PBL Research
Read through a database of evidence and research not conducted by NTN focused on project-based learning and it’s effects on teachers and students.
Academic Achievement
Saavedra, A.R., Liu Y., Haderlein, S.K., Rapaport, A., Garland, M., Hoepfner, D., Morgan, K.L., Hu, A., & Lucas Education Research. (2021). Project-Based Learning Boosts Student Achievement in AP Courses. Lucas Education Research.
Report available here: https://www.lucasedresearch.org/docs/kia_brief/
Sample size: 5 US school districts
Year: 2021
Findings: This randomized control study (RCT) found that students who participated in a project-based learning (PBL) course outperformed non-PBL students on the US Government and Environmental Sciences AP exam.
Deutscher, R.R., Holthuis, N.C., Maldonado, S.I., Pecheone, R.L., Schultz, S.E., Wei, R.C., & Lucas Education Research. (2021). Project-Based Learning Leads to Gains in Science and Other Subjects in Middle School and Benefits All Learners. Lucas Education Research.
Report available here: https://www.lucasedresearch.org/docs/ltp_brief/
A matched comparison study design included data from classroom observations, instructional logs, teacher and student surveys, teacher interviews, LTP science unit performance tasks, LTP science pre- and post-course assessments, Smarter Balanced Assessment Consortium Math and English Language Arts Assessments, and California’s English Language Development Test. A matched linear regression analysis was conducted to examine the impacts of participation in PBL instruction on student performance in Years 2 and 3 of the study on standardized measures. A propensity score matching methodology was used to create the matched samples.
Sample size: 347 intervention students, 23 intervention teachers
Year: 2021
Findings: Over a three-year period, the PBL approach yielded gains in student engagement and academic performance. Teachers reported increased interest, motivation, and engagement. Student performance on state assessments was statistically significantly higher for PBL students.
Krajcik, J., Schneider, B., Miller, E., Chen, I.C., Bradford, L., Bartz, K., Baker, Q., Palincsar, A., Peek-Brown, D., Codere, S., & Lucas Education Research. (2021). Project-Based Learning Increases Science Achievement in Elementary Schools and Improves Social and Emotional Learning. Lucas Education Research.
See report here: https://www.lucasedresearch.org/wp-content/uploads/2021/01/MLPBL-Research-Brief-1.pdf
Sample size: 23 intervention schools and 23 comparison schools. Randomly assigned (2,371 third grade students)
Year: 2019
Findings: Project-based learning (PBL) led to gains among third-grade students in science achievement. The PBL students outperformed the non-PBL students by 8 percentage points on a summative science assessment.
Jamali, S. M., Md Zain, A. N., Samsudin, M. A., & Ale Ebrahim, N. (2017).Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Project-Based Learning Literature.
This literature review looked at 48 of the 265 papers the authors found relating to STEM and project-based learning. The authors felt that STEM and project-based learning often come together due to their natural overlap, and that fully integrated STEM with project-based learning can increase effectiveness of teaching. The three main dimensions’ authors looked at were the search results, the subjects, and the research methodology. Search results included project-based learning, self-efficacy, scientific reasoning, and STEM. Subjects included were from high school and college, and research methodology included qualitative, quantitative, mixed methods and case studies.
Sample Size: 265 papers
Methods: Systemic Literature Review
Year: 2017
Location: Systemic Literature Review
Findings: Results showed that most studies on STEM and project-based learning have occurred at the college level and focus on learning achievement. Quantitative methods were also the primary method of analysis used. Studies focusing on self-efficacy, scientific reasoning, and learning achievement are small, and there are still significant opportunities for future research to occur on STEM project-based learning in high schools to prepare students for 21st century challenges.
Keywords: Project-Based Learning, Literature Review, STEM Education
Kizkapan, O., & Bektas, O. (2017). The Effect of Project Based Learning on Seventh Grade Students’ Academic Achievement. International Journal of Instruction, 10(1), 37-54.
