Dissertation/Thesis Abstract

The Impact of Project-Based Learning on Academic Achievement for Students with Academic Challenges at K–5 Grade Levels: A Grounded Theory Revelation
by Speckels, Hermie Fuller, Ed.D., Jones International University, 2012, 145; 3502665
Abstract (Summary)

A significant amount of literature postures the effectiveness of project-based learning as a teaching strategy to raise student achievement, especially students who are low performers on traditional test-taking instruments. Project-based learning engages students in active and responsible learning (Buck Institute for Education, 2011; Harada, Kirio, & Yamamoto, 2008). The purpose of this study was to investigate the impact project-based learning had on academic achievement. A constructivist point of view, where the participants of the study immersed themselves into the activity, and constructed new meaning (Brooks & Brooks, 1993), informed this study. The scope encompassed twenty students, conveniently selected from grades K through 5 at a private educational facility in South Florida. The methodology used to conduct the study was a qualitative research strategy embedded in grounded theory analysis, an inductive and systematic system built upon the consistent comparative method, and simultaneous data collection (Babchuk, 2009), to gather information to answer the research questions. Consistent with the characteristics of grounded theory, where emergent tenets evolve, data were collected, codified, and analyzed. Limitations of the study included the small population sample of 20 students, and the location of the study at a private school, compared with a public school where the sample size could have been larger. Results from this study indicated the need to expand the literature on project-based arguments, and broaden discussion opportunities. Significant recommendations for education leaders, educators, parents, and students to focus on academic achievement for students who are academically challenged were included in this work.

Key words: grounded theory, constructivist, project-based-learning, student achievement, academic achievement, emergent, academically challenged

Indexing (document details)
Advisor: James, E. Alana
Commitee: Maypole, Dean Joanne, Mullings, Beverly E., Myers, Renee
School: Jones International University
Department: School of Education
School Location: United States -- Colorado
Source: DAI-A 73/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design
Keywords: Academic achievement, Academically challenged, Constructivism, Constructivist theory, Grounded theory, Project-based learning, Student achievement
Publication Number: 3502665
ISBN: 9781267259592
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest