attitude toward mathematics increased with groups activity, there are a few

students that did not enjoy working in groups. Allowing the students to chose the project they

want to accomplish could allow those students who drift off from the group to engage in the

group's activities, find something of their interest to research as Cervantes did in his study.

Dr. Remijan teaching strategies are a perfect example of project based learning. In

Project-Based Learning and Design-Focused Projects to Motivate Secondary Mathematics

Students he did not conduct a study but instead explained the different Problem/Project Based

learning activities that he has successfully implemented in his geometry classroom. The students

receive a problem and then slowly convert it into a project until the students are designing

blueprints and presenting them to class/staff. During this process they research, receive feedback

from staff and professional architectures. It has allowed students to work with professionals

which motivates the students learning. In the previous articles the students received feedback

from the teacher but, having feedback from an outside source creates a connection to the world

outside the classroom. The students projects are always being improved as they discover and

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Running head: Project Based Learning in High School Mathematics

perform more calculations. Having a hybrid problem and project has allowed his students to

learn and see how it can be applied to the world around them. For PBL to be adequately

implemented teachers must be willing to create a learning environment that connects students to

the larger community, provides them with purpose,engages them in mathematics, and encourages

innovative problem solving (Remijan, 2017).

From the previous articles we have recognized that Problem Based Learning has had a

positive impact in the classroom. A fundamental element for PBL to be successful is for the

teacher to construct the proper question. Woei Hung gives us key ideas in, All PBL Starts Here:

The Problem, that should be used while constructing the problem/question. One of the models is

3C3R model is composed of core and processing components. Identifying the contextual

knowledge of the students. How this knowledge will be reflected when solving the PBL problem.

The model Hung introduces us to is the 9-step PBL Designing process. The model consist of

having a goal that has to be reached by the problem, have a reflection and analyze all the

components. The problem should challenge the student but allow the student to analyze and

solve the problem. Although PBL allows students to solve problems from the outside world, its

necessary to set boundaries to reduce the chance for the students to take the path that is not part

of the intended learning objectives (Hung, 2016). These boundaries are made when constructing

the PBL problem. This is why having to the proper questions is important to have successful

outcomes from a PBL activity.

Although PBL has allowed for students to gain interest in learning and making

connection to real world problems some teachers may have difficulty with this teaching strategy.

Baysura study allows us to see some of the disadvantages teachers have with PBL. The teachers

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Running head: Project Based Learning in High School Mathematics

most common difficulties were: students getting off topic, time - consuming, costly, students

not informed about research, and not being equipped with the skills and knowledge to manage

PBL (Baysura,18). Many of those obstacles teachers are having can be resolved with proper

training. In the training teachers can learn that not all PBL are costly it depends on what the

teacher wants to have the students create or research. All teaching strategies will have

complication. We as educators need to find the best strategy for our students.

Study Design

Participants

The participants of the study are 24 students from a Math 3 class. There are 10 male and

14 female The class has sophomore and juniors. There are three English Learner.

Setting

The study will take place in the students Mathematics classroom at Rialto High School

during 5th period. The classroom is set up in rows of two. This allows students to work together

without creating disruptions by having to move desk around. There is a whiteboard in two walls

of the room that students can use. They also have access to the computers at least twice a week.

Planned activity

The activity we will use for this study is called the Polynomial House Project. The

students will be provided with a packet that contains instructions for the 3 parts of the study, 3

graphic organizers to input data, and blueprints of a house. (Appendix A) They will be asked to

work in groups of two.

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Running head: Project Based Learning in High School Mathematics

Pretest: Students will complete an assignment on ALEKS that covers addition,

multiplication and division of polynomials. Students first attempt to find the area and perimeter

of the rooms in the house will also be considered a pre- assessment.

During part one of the study the students will record the area and perimeter answers in

the Polynomial Project Answer Sheet. Once it is completed the students will have their answers

checked and make any the corrections if needed. They may correct their work as many time as

they need. All correct answers will be recorded in Polynomial Project Answer sheet (Correct)

graphic organizer to use for the second part of the project.

They may continue to part two only after they have obtained all the correct answers for

part one. During part two, students will be asked to graph the polynomial expression that were

obtained when they found the area of each room. They may use graphic organizer Part 2:

Polynomial project answer sheet to input the area of each room. For this part they may use

Desmos a graphing app or use a graphing calculator. They have to take a screenshot of the graph

and print it out. Students then have to glue each polynomial function graph into the house

blueprints and identify the zeros of the graph. Zeros are where the graph crosses the x-axis.

For part 3, students will use what they learn to apply it in the real world. They are giving

two choices where there can apply their knowledge. They can choose a room in their house and

find the perimeter and area of the room to know how much paint they need to paint the whole

room. The second option is having the students find the new perimeter and area of their new

room to find how much area they need to cover with carpet or wood flooring.

