The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review

Leggett, Grace; Harrington, Ingrid

doi:10.1080/13603116.2019.1609101

Cited by 22 publications

(15 citation statements)

References 25 publications

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“…In the same way, Baser, Ozden, & Karaarslan, (2017) argued that interdisciplinary, collaborative problem-based learning was efficient in enhancing students' advanced technological and collaborative skills, as well as exposing them to practices for integrating technology. Furthermore, Li (2019) found that the individual information seeking to collaborative information seeking fluidly and naturally for activity-oriented learning. We hope that this study could act as a resource in the relevant fields, relevant organizations and schools to engage students meaningfully to transform the pedagogy into activity-based learning.…”

Section: Discussionmentioning

confidence: 99%

“…Designing projects in learning science, health and population subjects in high school is a systematic teaching method which encompasses students in learning knowledge and skills through activity assignment, genuine queries and elegant creation (Clandfield & Hadfield, 2017;Rodwell, 2017). Projects within the meaningful engagement of students as based on challenging questions and making students having a central role in design, problem-solving, decision-making processes (Leggett & Harrington, 2019), provides students an opportunity to work in collaboration. This kind of learning helps to develop life skills such as collaboration, mutual understanding and trust buildups among friends (Harada, Kirio, Yamamoto, Reman, & Dickinson, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal

Acharya¹,

Acharya²,

Acharya³

et al. 2020

GJHS

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This paper discusses the possibilities of student-centered and project-based learning in science, health and population subjects of community high school students in Nepal. Besides, it deals with how high school students meaningfully engaged in participatory activities and consequently acknowledge the necessity for creative and active teaching learning activities. Despite various contextual realities and identities, the study explored few contextually appropriate project methods to transform teaching learning activities in science, health and population subjects in the community high schools. The qualitative method was applied in this research. Data/information was collected from classroom observation, in-depth interviews and informal conversations. The data from all the sources were analyzed by content-thematic and conversation analysis keeping in minds to explore the possibilities of project work of learning. The study found that students’ engagement in project activities as a part of study science, health and population subjects are positive and targeted towards learning competencies. Nevertheless, to apply this method, school head teachers, teachers and local authority related to education need to play vital roles for the effective implementation of project works in the community high schools in Nepal.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal

Acharya¹,

Acharya²,

Acharya³

et al. 2020

GJHS

View full text Add to dashboard Cite

show abstract

“…Among such alternatives, for university students, active and interdisciplinary project-based learning, where students lead and develop a final project, has been proven useful ( 43 , 44 ), as it promotes critical thinking, practical application of knowledge ( 45 ), and problem-solving skills ( 46 ). Its implementation in the training of health professionals on mental disorders is recent, however it has proven to effectively foster professional skills ( 47 ) and a comprehensive and inclusive understanding of the different social processes involved in mental health outcomes and care ( 48 – 50 ). As it allows students to reflect on their knowledge to implement their skills in a creative way ( 51 ), it is considered an innovative educational tool for the reduction of stigma toward mental health disorders and psychiatric patients.…”

Section: Introductionmentioning

confidence: 99%

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

2021

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Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an ad hoc Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (p < 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p < 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.

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“…A good learning process is that the teacher not only provides new knowledge to students, but students must be invited to discuss, criticize, or even revise this new knowledge during the learning process (Leggett & Harrington, 2021;Lin et al, 2021). The PBL model was adopted to facilitate students with learning difficulties individually, so it is not uncommon for only a few students to be active during the learning process.…”

Section: Collaborative Learningmentioning

confidence: 99%

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2023

CJES

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This research is the contribution of project-based learning (PBL) to the learning process which only helps the teacher's task or has a significant contribution to the acquisition of student knowledge. The aim of the research is to investigate the effectiveness of PBL in involving students in the learning process, the contribution of PBL to authentic, iterative, collaborative, and student discipline learning. The research method used is factorial design analysis using structural equation models. The participants involved in this study were 250 teachers who used PBL in their learning process. This data was collected using a questionnaire to determine the role of PBL from the five aspects highlighted. This study uses the SEM-AMOS (Structural Equation Modelling) measurement model as the main statistic to analyse data and is based on confirmatory factor analysis. The findings show that all the main aspects of learning methods such as authentic, disciplined, collaborative, repetitive learning and student engagement are significantly correlated with PBL. Through these main aspects, PBL is able to involve students optimally in participating in the learning process. They can be more optimal in obtaining new knowledge and information in the learning process. So, in addition to optimizing student involvement in the learning process, PBL also facilitates students to optimally acquire knowledge in the learning process.

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The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review

Cited by 22 publications

References 25 publications

Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal

Exploring Possibilities of Project Work to Transfer Pedagogy: Cases of Community High Schools in Nepal

Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders

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