The Effects of Project‐Based Learning on Students' Academic Achievement, Attitude, and Retention of Knowledge: The Subject of “Electricity in Our Lives”

Abstract

The aim of this study is to analyze the effects of project‐based learning on students' academic achievement, attitude, and retention of knowledge in relation to the subject of “Electricity in Our Lives” in a fourth‐grade science course. The study was conducted in a quasi‐experimental design as a “pre‐test, post‐test with control group.” In the experimental group, the unit was taught through the project‐based learning method. The measuring tools were administered to both groups before and after the applications. To perfectly analyze the “process” of the method, seven different learning assessment “forms” were administered to the students. The findings of the forms indicated that the students learn to construct their own learning and to evaluate changes in their own behavior through the application of the method. The application of different methods between both groups had a statistically significant effect in terms of academic achievement, (F(1,112) = 46.78, p = .000) and of retention of knowledge (F(1,112) = 35.24, p = .000). However, there were no statistically significant effects from being in different groups for the attitudes of students (F(1,112) = .99, p = .321). For the students, being in the project‐based learning groups resulted in better academic achievement and retention of knowledge than being in the traditional teaching group.

Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

“…It can be said that the STEM-PBL approach has a positive effect on the academic achievement of the vocational high school students in the direction of the question of "Does projectbased STEM education have an impact on the academic achievement of vocational high school students?" This result is consistent with the studies of Karaçalli and Korur (2014) Yıldırım and Altun (2015), are in parallel with the results of the present study. Conducting the STEM-PBL education for vocational high school students, which indicates in line results with the study of Chang et al (2015), is the original and most important part of this study.…”

Problem-Based Learning in K–8 Mathematics and Science Education: A Literature Review

“…Constructivist-inspired PBL, also known as project-based science learning, defines PBL as learning through projects that focus on problems in their real-life settings (Karaçalli & Korur, 2014). Grounded in the work of Krajcik, Czerniak, and Berger (1999), the principal features of project-based learning according to this definition of PBL include "constructing knowledge through trial and error, " "learning by doing, " and "applying new knowledge to new circumstances" (Colley, 2008;Singer, Marx, Krajcik, & Clay-Chambers, 2000;von Glasersfeld, 1995).…”

“…Grounded in the work of Krajcik, Czerniak, and Berger (1999), the principal features of project-based learning according to this definition of PBL include "constructing knowledge through trial and error, " "learning by doing, " and "applying new knowledge to new circumstances" (Colley, 2008;Singer, Marx, Krajcik, & Clay-Chambers, 2000;von Glasersfeld, 1995). In contrast to ill-structured problem solving with minimal teacher guidance in the clinical medicine conception of PBL, project-based science learning typically features progress-report forms that teachers create to guide students' inquiry and knowledge construction processes (Karaçalli & Korur, 2014).…”

“…For example, in Araz and Sungur (2007), students were asked to deal with cased-based, ill-structured problems by brainstorming and generating ideas related to the problems in order to identify issues involved in the cases. However, studies targeting middle elementary or lower grade levels (Leuchter, Saalbach, & Hardy, 2014;Karaçalli & Korur, 2014) provided more structured and clear access to the problem by allowing students to do experiments with given materials. For example, during the starting phase of PBL instruction (2011), students were asked to solve 20 tasks about electricity with the available materials (wire, bulbs, switches, resistors, etc.)…”

Project-based learning: A review of the literature

“…Similarly, Karaçalli and Korur (2014) conducted a quasi-experimental study in Turkey with fourth-grade science students (equivalent to Year 5 in the UK) and found a statistically significant effect in terms of academic achievement and retention of knowledge for the project-based learning students. A US study that explored the effectiveness of a project-based approach in 2 nd grade (equivalent to Year 1 in the UK) social studies and content area literacy (Halvorsen, Duke, Brugar, Berka & Brown, 2012) reported positive outcomes for low-SES students and claimed that the project-based learning approach has the potential to help narrow the gap between low and high-SES students in social studies and literacy for 2 nd grade students.…”