Project-Based Learning

By: Crystal Reyes

Educational Research Design and Data Analysis
EDUC 6327
 Introduction
 Purpose: The purpose of this study is to identify whether project-based
learning, a student-centered pedagogy, is more effective than traditional
methods of learning and teaching.

 Background: My campus is unique in that we serve high school and

middle school grades 7-12; and both middle and high school scores are
combined for TEA purposes. Metro middle school utilizes project-based
learning in their curriculum and has top scores from their 7th and 8th grade
population. But the high school does not incorporate project-based
learning practices and has the lowest reading/ELA scores in the district. If
it wasn’t for the middle school student’s scores, my campus would not meet
TEA standards.

 Importance: To research and find an effective teaching pedagogy that

results in higher student achievement. The study will focus on determining
the effectiveness of project-based learning as a curriculum vs. traditional
learning methods to improve student’s motivation and higher-order
thinking skills to gain knowledge, skills, and inquiry by working in groups
through use of collaboration and communication. The driving question will
be if my campus started incorporating project-based learning techniques
among the 9-12 grade student population, will the scores show increase of
knowledge and skills like the 7th and 8th grade students?
IDEAS: A Qualitative Inquiry into Project-
Based Learning (LaPrad & Hyde, 2017)

Approach: Qualitative

Purpose: The purpose of this study was to evaluate the extent

that project-based learning at the Innovation through Design,
Engineering, Arts, and Sciences (IDEAS) Academy supports
Coalition of Essential Schools (CES) common principals
(LaPrad & Hyde, 2017).

Question: In this case study, no specific questions were

outlined. The qualitative inquiry explored the implications of
project-based learning and if project-based learning at the
IDEAS Academy supported the CES common principles
(LaPrad & Hyde, 2017).
IDEAS: A Qualitative Inquiry into Project-
Based Learning (LaPrad & Hyde, 2017)

Participants: The participants in this study included staff members, teachers,

students (grades 9-12), parents, and community members from the Innovation
through Design, Engineering, Arts, and Sciences (IDEAS) Academy, a small public
school in the Sheboygan Area School District in Sheboygan, Wisconsin; who are
members of the Coalition of Essential Schools (CES). During the 2012-3, 138
students attended IDEAS (LaPrad & Hyde, 2017).

Setting: Data was collected from direct observation of project based classes and
project exhibition presentations, interviews with students and teachers, curriculum
guidelines, teachers’ lessons, and students’ projects (LaPrad & Hyde, 2017).

Measures: The Director of IDEAS provided access to the school and teachers who
voluntary served as interview informants and allowed observations in the
classroom. All participants were asked to sign a consent form at the time of the first
interview and students were provided a consent form and parental permission form.
All interviews were recorded and transcribed and took place in various classroom
and hallway spaces to allow for private conversations. Each interview lasted
between 30-60 minutes. Researchers made (4) separate, two-day visits to IDEAS
from February through May of 2013. Researchers generated field notes through
observing project-based classroom activities, collecting interviews, conducting
follow-up conversations, and conducted unstructured sight observations (LaPrad &
Hyde, 2017).
IDEAS: A Qualitative Inquiry into Project-Based Learning
(LaPrad & Hyde, 2017)
Key Findings:
LaPrad and Hyde (2017) found the following key findings:
◦ Project-based learning at the IDEAS Academy supported the CES common principles
of: Learning to use one’s mind well; Less is more, depth over coverage;
Personalization; and Demonstration of mastery which are embedded in IDEAS’
curriculum program, and pedagogical practices (LaPrad & Hyde, 2017).
◦ The results of the research study inform IDEAS about how their school community
experienced and enacted specific project-based learning pedagogy, and validated its
significance as part of their curricular program (LaPrad & Hyde, 2017).
◦ IDEAS Academy has met federally mandated Annual Yearly Progress (AYP) for the
past three years, while incorporating project-based learning (LaPrad & Hyde, 2017).
◦ Project-based learning is designed to engage students in investigation of authentic
problems (LaPrad & Hyde, 2017).
◦ “At IDEAS, project-based learning is facilitated with Project-Block (PBlock), a daily,
hour long, structured time period that assists students in choosing, researching,
developing, designing and continuously reflecting on their projects, and which allows
time for supervised preparation for the exhibition of their projects” (p. 482).
◦ All projects require the incorporation of an art form, such as painting, sculpture, model,
web media, original films, etc. (LaPrad & Hyde, 2017).
◦ Project-based learning components at IDEAS Academy are: Brainstorming, asking
questions, driving question, feedback, reflections, researching, weekly goals, studio
time, “talk abouts”, journaling, “check’ins” rubrics, and construction phase (LaPrad &
Hyde, 2017).
◦ Exhibitions of learning which occur at the end of each semester for students’ to present
what they have learned to community (LaPrad & Hyde, 2017).
Attitudes towards science, technology, engineering and
mathematics (STEM) in a project-based learning (PjBL)
environment (Tseng, et al., 2013).

