Effects of Project Based Learning in a Third Grade Classroom
Date of Award
Spring 5-11-2018
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
project based learning, PBL, effects of project based learning, PBL and student achievement
Abstract
The purpose of this research was to report on the effects of implementing a Project Based Learning Approach on third grade students academically, socially, and behaviorally. The researcher chose to use a project based approach because she felt that the current curriculum was not helping students reach, or realize, their full potential in school, with friends, and within their community. This study took data from two units of study and compared student results from the two. The first unit of study was provided by the researcher’s school district, and was carried out the way it was intended to be. The second unit of study was a pre-created project based learning unit that was brought in by the researcher. Both units of study included Literature, Informational, Writing, and Social Studies Common Core third grade standards. The research was gathered through four means: Rubrics based on Bloom’s Taxonomy, Progress monitoring via the STAR assessment, Review 360, and students self-reflection. When data were compared to both units of study, it was observed that students achieved more academically, felt that their social skills grew more, and had less behavioral or mental health concerns after completing the project based unit.
Recommended Citation
Neitzke, Samantha, "Effects of Project Based Learning in a Third Grade Classroom" (2018). Dissertations, Theses, and Projects. 19.
https://red.mnstate.edu/thesis/19