Observations

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Running head: Project Based Learning in High School Mathematics

After the pretest, students were given 2 days to work on their projects and make

corrections. The third day the teacher continued with their lesson on synthetic division. Synthetic

division it is a method of polynomial division.Towards the end of the period the teacher

explained to the class the instructions for part 2. The teacher also informed them that they would

be allowed to work on their project for the last 15 minutes of class for the following week. She

gave them a deadline to complete part 1 of the project which was a week after the project was

assigned to the students. Some of the students obtained the correct answer after the first

corrections, others took longer. The students had access to the computers three days during this

week.

During the second week the students were allowed to work on their project tuesday for

the whole period. The rest of the days they were given the last 10 minutes of class. During the

last 10 minutes students used their time efficiently. Some began printing their graphs on

Tuesday. Other groups were just beginning to graph. On Thursday, there were some students

beginning to glue their graphs into the house blueprints. At first, the students had difficulty

graphing the graphs but after the third graph they were able to work with Desmos with no

problem.

During the third week, students were beginning to do part 3 of the project. Others were

printing graphs. The students were given the upcoming Monday as a deadline to the project.

They would have Friday to work on the project the whole period. One of the groups was falling

behind because they were not used to working on project and began to complain about common

core. Projects in Mathematics was not something he who was familiar with. That is one of the

conflicts students had during the study.

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Running head: Project Based Learning in High School Mathematics

Methods of Data Collection and Analysis

The method of data collection for this study was from interviews and assessment scores.

The assessment was given a day after the projects were due. The post assessment scores were

compared to the average pretest scores. The tests were not identical but very similar. They both

contained addition, multiplication and division which were the skills used during the project.

Identifying the mistakes that were made in the pretest and recognizing if they had made them for

the post test. Interviews will allow to identify how the students felt about the study and how the

project can be improved.

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Running head: Project Based Learning in High School Mathematics

Findings and Analysis

To the left we have scores from the post

assessment. The assessment was a total of

twelve questions long. However, we will

only be analyzing questions 3 to 8 which

contain content that the students used during

the project. They covered multiplication,

addition and division of polynomials. The

average of these six questions is an 82.3%

Average = 95+88+65+81+73+92
6
= 82.3%

It is a 16.3% increase from the pretest score

which was an average of 66%. The skills

and connections that students were able to

make during the project allowed them to

comprehend the material better scoring

higher on the assessment. It can also be

noted that question 10 - 12 that were not part

of the skills in the project were the questions

with the lowest average of students

obtaining correct.

From the pie chart we can identify that the

question missed the most was question 7.

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Running head: Project Based Learning in High School Mathematics

This question was a division of three polynomial terms. Division was only covered in the project

for two rooms. Question 3 and 8 were the multiplication of polynomials of two and three terms.

This was used to find the area of most of the rooms and it has the lowest missing rate. The

practice and connections students were able to make during the project allowed them to have a

higher success rate in the assessments. With a 16.3% average increase from the pretest score we

can recognize that Project Based learning was successful in helping to increase assessments

scores.

The following results were from interviews of the students.

Questions Yes No Not Sure

Did you enjoy working in 22 2 0


the project?

Did the project helped with 21 1 2


the understanding of
polynomials?

Did it allow you to make 20 0 4


connections to the real life
scenarios?

Would you like to have 23 1 0


similar projects in future
units?

Did your group work 22 2 0


efficiently?

From the table above we can recognize that the majority of the students enjoyed the project and

would like to have a similar PBL activity in future lessons. We can also identify that those who

did not enjoy the project were not able to benefit from it because of lack on interest. They did

not notice any help in understanding if polynomials, or were not sure if it did help. The majority

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of the groups worked efficiently and make their project and comprehension of polynomials a

successful outcome.

In addition to the questions in the table above, we asked the students to share their

opinion on how the project could be improved, and if they had anything they would like to share

about their experience with the project.

Student A: I liked that it was divided into parts. It made it easier to make corrections

than having to do the whole project all over again.

Student E: I don't like projects, but it did help me understand polynomials better.

Student C: I rather do worksheet. I dont see the point of projects. They are too much

work.

Students H: I like projects that help you relate to the real world. Dont get me wrong it

is cool to learn math, but sometimes I wonder when will I use it, like the

trig functions.

As we can see some students need to make connections to be interested in what they are learning.

Students C is one of those students that we need to allow them to find something they find

interesting and have then incorporate it into mathematics to help them make connections and

spark their interest. Student E is an example that connections help gain understanding of a new

concepts being taught. The improvement the students would make to the project are the

following:

Student M: You should have an example of the end product. I wasnt sure where to glue

the graphs.

Student B: Make it more like a real life problem, like part 3 on the project.

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Running head: Project Based Learning in High School Mathematics

We can identify that students want to make connections. We can accomplish that through PBL

activities.

Overall The Polynomial House Project was successful by helping increase the student's

assessment scores. Students would like to see similar projects being incorporated to their lessons

to help them make connections of the content learned in class and how it can be applied in the

real world.