This study was conducted to determine if project-based learning could produce a significant effect on 7th grade students’ academic achievement. Students were placed in either a control group, which was taught through non-project-based learning teaching methods, or in the experimental group, where project-based learning occurred. Researchers aimed to see if project-based learning could be utilized to increase student academic achievement by improving higher order skills such as critical thinking, planning, problem solving and creativity.
Sample size: 38 students participated in this study.
Methods: A quantitative analysis was conducted based on data from student pre- and post-tests, lesson plans, and classroom observations. An independent t-test was performed, as well as an exploratory factor analysis in order to confirm validity.
Year: 2014-2015
Location: Turkey
Findings: Researchers found a significant difference did not exist between students’ achievement test post-test performance. However, the study suggests that some students could not show their academic performance due to complications and disagreements within group dynamics. Moreover, researchers feel there was no significant increase in scores due to a student fear of new methodology and a lack of interest towards the subject matter. The researchers also comment on the how the rural area limited resources, equipment, and communication.
Keywords: Project-Based Learning, Middle School, Rural, International, Academic Achievement
Edmunds, J., Arshavsky, N., Glennie, E., Charles, K., & Rice, O. (2017). The relationship between project-based learning and rigor in STEM-focused high schools. Interdisciplinary Journal of Problem-Based Learning, 11(1), 3.
This study examined the relationship between project-based learning and academic rigor. Using ten STEM-oriented high schools, researchers utilized three different data sources to study the extent in which project-based learning and rigor co-occur. This study seeks to debunk previous studies which suggested that project-based learning is not always accompanied with academic rigor. Researchers also review the benefits and challenges of both project-based learning and academic rigor being associated with student success.
Sample size: This study contained a total of 1575 students and 39 teachers from 10 different schools.
Methods: A quasi-experimental design was used based on data from student surveys, teacher logs, and classroom observations.
Year: 2015-2016 AY
Location: North Carolina
Findings: This study suggests that project-based learning can not be implemented with low rigor. Conclusions were drawn on the co-occurrence of rigor and project-based learning in classroom instruction from three different perspectives: that of the teacher, that of the student, and that of the external observer. Across all three sources, researchers determined that there were many instances where high levels of rigor and high levels of project implementation were reported. The study also concluded that reports of higher implementation of project-based learning were associated with higher perceptions of rigor, and that when implemented well, project-based learning can provide teachers with embedding more rigor into their curriculum.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Quasi-Experimental, Academic Rigor
Researchers investigated the benefits of project-based learning instruction on secondary mathematics students’ academic skill development and motivational strategies for learning. Students were put into two groups, one taught through project-based learning instruction and a control group taught by non-project-based learning teaching methods. As most participants in this study were categorized as a high at-risk population, researchers also looked at the relationship between project-based learning and ethnically and economically diverse students.
Sample size: 459 8th and 9th grade students
Methods: Analysis was conducted through a mixed-methods approach using standardized test scores, online surveys, classroom observations, and student interviews.
Year: 2011-2012 AY
Location: Midwest
Findings: Findings showed that at-risk and minority students benefited greatly from project-based learning in mathematics. Compared to students in the control group, students taught through project-based learning instruction were more intrinsically motivated, showed significantly higher critical thinking skills, and had a greater appreciation for peer learning. Results suggest that project-based learning did decrease the achievement gap among different demographic groups and equally effective for students with various depths of mathematics knowledge.
Keywords: Project-Based Learning, High School, Mathematics Education, Equity, Self-Efficacy, Mixed-Methods, Longitudinal Study
This study sought to understand how implementing project-based learning instruction in STEM courses influenced student academic achievement. Three urban high schools were used in this study, each implementing a different level of project-based learning instruction in their STEM classes. Most of the students in this study identified as Hispanic or African American. Results from high-stakes tests were used to determine the academic achievement of the students involved.
