Effect of project‐based learning on high school students' state‐mandated, standardized math and science exam performance

Abstract

In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K‐12 schools, including schools focused on project‐based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project‐based schools could be due to a self‐selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real‐life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

“…All information related to problem-solving efforts is directed to be done independently or in groups. Implementing Problem Based Learning in schools can provide a conducive learning environment for students and parents [33]. In addition, the teacher has a role in this case as a facilitator, giving feedback and strengthening when needed.…”

Development of problem-based learning model for corruption prevention in improving anti-corruption attitude in citizenship learning health certificate

“…The social system designed in the PBL_PC model is student-centered learning which requires students to be active in learning activities. Lecturers in implementing the PBL_PC model act as facilitators Barthlow & Watson (2014); Craig & Marshall (2019); Hsu et al (2012); Mikeska & Howell (2020); Tekkumru-Kisa et al (2018), mentors Sinha et al (2015), Reflector (Kumar & Natarajan, 2007;Novitra, 2021). As a facilitator, the lecturer functions as a person who facilitates learning and facilitates learning.…”

Smart Board-Based Assessment Outcomes of Implementing Outdoor Transdisciplinary Language Instruction for Pupils

“…With the extensive integration of various digital technologies in schools, updated assessments of learning from a digital approach have become increasingly essential. Hence, it may not be completely efficient to continue with conventional approaches to assess the outcomes of inquiry-featured transdisciplinary language instruction as PBL in schools is more related to the development of a variety of students' competences (Craig & Marshall, 2019). Parrado-Martínez and Sánchez-Andújar (2020) suggested some common categories of competences, including teamwork and cooperation competence, oral communicative competence, and creativity and innovation.…”