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Project-based learning and student a...

Quigley, David.

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Project-based learning and student achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Project-based learning and student achievement./
Author:	Quigley, David.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2789.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412513
ISBN:	9781124111490

Project-based learning and student achievement.
Quigley, David.

Project-based learning and student achievement. - 130 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2789.

Thesis (Ed.D.)--Walden University, 2010.

More evidence is needed to support the soundness of project-based learning in addressing student achievement as measured by assessments used by one northeastern U.S. state, especially since the state is creating project-focused schools. Project-based learning encompasses various strategies designed to enhance engagement and performance. This quasi-experimental, nonequivalent control-group study investigated the effectiveness of project-based instruction and of mixed strategy instruction related to changes in student achievement. Brain-based research, curriculum integration literature, and motivation theory informed this work. Forty-four 6th grade students comprised the sample. The student group was a stratified, single stage sampled, leveled mix with consideration given to age, gender, and ability level. Half of the participants were in a project-based learning environment and the other half were in an environment with a mix of collaborative and investigative strategies. Students explored concepts in the 6th grade Curriculum Frameworks in mathematics and used the aligned Connected Mathematics program. Hypotheses were tested using independent samples t test. No statistically significant difference in the students' math performance was found. The potential for positive social change is related to a higher level of awareness of integration strategies, and more informed practice, both of which can lead to more opportunities for raising student achievement.

ISBN: 9781124111490Subjects--Topical Terms:

1669073
Education, Instructional Design.

Project-based learning and student achievement.
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245 1 0 $a Project-based learning and student achievement.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2789.
500 $a Adviser: Christina Dawson.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a More evidence is needed to support the soundness of project-based learning in addressing student achievement as measured by assessments used by one northeastern U.S. state, especially since the state is creating project-focused schools. Project-based learning encompasses various strategies designed to enhance engagement and performance. This quasi-experimental, nonequivalent control-group study investigated the effectiveness of project-based instruction and of mixed strategy instruction related to changes in student achievement. Brain-based research, curriculum integration literature, and motivation theory informed this work. Forty-four 6th grade students comprised the sample. The student group was a stratified, single stage sampled, leveled mix with consideration given to age, gender, and ability level. Half of the participants were in a project-based learning environment and the other half were in an environment with a mix of collaborative and investigative strategies. Students explored concepts in the 6th grade Curriculum Frameworks in mathematics and used the aligned Connected Mathematics program. Hypotheses were tested using independent samples t test. No statistically significant difference in the students' math performance was found. The potential for positive social change is related to a higher level of awareness of integration strategies, and more informed practice, both of which can lead to more opportunities for raising student achievement.
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773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a Dawson, Christina, $e advisor
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790 1 0 $a Miller-Nara, Lorraine $e committee member
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412513