Discussion of results

The study showed that Project Based Learning in High School Mathematic can help

improve the assessments scores of the students. The intervention in this study was to facilitate

during a project and help students make connections between mathematics and the real world.

After completing the projects students shared that they enjoyed working on activities that they

can use their knowledge on such as part 3 of the project. PBL allows us to do that in every

lesson.

Reflections

The study has given us a project that is not costly. Projects can be broken down to help

facilitate the work for the students and also for the teacher to know what the students are having

difficulty understanding. Projects do take time, but the time is compensated when the students

truly comprehend the material. If teachers take some time to slow down and make connections

students will be able to understand more. Mathematical content build up from one another and if

they don't understand a concept they will have difficulty with the new one. Making connections

helps students comprehend better and prevents from falling behind in the lesson.

New insights into

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Running head: Project Based Learning in High School Mathematics

The study gave me new insights into doing the project as they are learning the

concepts, although it might be to challenging. As well as incorporating small projects to every

unit to facilitate students into making connection. Consider having students create a project

themselves. As well as incorporation classroom discussion toward the end of the period to be

able to identify the learning taking place in the classroom.

Changes

Incorporating a survey on the opinions of groups project as part of the pre - assessment to

identify any change in opinions after the study would allow to see impact of the project had on

each student. I would add an extra day of work time in class. Also, changing the blueprint to a

building that the students may have interest in. If I want to incorporate graphing skills the area

can be provided and the screen shots of the graph can be changed to drawing the graphs.

As opposed to having the student just identify the zeros of the polynomial.

Impact on EL Students

The EL students in this study were level 3 and 4. This means that students are mostly

fluent in English. The impact of the study was the same as the rest of the class. They thought

making connections from the house and the polynomials was helpful. If the students were EL 1

or 2, instructions in their native language would be provided. The visuals would help support

their understanding.

My teaching role

The students had finished covering polynomial addition and multiplication and began

covering polynomial division when the study was conducted. During the project my role was to

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Running head: Project Based Learning in High School Mathematics

assist the students who needed the extra support setting up the computation to find the area or

perimeter. I was there to help facilitate their learning, not providing the answer.

New questions

How much time should be allowed for a project?

Is PBL more effective than the STAND model?

How can PBL help students with disabilities?

Limitations

Some limitations of PBL are time. Projects can take time and with limited time in the

classroom projects may not always be possible. However, Problem based learning can take place

instead of a project and have similar results. The different type of learners in the classroom can

limit the activities in the class. Some classes perform great group work as opposed to others that

prefer to work alone or will easily get of task. The limitations are low for PBL.

Conclusion

Transferring knowledge from the classroom to the real world is difficult for students.

They struggle to make connections and this is causing for them to lose interest in learning and

lowering down their grades. Project Based Learning allows to facilitate the connection between

what is being taught in class and how to use it in the real world. By creating a connection it

allows students to comprehend the material and perform higher in their assessments. The results

in this study indicate that Project Based Learning (PBL) supports students to make the

connections from what they learn on the classroom and apply it to the real world. This

connection allowed student to gain a better understanding of the content. They were able to

increase their average assessment score by 16%. It increased from a D to a B- in letter grade. In

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Running head: Project Based Learning in High School Mathematics

conclusion Project Based learning can successfully support students to improve their

achievement performance.

Appendices

Appendix A.. 25

Appendix B.. 27

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Appendix A

A copy of part one and the house blue prints of project use to perform the study. Ms.Merino has

being using this project for the 2 years.

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Appendix B

Rialto High School were the study was conducted.

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References

Baysura, O.D., Altun, S. & Yucel-Toy, B. (2015). Perceptions of teacher candidates

regarding project-based learning. Eurasian Journal of Educational Research, 62, 15-36

Cervantes, B., Hemmer, L., & Kouzekanani, K. (2015). National Council of Professor of

Education Administration . The Impact of Project - Based Learning on Minority Student

Achievement: Implications for School Redesign,2( 2), 50-66.

Hung, W. (2016). All PBL Starts Here: The Problem. Interdisciplinary Journal of

Problem-Based Learning,10(2), 2nd ser.

Koparan , T., & Guven, B. (2014). The Effects on the 8th grade students attitude towards

Statistics of Project Based Learning. European Journal Of Educational Research ,3(2), 73-85.

Ozdemir, A. S., Yildiz, F., & Yildiz, S. G. (2015). The effect of project based learning in "ratio,

proportion and percentage" unit on mathematics success and attitude . European Journal Of

Science and Mathematics Education,3(1), 1-13.

Remijan, K. (2017). Project-Based Learning and Design-Focused Projects to Motivate

Secondary Mathematics Students. Interdisciplinary Journal of Problem Based Learning ,11(1).

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RIALTO HIGH SCHOOL MISSION STATEMENT. (n.d.). Retrieved April 17, 2017, from

https://rhs-rialto-ca.schoolloop.com/MISSION

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