Approach: Quantitative

Purpose: The purpose of this study was to examine a project-

based learning (PjBL) activity that integrated science,
technology, engineering and mathematics (STEM) using survey
and interview methods (Tseng, et al., 2013)

Question: Will student’s learning attitudes towards science,

technology, engineering and mathematics through the pedagogy
of project-based learning (PjBL) change by working in student-
centered groups and enhance students’ abilities of problem
solving and knowledge integration?

Hypothesis: Students’ will have a change in attitude towards

the four subjects of STEM in a PjBL activity.
Attitudes towards science, technology, engineering and
mathematics (STEM) in a project-based learning (PjBL)
environment (Tseng, et al., 2013)

Participants: The participants included 30 first year students

(freshmen) in five groups with engineering related backgrounds
from five institutes of technology in Taiwan (Tseng, et al.,
2013).

Setting: The study experimented with a short term project-

based learning (PjBL) design and a five-week cross-school
competition in order to integrate STEM and PjBL activities
(Tseng, et al., 2013).

Measures: Measurements included questionnaires and semi-

structured interviews to examine student attitudes towards
STEM before and after the PjBL activity. Quantitative data was
collected during the study to show student’s attitudes towards
STEM subjects at both pre-test and post-test stages (Tseng, et
al., 2013).
Attitudes towards science, technology, engineering and
mathematics (STEM) in a project-based learning (PjBL)
environment (Tseng, et al., 2013)

Key Findings: Students were more willing to learn

STEM via PjBL’s practical methods. Combining PjBL
with STEM had influenced students to have a more
positive attitude towards the curriculum (Tseng, et al.,
2013).

Tseng, et al. (2013) found the following key findings:

◦ “Students had a positive attitude towards STEM.
Technology is the most popular subject at the pre-learning
stage, while engineering was recognized as the most
popular subject after learning” (p. 92).
◦ “Student attitudes towards science, technology, engineering
and mathematics were positive and significant” (p. 93).
◦ “Students had the most significant changes in attitude
towards engineering before and after the PjBL activity” (p.
93).
Implementation and Assessment of Project-Based Learning in a Flexible
Environment (Doppelt, 2003)

Approach: Mixed Methods

Purpose: The purpose of the intervention program was to focus on changing

teaching methods using project-based learning to motivate students towards
passing the matriculation examinations and towards further college-based
education (Doppelt, 2003).

Question: In this case study, no specific questions were posed, but three goals
were set forth for the intervention program. Doppelt (2003) outlined the
following goals that were divided into three domains:
◦ “The first goal was to raise teachers’ and pupils’ self-image and motivation” (p. 255).
◦ “The second goal was to change the learning environment by changing teaching
methods and applying PBL in modern and computerized laboratories” (p. 255).
◦ “The third goal was to advance pupils towards success in the national matriculation
examinations that every pupil in Israel takes in the 10th, 11th, and 12th grades (p. 255-
256).
Implementation and Assessment of Project-Based Learning in a
Flexible Environment (Doppelt, 2003)

Participants: The participants included 54 students ranging

from grades (10-12), from five schools in Israel and 10 teachers
who participated in a camp during summer vacation (Doppelt,
2003).

Setting: A three year intervention program implemented during

school and summer from Israeli high-school students who were
labeled as low-achievers (Doppelt, 2003).

Measures: Data was collected from teachers and students’

interviews, observations, questionnaires, and the results of the
final matriculation examinations. Both qualitative and
quantitative data was collected during the study and qualitative
methodology was the main tool for data collection (Doppelt,
2003).
Implementation and Assessment of Project-Based Learning in a
Flexible Environment (Doppelt, 2003)

Key Findings: The findings in this study from the camp’s

assessment are that new technological equipment uplifted
staff/teachers that once found teaching in archaic laboratories
boring, but now are preparing interesting assignments for their
students once the laboratories were redecorated and installed
with new computers and software. Also, all 54 students passed
the examination with reasonable scores compared to the national
average using project-based learning techniques. Students
achieved higher standards than teachers expected and the level
of high expectations rose when the student’s achieved high-level
products. Project-based learning methodologies motivated
students to learn and improved their willingness to work on their
projects longer hours which indicated that students started
behaving like high achievers (Doppelt, 2003).
Integrating alternative assessment in a project-based learning
course for pre-service and technology teachers (Frank & Barzilai,
2004)

Approach: Mixed Methods

Purpose: “The purpose of the current study was to learn about ideas
(cognitive aspects), emotions (affective aspects), difficulties, and behavior
(behavioral aspect) of the pre-service teachers who are studying towards a
B.Sc. degree in education in science and technology” (Frank & Barzilai, 2004,
p. 45).

Question: “What implementation issues and processes do higher education

students encounter in a Project-Based Learning environment which involves
an alternative assessment approach?” (Frank & Barzilai, 2004, p. 45)

Hypothesis: Integrating alternative assessment in project-based learning for

university students help students develop skills and competencies in real-life
‘authentic situations’ to enable them to demonstrate these abilities by
performance on alternative assignments rather than standardized tests (Frank
& Barzilai, 2004).
Integrating alternative assessment in a project-based learning
course for pre-service and technology teachers (Frank & Barzilai,
2004)
Participants: The participants were pre-service teachers who studied
towards a teaching certificate in the Department of Education in
Science and Technology. There were 25 students; 15 females and 10
males. The average age of the subjects was around 24 (Frank &
Barzilai, 2004).

Setting: “The duration of the course is a 14-week semester. Every

weekly class included a one-hour lecture, two hours’ microteaching
and three hours’ team project” (Frank & Barzilai, 2004, p. 46).

Measures: Qualitative and quantitative tools for collecting data were

collected at different times and stages during the course. Use of
multiple forms of assessment such as group reports, portfolios,
reflective pieces, observations, media product, and a physical model
were assessed. A questionnaire was given to analyze students’ attitudes
towards PBL environment with alternative assessment strategies
implemented in the course (Frank & Barzilai, 2004).
Integrating alternative assessment in a project-based learning
course for pre-service and technology teachers (Frank & Barzilai,
2004)
Key Findings: Students were exposed to the advantages and
disadvantages of PBL.
Frank & Barzilai (2004) noted some key findings involved with PBL:
◦ Advantages of PBL are that some students noted that in the course of the
project they acquired interdisciplinary knowledge and that working
within a team was of importance.
◦ Challenges of students in the PBL environment included: conflict within
teamwork due to communication skills and the ability to cope with
conflicts, the amount of time invested into the PBL project, having a
wide interdisciplinary knowledge of the content that first year teachers
might not have developed, coping with new contents in a learning
environment which is neither structured nor organized in advanced, time
wasted on not knowing how to begin or what to do and lack of
experience in dealing with new methodology versus traditional-
structured approaches.
◦ Formative assessments were maintained throughout the course and
students found very useful but difficult to evaluate the contributions of
each student in groups dealing with PBL.
 Literature Review Synthesis
Project-based learning has been found as an effective teaching pedagogy among various students ranging
from elementary to college students. The project-based learning environment is “designed to engage
students in investigation of authentic problems” (LaPrad & Hyde, 2017, p. 482). Though project-based
learning might encounter challenges, the advantages far outweigh the disadvantages. LaPrad & Hyde
(2017), state that “the project-based learning process lends itself to unexpected learning or tangential
learning that often occurs on the periphery” (p. 490).

The four studies in this review stated that project-based learning was effective in achieving student’s success
in standardize testing, projects, improved students learning of a concept, and motivation and self-image
(Doppelt, 2003; LaPrad & Hyde, 2017). The difference in all studies is how project-based learning is
implemented and for what purposes for each study.

Based on the findings of these studies, LaPrad & Hyde (2017) results showed that project-based learning not
only encompassed the Coalition of Essential Schools (CES) common principles, but it lead to
democratically-minded pedagogical methods and an engaging curriculum. Tseng, et al. (2013), a
quantitative study, examined student’s attitudes towards the STEM program changed to a more positive view
and more academic engagement when using PBL in the environment. Doppelt (2003) discovered that most
low-achieving students succeeded with distinction in exams due to project-based learning implementation.
Frank & Barzilai (2004) explored integrating alternative assessments in PBL courses for pre-service teachers
to discover advantages and disadvantages so that these first year teachers can experience first-hand the
involvement and results of project-based learning. Challenges of students in the PBL environment included
interpersonal skills, communication skills, negotiation skills, and the ability to cope with conflicts with team
members (Frank & Barzilai, 2004). But as students find difficulties in PBL, they most often learn from the
experience and grow as a student achiever.
MMAR Plan-Setting and Participants
Setting: A title 1 high school in an economically disadvantage area that
has an ethnically diverse population. (name of the school and district
withheld)

Participants in the Quantitative & Qualitative Strands: Seventy

students with mixed abilities, such as special education and general
education students in the English I course. One group of 35 English I
students will be taught through traditional methods and the other group of
35 English I classroom will be taught using project-based learning
methods.

Participants in the Qualitative Strand: The participants will be two

general education English teachers, and two inclusion teachers (special
education) who work with the students on a daily basis. All teachers have
been trained to implement project-based learning and will have mentor
teachers who have taught project-based learning in other grade
levels/subjects on the campus.
MMAR Plan-Ethical Considerations
Informed Consent:
◦ Each of the participants will be informed of the purpose of the
study.
◦ Parental consent to obtain student’s data to be analyzed for the
study.
◦ Teacher consent to participate in the anonymous online survey.
Confidentiality:
◦ Confidentiality agreements for all subjects involved in the study.
◦ Face-to-Face participating students will be documented as
Student A, Student B, etc.
Scientific, Scholarly, and Professional Standards:
◦ Practice study with the utmost honesty and integrity.
◦ Avoiding harm; nondiscrimination; fabrication, falsification, &
plagiarism.
 Quantitative Strand:
Quantitative Question:
Is there a difference between the academic growth of secondary students
who participate in the active exploration of topics researched through the
methodologies of project-based learning as compared to traditional
teaching methodologies as measured by the EOC STAAR English
assessment?

Hypothesis:
There is a difference between the academic growth of secondary students
who participate in the active exploration of topics researched through the
methodologies of project-based learning as compared to traditional
teaching methodologies on the EOC STAAR English assessment.

Quantitative Design:
This study will use a two group comparison of project-based learning
methodologies as compared to traditional teaching methodologies
measured post EOC STAAR English assessment.
Quantitative Measures and Ensuring Accuracy

Measures:
1. Surveys
2. Weekly assessment test scores
3. Benchmark Test (numerical results)
4. Rubrics for portfolios for both project-based classrooms
and traditional classrooms
5. EOC English I STAAR assessment data
◦ Students will be provided accommodations according
to their Individualized Education Plan (IEP) and use
the Accommodation Effectiveness Form data sheet.
Quantitative Data Collection and Analysis Steps
Data:
1. Survey-data graphed by
tables
2. Weekly assessments-Graphed
3. Benchmark Tests and
STAAR assessments
documented in Eduphoria.
4. Portfolio Rubrics-Graphed
Analysis:
1. Data analysis collected on
spreadsheets for raw scores.
2. The data will be analyzed and
compared by the two groups
to determine which teaching
method resulted in higher
order thinking skills as
related to higher STAAR
scores.
 Qualitative Strand
Qualitative Question:
1. What factors in project-based learning methods and traditional teaching
methods will lead students to acquire a deeper knowledge of skill to maximize
their success rates? (Teachers from Group A: project-based classroom & Group
B: traditional classroom)
2. How does project-based learning help motivate students to stay actively on
task? (Teachers in Group A)
3. What are the advantages and disadvantages of project-based learning and
traditional classroom methods. (Teachers in both Group A &B).

