A study on the efficacy of project-based learning approach on Social Studies Education: Conceptual achievement and academic motivation

Abstract

In this research, an experimental study was carried out in social studies 4 th grade students' to develop students' conceptual achievement and motivation to succeed academically. The study aims to investigate the effectiveness of project-based learning (PBL) in social studies. A quasi-experimental research design (pre-and posttest) was used in the research. While the experimental group of students received an interactive social studies instruction including completely PBL in a team format activities, the control group students received an instruction including direct instruction method (whole class teaching and individual work in the worksheet of the topics) in the fourth 4 th grade social studies curriculum for six weeks. The findings indicated a statistically significant difference in favor of the experimental group on the concept achievement and motivation. Students who participated in the PBL environments not only enriched and expanded their knowledge but also achieved a higher level of motivation than the control group. The PBL in a team format activities were provided to promote the experimental group students' motivation to succeed academically and to develop their conceptual achievement. The results demonstrated that the PBL improved students' understanding regarding social studies concepts and helped them achieve the behaviours which were aimed academically. The experimental group's intended behaviours in academic motivation at the beginning of the experimental treatment turned into performed behaviours at the end.

The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills

“…Besides, in the field of science, the PjBL strategy has also been tested for its application. It was expressed by several researchers in the field of curriculum development (Maher, 2004;Gultekin, 2007;Hakim, et al, 2016) in mathematics and accounting (Hsu, et al 2016;Novarianing, et al, 2017;Gerhana et al, 2017) in the social field (Summers & Dickinson, 2012;İlhan, 2014) in the field of technology (Eskrootchi & Oskrochi, 2010). Project-Based learning gives a positive contribution when using real media (Anggreni et al, 2019).…”

Authentic learning in the undergraduate social research methods classroom: students’ perspectives on project-based pedagogy

“…The limitations of the lecture method and the relative advantages of alternative pedagogical approaches have been highlighted by many authors (e.g., Bartholomay 2018;Clark and Foster 2017;Coll-Serrano et al 2018;Eglitis et al 2016;Ilter 2014;Larmer 2015;Lazonder and Harmsen 2016;Pedaste et al 2015;Wijnen et al 2017). These analysts criticize the one-way flow of information from lecturer to student and its production of low levels of student engagement in lecture-based teaching systems, manifested in poor attendance or lack of attention during class (Huggins and Stamatel 2015;Sagy et al 2019).…”

Motivación y aprendizaje basado en proyectos: una investigación-acción en educación secundaria.

“…Al tratarse de una metodología activa, el ABP incide en el desarrollo de la motivación de los alumnos y las alumnas. Diversos estudios han encontrado una relación positiva entre ABP y motivación autodeterminada en educación primaria en ciencias (Hasni et al, 2016;Hung, Hwang, & Huang, 2012;Meyer, Turner, & Spencer, 1997), en ciencias sociales (Ilter, 2014) y en contextos desfavorecidos (Bartscher, Gould, & Nutter, 1995). Esta relación también se ha demostrado en educación secundaria (Dvorak, 2012;Baş, 2011;Hui, 2016;Maftoon, Birjandi, & Ahmadi, 2013).…”