Tag: Project-based learning

Randomized evaluation of an experiential science program

By Susan Davis, Johns Hopkins University

A recent article published in AERJ by Schneider and Bradford reported the results of a cluster randomized control trial evaluating the effectiveness of the Multiple Literacies in Project-Based Learning (ML-PBL) science intervention for third graders. This study was undertaken to add to the developing evidence of the program, which had previously undergone teaching experiments, a pilot test, and a field test. ML-PBL consists of four units, and uses a “driving question” for each lesson to spark students’ interest and engagement. It incorporates cooperative, experiential learning for the students, assessments to ensure students meet learning expectations, and teacher professional development.

The study included 2371 third graders (1165 in the experimental group, 1206 in the control group which received their business as usual science instruction)) from 46 schools (23 E, 23 C) with 91 teachers (41 E, 50 C) from 111 classrooms (54 E, 57 C) during the 2018-19 school year. There were no differences between the two groups at baseline regarding ethnicity, socioeconomic status, third grade enrollment, and math/reading scores on the prior year’s state standardized testing. The ML-PBL intervention included teacher training to support classroom discussions that encouraged students to connect the content to their own lives and fostered student participation.

Post-testing was done using a test based on the MDE state test, as well as a test of social-emotional factors related to science learning. Academic results showed statistically significant gains in science for the experimental students, with an effect size of +0.27. These gains were evident regardless of gender, race, ethnicity, SES, and geographic region within the state. In addition, experimental students reported greater self-reflection and collaborative behaviors than controls. The implications of these findings for classroom practice are discussed.

CESE interventions may improve scientific achievement

By Jiebing Yang, Johns Hopkins University

Given that student participation and achievement in elementary and secondary science in the United States lags behind that of other industrialized countries, an intervention called Crafting Engaging Science Environments (CESE) was created and research was conducted on the effectiveness of this intervention. Guided by the principles of project-based learning, CESE supports science learning by challenging students to engage in meaningful experiences. The experimental sample consisted of 61 schools, with 31 schools serving as controls (n=119 teachers; 4,238 students, 2127E, 2111C).

The intervention consisted of six modules (three chemistry modules and three physics modules), each lasting four to six weeks, for 12 to 16 weeks. Before the intervention began, students were given a background survey adapted from the Programme for International Student Assessment (PISA) and a pretest consisting of multiple-choice questions selected from the National Assessment of Educational Progress (NAEP) test bank. Once the intervention was over, students were required to complete the appropriate post-school assessments. Teachers were also surveyed and were randomly selected for observation. Both teachers and students were asked to complete exit surveys at the end of the experiment.

The results showed that students using CESE significantly outperformed control students, with an effect size of +0.21 (p < .05). There were no statistically significant differences in treatment effects by student gender or race/ethnicity. Ultimately, this study demonstrated that the intervention was effective in improving student learning in science.

The effects of project-based learning on advanced placement exam scores

By Andrea Ochoa, Johns Hopkins University

A recent cluster randomized controlled trial by Saavedra and colleagues evaluated the effect of a project-based learning approach to teaching advanced placement (AP) courses on AP exam scores. More schools are now offering advanced placement courses. Still, racial and socioeconomic gaps in attaining qualifying AP scores persist. Depending on the postsecondary institution, a qualifying AP score can help students earn college credits. The authors note that project-based learning may be a more relevant and applicable approach for all students to learn complex content, perform well on AP exams, and pursue and persist in postsecondary education.

The intervention provided teachers with professional development and curricular materials to teach their respective AP course with a focus on project-based learning. Professional development consisted of a four-day summer institute, four full-day coaching sessions during the academic year, online coaching, and access to a curriculum portal. This specific study focused on project-based learning in AP United States Government and AP Environmental Sciences courses and their respective AP exams.

Schools were randomly selected from five mostly urban school districts. Across 68 schools, 35 teachers were assigned to the treatment group, and 39 teachers were assigned to the control group, where AP instruction would be primarily lecture-based (business-as-usual). Thus, a total sample of 3,645 students participated in the study. Although most (89%) teachers assigned to the treatment condition complied, Saavedra and colleagues conducted an intent-to-treat analysis because of the complexity of monitoring professional development engagement and participation.

The study found that students of teachers in the intervention group outperformed students in the control group in obtaining a qualifying AP score (ES = +0.26). Additionally, treatment students from low-socioeconomic backgrounds outperformed their control group peers in attaining a qualifying AP score (ES = +0.39). Findings suggest AP teachers who have access to project-based learning materials, professional development, and coaching may positively affect their students’ academic and long-term postsecondary outcomes, especially for students historically marginalized from such opportunities.

Project-based learning in low-SES schools

By Justin Hill, Johns Hopkins University

A recent cluster randomized controlled trial conducted by Nell K. Duke and colleagues provides evidence of positive outcomes associated with a project-based learning curriculum in low-socioeconomic status (low-SES) second grade social studies classrooms. Schools were selected for possible inclusion in the study based upon SES characteristics (at least 65% of students qualifying for free or reduced-price lunch), below-average state testing performance, and proximity to the location of the principal researchers. All second-grade teachers in qualifying schools were invited to participate and participating teachers were paired within each school, with one teacher placed in the experimental group and one in the control group. Teachers in the experimental group were provided with professional development and a project-based learning curriculum, while those within the control group were instructed to continue using their normal teaching practices.

Results from a standards-aligned social studies assessment demonstrated statistically significant differences in learning outcomes for students in classrooms from the experimental group compared to those from the control group (ES=+0.48), after controlling for baseline scores and student characteristics. Students within the project-based learning curriculum also demonstrated statistically significant differences on a standards-aligned informational reading assessment (ES=+0.18). No statistically significant differences were observed when assessing students’ informational writing or motivation. However, further analysis suggested that students in classrooms with teachers who implemented the project-based curriculum with fidelity, as determined by observers of the lessons, had statistically significant achievement differences in informational reading (ES=+0.58), informational writing (ES=+0.24), and motivation (ES=+0.29) in comparison to students in classrooms whose teachers did not follow the project-based curriculum as closely. This study provides evidence that a project-based curriculum could result in improved academic outcomes for students in low-SES social studies classrooms, especially when implemented as intended.