Qualitative Design:
A case study using:
 An online survey administered to the English department of teachers to
determine benefits/advantages and disadvantages of the project-based learning
model vs. the traditional model used.
 A face-to-face interview of participating students to determine students’
perspectives on how both teaching models best help them stay motivated and
actively on task.
 Portfolio of products to determine higher order thinking skills.
Qualitative Measures and Ensuring Accuracy
Measures and Ensuring Accuracy:
 To ensure accuracy, pilot surveys
will be given to other English
teachers not participating in the
study.
 All surveys will be sent
electronically and submitted
anonymously.
 Student’s interviews will be held
privately and all oral responses
from students will be recorded by
the examiner.
 “Portfolio Rubrics” from project-
based learning and traditional
methods will be collected.
Data coding procedures:
 Teacher surveys will be coded
and analyzed by two independent
researchers to compare data.
 Student interviews will be coded
and analyzed by two independent
researchers.
 Both sets of data (teacher surveys
and student interviews) will be
graphed to show comparison of
responses
 Display projects or portfolios
from both methods of teaching.
Qualitative Data Collection and Analysis Steps
Data:
1. Anonymous online qualitative
teacher survey will consist of
three open-ended questions and
an additional comments
sections submitted
electronically to both English
groups.
2. Surveys to be completed within
a 3 week time frame.
3. Teacher data-labeled by
number; ex: T1, T2, etc.
4. Student data-labeled by letter;
ex: SA, SB, etc.
Analysis:
1. Two researchers will analyze
responses to teacher’s open-
ended questions on the survey
and also analyze student
responses from the interview.
2. All data analysis will be
downloaded into spreadsheets
for coding and proper
categorization.
3. Survey responses/findings-
categorized by similarities and
differences.
Integration of the Quantitative and Qualitative Strands

 The quantitative strand will compare the difference between project-based

learning and traditional teaching methods by using measurements,
assessments, and data such as charts and graphs.
 The qualitative strand allows for personalized feedback in the form of
interviews from all the parties involved in the study.
 Both the quantitative and qualitative strands are necessary to acquire an
accurate measure to identify which program, project-based learning or
traditional learning, is most effective for higher student achievement.
 Mixed Methods Action Research includes both quantitative studies (ex:
experiments, surveys) and qualitative studies (ex: focus groups, interviews)
that maximizes the studies results. In this particular study, the benefits of
Mixed Methods research was utilized to achieved greater feedback of
results.
 References
Doppelt, Y. (2003). Implementation and Assessment of Project-Based Learning in a Flexible Environment.
International Journal of Technology and Design Education, 13: 255-272. Retrieved from
https://doi.org/10.1023/A:1026125427344
Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning
course for pre-service science and technology teachers. Assessment & Evaluation in
Higher Education, 29:1, 41-61.
LaPrad, J.G., & Hyde, A.M. (2017). IDEAS: A Qualitative Inquiry into Project-Based Learning.
The Qualitative Report, 22 (2), 479-498. Retrieved from
http://nsuworks.nova.edu/tqr/vol22/iss2/8
Tseng, KH., Chang, CC., Lou, SJ., Chen, WP. (2013). Attitudes towards science, technology, engineering and
mathematics (STEM) in a project-based learning (PjBL) environment. Int J Technol Des Educ 23: 87-
102. Retrieved from https://doi.org/10.1007/s10798-011-9160-x
Self-reflection Summary
 In developing research skills and becoming a scholar-practitioner, I have
learned effective tools to use for improving teaching and best practices
within the classroom and school setting by utilizing action research
methods. The practice of action research studies are beneficial to learn new
information about a topic of interest and to gather important data and
statistics.
 My experience in applying action research skills has allowed me to gather
data on the effectiveness of project-based learning methodologies to utilize
in my own classroom. Students have become more engaged and motivated
using PBL strategies and have achieved wonderful products for their
portfolios.
 For my professional practice and as a future administrator, action research
projects will be implemented to help target areas of concern or evaluate
program effectiveness for campus or academic needs.
Facilitation Questions

1. What are the advantages of using project-based learning methodologies

in the classroom?
2. What are some disadvantages of using project-based learning
methodologies in the classroom?
3. What will teachers need to successfully implement project-based
learning.
4. Do you believe project-based learning is more effective than traditional
methods of learning or teaching.