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The impact of project-based learning on fourth-grade students' understanding in reading.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The impact of project-based learning on fourth-grade students' understanding in reading./
作者:	Williams, Dana L.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9781369529524

The impact of project-based learning on fourth-grade students' understanding in reading.
Williams, Dana L.

The impact of project-based learning on fourth-grade students' understanding in reading. - 1 online resource (149 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

Includes bibliographical references

The purpose of this quantitative, non-experimental, descriptive study was to determine if participation in project-based learning developed the understanding students need to transfer their knowledge and skills to achieve higher composite and reading scores, as well as demonstrate the ability to read increasingly complex texts on the ACT Aspire as compared to students who do not participate in project-based learning activities. Research has shown project-based learning is a method of teaching and learning that incorporates 21st century skills to prepare students to be productive citizens and successful in college, career, and beyond. According to research, the instructional method is founded with authentic learning activities designed to engage students, pique their interests, and motivate them to direct their own learning. The primary theoretical basis for this study is constructivism: Piaget's cognitive constructivism and Vygotsky's social constructivism. Research stated although the two theorists differ on how learning is constructed, collaboratively, the two theories engage students in 21st century learning such as project-based learning. These theories are applied in project-based learning as students work in groups to conduct research, share prior knowledge, and problem solve. The sample for this study was fourth-grade students who attended non-Title I schools in a midsize school district in Alabama because research has shown fourth-grade students learn from doing and are eager for new knowledge. Six non-Title I schools were selected: three schools implemented project-based learning and three schools used traditional instruction. The two groups of students were compared to assess the impact project-based learning had on their standardized assessment scores. A total of 1,347 fourth-grade ACT Aspire assessment results were collected and analyzed from 2013-2014, 2014-2015, and 2015-2016 assessment years. The results of this study indicated there is a significant difference in ACT Aspire scores between students who participated in project-based learning and students who learned from traditional instructional methods. The results of this study support existing research that claims project-based learning increases students' knowledge and understanding of content-area material and enables them to transfer their skills to achieve higher assessment scores. The research literature on project-based learning indicated students who participate in a student-centered learning environment increase their knowledge in content-area subjects. These students were able to transfer their understanding of content material to standardized assessments leading to higher scores.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369529524Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

The impact of project-based learning on fourth-grade students' understanding in reading.
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504 $a Includes bibliographical references
520 $a The purpose of this quantitative, non-experimental, descriptive study was to determine if participation in project-based learning developed the understanding students need to transfer their knowledge and skills to achieve higher composite and reading scores, as well as demonstrate the ability to read increasingly complex texts on the ACT Aspire as compared to students who do not participate in project-based learning activities. Research has shown project-based learning is a method of teaching and learning that incorporates 21st century skills to prepare students to be productive citizens and successful in college, career, and beyond. According to research, the instructional method is founded with authentic learning activities designed to engage students, pique their interests, and motivate them to direct their own learning. The primary theoretical basis for this study is constructivism: Piaget's cognitive constructivism and Vygotsky's social constructivism. Research stated although the two theorists differ on how learning is constructed, collaboratively, the two theories engage students in 21st century learning such as project-based learning. These theories are applied in project-based learning as students work in groups to conduct research, share prior knowledge, and problem solve. The sample for this study was fourth-grade students who attended non-Title I schools in a midsize school district in Alabama because research has shown fourth-grade students learn from doing and are eager for new knowledge. Six non-Title I schools were selected: three schools implemented project-based learning and three schools used traditional instruction. The two groups of students were compared to assess the impact project-based learning had on their standardized assessment scores. A total of 1,347 fourth-grade ACT Aspire assessment results were collected and analyzed from 2013-2014, 2014-2015, and 2015-2016 assessment years. The results of this study indicated there is a significant difference in ACT Aspire scores between students who participated in project-based learning and students who learned from traditional instructional methods. The results of this study support existing research that claims project-based learning increases students' knowledge and understanding of content-area material and enables them to transfer their skills to achieve higher assessment scores. The research literature on project-based learning indicated students who participate in a student-centered learning environment increase their knowledge in content-area subjects. These students were able to transfer their understanding of content material to standardized assessments leading to higher scores.
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