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Academic Achievement of 6th Grade St...

Southeastern University.

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning./
作者:	Overholt, Keith Bryan.
面頁冊數:	1 online resource (99 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355361919

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.
Overholt, Keith Bryan.

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning. - 1 online resource (99 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ed.D.)--Southeastern University, 2017.

Includes bibliographical references

This study compared students taught with traditional teaching methods and those with project-based learning methods in a sixth-grade social studies classroom. Student assessments were examined to determine how students scored on lower-level thinking questions and higher-lever thinking questions as defined by Bloom's taxonomy of learning. Results indicated that students who were taught through traditional methods scored significantly higher on lower-level thinking questions than those taught through project-based learning. Conversely, students taught through project-based learning scored significantly higher on higher-level thinking questions than those taught through traditional methods.

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

Mode of access: World Wide Web

ISBN: 9780355361919Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Academic Achievement of 6th Grade Students in a Social Studies Classroom Implementing Traditional vs Project-Based Learning.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Doug Roth.
502 $a Thesis (Ed.D.)--Southeastern University, 2017.
504 $a Includes bibliographical references
520 $a This study compared students taught with traditional teaching methods and those with project-based learning methods in a sixth-grade social studies classroom. Student assessments were examined to determine how students scored on lower-level thinking questions and higher-lever thinking questions as defined by Bloom's taxonomy of learning. Results indicated that students who were taught through traditional methods scored significantly higher on lower-level thinking questions than those taught through project-based learning. Conversely, students taught through project-based learning scored significantly higher on higher-level thinking questions than those taught through traditional methods.
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538 $a Mode of access: World Wide Web
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650 4 $a Social sciences education. $3 1179940
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