Sample size: 565 8th, 10th and 11th grade students from three high schools
Methods: A quantitative analysis was conducted through latent growth modeling using longitudinal data of the students.
Year: 2007-2010
Location: Southwest
Findings: Researchers found that students in the high-level STEM project-based learning implementation classes had a statistically significant higher rate of growth and achievement when compared to the students in the partial or no STEM project-based learning classes. However, there was no difference in academic achievement when ethnicity and gender were looked at. The results suggest that implementing full STEM project-based learning will have a great increase on student outcomes and better situate students for college acceptance.
Keywords: Project-Based Learning, Urban, High School, Academic Achievement, STEM Education, Latent Growth Modeling, Longitudinal Study
See related research: https://www.lucasedresearch.org/docs/project_place_brief/
Duke, N.K., Halvorsen, A-L., Strachan, S.L., Kim, J., & Konstantopoulos, S. (June 2020). Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings. American Educational Research Journal. doi.org/10.3102/0002831220929638
The purpose of this study was to assess the impact of project-based learning on both social studies and literary achievement and motivation of second-grade students from high-poverty, low-performing school districts. 48 teachers were randomly assigned to either the experimental or control group. The experimental group had instructors who taught four separate project-based learning classes that were designed to meet state social studies and literacy standards. The control group contained teachers using non-project-based learning teaching methods. Pre- and post- tests were given to students in both groups as well as a survey to score motivation.
Sample size: 48 teachers from 20 different elementary schools were assigned at random to either the experimental (n= 24) or control (n= 24) group.
Methods: Hierarchical linear modeling and a t-test were conducted based results from pre- and post-tests as well as a motivation survey.
Year: 2014-2015 AY
Location: Midwest
Findings:
Students belonging to the group of teachers who experimented with project-based learning showed significant statistical growth in social studies and informational reading. The experimental group scored higher on the social studies measure, informational reading assessments, and had less of a decline in motivation than the non-project-based learning comparison group. Results also suggest that teachers who followed the project-based learning lesson plans more closely and implemented them with higher fidelity had students with higher scores in assessments. Lastly, this study concludes that project-based learning can be successfully implemented within state standards.
Keywords: Project-Based Learning, Elementary School, Academic Achievement, Social Studies, Urban, Informational Reading and Writing, Socio-Economic Status, Hierarchical Linear Modeling
This study looked at the implementation and understanding of STEM project-based learning among 92 urban high school teachers. Seven Texas STEM Centers were created to provide professional development for participating teachers on project-based learning. Researchers specifically focused on five teachers through a collective case study. The student population of the participating teachers consisted of mostly Hispanic and African Americans with 85% of students from economically disadvantaged backgrounds.
Sample size: 92 teachers with case studies conducted on five
Methods:A qualitative case study was conducted based on five focal teachers. Data included interviews, in-class observations, and lesson plan designs. Analysis consisted of a mix of open and selective coding.
Year: 2013-2014 AY
Location:Texas
Findings: Findings showed that the professional development sessions were effective in communicating important concepts about STEM project-based learning. In these sessions, teachers realized that project-based learning requires a different set of pedagogical abilities when compared to non-project-based learning classroom methods. Teachers also acknowledged that project-based learning in their STEM classrooms was critical and effective in stimulating student’s interests, improving student content understanding, and connecting mathematics and science to the real-world. In addition, all five teachers found that they were able to prepare project-based lessons more effectively and efficiently than non-project-based learning lessons
Keywords: Project-Based Learning, STEM Education, Professional Development, Urban, High School, Academic Achievement, Case Study
Researchers examined the impact of project-based learning methods on reading and mathematics achievement to see if school redesign efforts around project-based learning were able to show evidence of success. 7th and 8th grade students were used in this study and were put into two groups, a control group using non-project-based learning teaching methods and an experimental group, using project-based learning. Researchers based the outcome measures on academic achievement in mathematics and reading scores from the State of Texas Assessments of Academic Readiness (STAAR) reports.
