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Program Evaluation of Project-Based Learning Using the CIPP Model in a Stem Middle School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Program Evaluation of Project-Based Learning Using the CIPP Model in a Stem Middle School./
Author:	McClendon, Courtney.
Description:	1 online resource (99 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Educational evaluation. -
Online resource:	click for full text (PQDT)
ISBN:	9798382612577

Program Evaluation of Project-Based Learning Using the CIPP Model in a Stem Middle School.
McClendon, Courtney.

Program Evaluation of Project-Based Learning Using the CIPP Model in a Stem Middle School. - 1 online resource (99 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (D.Ed.)--Tarleton State University, 2024.

Includes bibliographical references

School districts choose programs based on limited data, word of mouth, or cost-effectiveness. STEM-based schools often choose project-based learning (PBL) programs to deliver curricula through limited research and word of mouth effectiveness. This study evaluated one PBL program implementation in the context of a suburban Texas middle school by using Stufflebeam and Zhang's (2017) CIPP model to measure the context, input, process, and product to evaluate the overall program.Quantitative data collection for this study included MAP scores for Grades 6-8 in math, English-language arts, and science and surveys from teachers utilizing a Likert scale and open-ended questions. Qualitative data for this study included teacher responses which were analyzed for critical themes. The quantitative data answered the question of the program's effectiveness, providing evidence of student growth. The quantitative survey and qualitative survey data provided the teachers' perspectives and offered implementation suggestions for future program use.Results from the MAP scores were analyzed with paired sample t-tests and Wilcoxon signed ranks tests and showed an increase in all subject areas. Though the program increased student achievement, the growth percentile fell short of the district goals in all but two areas-algebra and science. The teachers' perspectives resulted in consensus on the program being beneficial for use over traditional teaching with recommendations for future implementation to maximize results. Overall, this study provides a template for other school leaders to measure and analyze the program's effectiveness and make determinations for modifications to implementation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382612577Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

Project-based learningIndex Terms--Genre/Form:

554714
Electronic books.

Program Evaluation of Project-Based Learning Using the CIPP Model in a Stem Middle School.
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520 $a School districts choose programs based on limited data, word of mouth, or cost-effectiveness. STEM-based schools often choose project-based learning (PBL) programs to deliver curricula through limited research and word of mouth effectiveness. This study evaluated one PBL program implementation in the context of a suburban Texas middle school by using Stufflebeam and Zhang's (2017) CIPP model to measure the context, input, process, and product to evaluate the overall program.Quantitative data collection for this study included MAP scores for Grades 6-8 in math, English-language arts, and science and surveys from teachers utilizing a Likert scale and open-ended questions. Qualitative data for this study included teacher responses which were analyzed for critical themes. The quantitative data answered the question of the program's effectiveness, providing evidence of student growth. The quantitative survey and qualitative survey data provided the teachers' perspectives and offered implementation suggestions for future program use.Results from the MAP scores were analyzed with paired sample t-tests and Wilcoxon signed ranks tests and showed an increase in all subject areas. Though the program increased student achievement, the growth percentile fell short of the district goals in all but two areas-algebra and science. The teachers' perspectives resulted in consensus on the program being beneficial for use over traditional teaching with recommendations for future implementation to maximize results. Overall, this study provides a template for other school leaders to measure and analyze the program's effectiveness and make determinations for modifications to implementation.
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