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Is Project Based Learning More Effective Than Traditional Di

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Bryan Ford

on 12 February 2018

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Transcript of Is Project Based Learning More Effective Than Traditional Di

Is Project Based Learning More Effective Than Traditional Direct Instruction?
Introduction
Student learning is one of the most important aspects of education
Social Studies teachers historically use direct instruction methods exclusively
The researcher wanted to discover whether PBL is more effective for student learning than traditional direct instruction methods
GOAL!
Purpose
The purpose is to investigate the need for implementing PBL in the researcher's Social Studies Classroom in an attempt to increase student learning.
Methodology
The researcher teaches two sections of 8th grade World History
The researcher will teach one class a mini unit on the Bubonic Plague using project-based learning and the other section using traditional direct instruction
Problem Statement
Is project-based learning more effective than traditional direct instruction in a Social Studies classroom?
Literature Review
In Kizkapan and Bektas research titled
The Effect of Project Based Learning on Seventh Grade Student's Academic Achievement
the authors compared PBL to traditional methods of instruction in a 7th grade science class. The results showed that there was no significant difference between the two groups.
In Hugerat's
How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment
the author found that students taught using PBL had a higher level of satisfaction regarding the classroom learning environment, learning experience, and better feeling towards teacher and student relationships.
In Drake and Long's
Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experimental Learning in Two 4th Grade Classrooms
, the author found that the PBL group had a significant growth in content knowledge and content retention after four months.
Data Collection
The Researcher will collect both quantitative and qualitative data
Quantitative
Pretest and post test to measure student learning
Tracking student engagement
Qualitative
Student survey measuring student's perceptions of engagement, learning, and satisfaction with teaching methodology
Data Analysis
Quantitative Data
Post test Average
PBL Group=85%
Traditional =80%
Student Engagement *
PBL=90%
Traditional=79%
Qualitative Data
Survey
PBL= high levels of perceived engagement and learning
Traditional= low levels of engagement and medium range levels of learning
The survey data showed that students enjoyed PBL and the assessment scores show a 5% advantage for PBL. The student engagement data should be marked invalid due to the fact the researcher was not consistent taking the data.
Future Action Plan
Force Field Analysis
Conclusion
Potential Data for Future Action Research
Flip classes and run the research plan again without taking data for student engagement
Track data over a longer period of time
Goal of Action Plan: Measure effect of PBL on student learning
Objective: Determine if PBL is better than traditional direct instruction for student learning using a pretest and post test to measure data
Driving Forces
Student perception of PBL is positive
Students enjoy using technology in class
Restraining Forces
Access to technology is limited
Researcher Errors
Students can become off-task using technology

Likert Scale for qualitative data
Daily measures of formative assessment to establish more quantitative data points.
Action research is important for educators to solve the issues in their classrooms
This action research on project-based learning has allowed the researcher to test new ways to increase student learning
With future research the researcher will be able to determine what method works best for the researcher's students
References

Drake, K. k., & Long, D. (2009). Rebecca's in the Dark: A Comparative Study of Problem-Based Learning and Direct Instruction/Experiential Learning in Two 4th-Grade Classrooms. Journal Of Elementary Science Education, 21(1), 1-16
Hugerat, M. m. (2016). How teaching science using project-based learning strategies affects the classroom learning environment. Learning Environments Research, 19(3), 383-395.
Kizkapan, O., & Bektas, O. (2017). The Effect of Project Based Learning on Seventh Grade Students' Academic Achievement. International Journal Of Instruction, 10(1), 37-54.
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