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

NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeapublications.org/

Y

17

Multivariate Analysis; Student Projects; Mathematics Achievement; Reading Achievement; Teaching Methods; Educational Experience; Instructional Design; Comparative Analysis; Grade 7; Grade 8; School Restructuring; Learning Theories; Urban Schools; School Districts; Profiles; Statistical Analysis; Effect Size; Minority Group Students

1532-0723

Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in which PBL was nonexistent. Using outcome measures of academic achievement in mathematics and reading, multivariate and univariate analyses of the data showed that the PBL groups performed at a higher achievement level than did the non-PBL students. Theoretical and practical implications are discussed.

As Provided

44

2016

EJ1105713