This study examined two questions related to the effectiveness of project-based learning (PBL) instruction. First, is PBL more effective than a textbook-based instructional model, and second what are teacher perceptions related to PBL methodology? Student growth scores in the Measures of Academic Progress (MAP) assessment for reading and math, as measured within one school year, fall to spring, for students in PBL and non-PBL classes were compared. A teacher survey was conducted to measure teacher perceptions of PBL and textbook-based instructional program strengths and weaknesses. Additional data on effective instructional strategies can provide further direction for educators to continue the full implementation of the Common Core State Standards (CCSS) that call for students to gain a deeper understanding and knowledge of grade level standards. The study was located in a large urban school district in Northern California. The overall findings of this study were that the MAP assessment data reflected higher annual growth scores for reading and math in six of the eight grade levels studied. Teacher survey participant responses reflected consistent support for a textbook-based instructional program over a PBL instructional program, due in large part to the additional time teachers spent in preparing for PBL lessons.
|Advisor:||Dunnick Karge, Belinda|
|Commitee:||Devitt, Suzanne, Doering, Dwight|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Curriculum development|
|Keywords:||Academic achievement, Pedagogy, Project-based learning, Textbooks, Unit of study|
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