Sample size: 87 7th graders and 84 8th graders were part of the project-based learning ground. 140 7th graders and 150 8th graders were part of the group taught through non-project-based learning teaching methods
Methods: Quantitative analysis through multivariate and univariate analysis occurred. A causal-comparative research design was used to identify the potential cause-effect relationship based on dependent and independent variables
Year: 2011-2012 AY
Location: Two middle schools located in an urban school district in South Texas
Findings: Results showed that students participating in the project-based learning group performed at a higher achievement level than the students in the non-project-based learning teaching methods. Results from the project-based learning groups were statistically significant in both reading and mathematics scores for students in grades 7th and 8th grade over their non-project-based learning teaching methods counter groups.
Keywords: Project-Based Learning, Middle School, Urban, Mathematics Achievement, Reading Achievement, Multivariate Analysis, Univariate Analysis
The aim of this study was to analyze the effects of project-based learning on students’ academic achievement attitude, and retention of knowledge in a 4th grade science class. Students in the experimental group were taught through project-based learning methods and students in the control group were taught through non-project-based learning teaching methods. Students in both groups participated in work that included conducting experiments, writing lab reports, and making presentations.
Sample Size: 143 students from 18 elementary schools
Methods: Quasi-experimental factorial design based on data from pre and posttests given to both the experimental and control group.
Year: 2009-2010 AY
Location: Turkey
Findings: Researchers found a statistically significant difference between both groups regarding academic achievement and retention of knowledge. However, there was no statistically significant effect regarding attitudes of either group. Those in the project-based learning group appeared to show an increase in academic achievement and retention of knowledge when compared to the students being student with non-project-based learning teaching methods
Keywords: Project-Based Learning, Elementary School, STEM Education, Academic Achievement, Quasi-Experimental, International, Student Achievement
Researchers investigated whether participating in STEM project-based learning activities effects students who had varied performance levels and the extent to which students’ individual factor influenced their mathematics achievement. The study included teachers from three urban high schools who attended professional development at a STEM center based at a Southwestern University. Teachers were required to implement the project-based learning in their STEM classes once every six weeks for three years. Student outcomes were measured by the Texas Assessment of Knowledge and Skills (TAKS) test.
Sample size: 836 high school students
Methods: Quantitative analysis was conducted through hierarchical linear modeling
Year: 2008-2010 AY
Location:Texas
Findings: Results suggest that student achievement in mathematics from both demographic backgrounds and performance levels are influenced by STEM project-based learning activities. Students labeled as low performing displayed growth rate on math scores at a statistically significant higher rate than students labeled as high and middle performing. In addition, the researchers found that a student’s economic status was an important factor in improving mathematics test scores and Hispanic students benefitted to a greater extent than any other group when using project-based learning. The findings of this study show that STEM in project-based learning schools decrease the achievement gap.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Equity, Professional Development, Quantitative, Longitudinal HLM, Achievement Gap
Attitude and Motivation
Jamali, S. M., Md Zain, A. N., Samsudin, M. A., & Ale Ebrahim, N. (2017). Self-Efficacy, Scientific Reasoning, and Learning Achievement in the STEM Project-Based Learning Literature.
This literature review looked at 48 of the 265 papers the authors found relating to STEM and project-based learning. The authors felt that STEM and project-based learning often come together due to their natural overlap, and that fully integrated STEM with project-based learning can increase effectiveness of teaching. The three main dimensions authors looked at were the search results, the subjects, and the research methodology. Search results included project-based learning, self-efficacy, scientific reasoning, and STEM. Subjects included were from high school and college, and research methodology included qualitative, quantitative, mixed methods and case studies.
Sample Size: 265 papers
Methods: Systemic Literature Review
Year: 2017
Location: Literature Review
Findings: Results showed that most studies on STEM and project-based learning have occurred at the college level and focus on learning achievement. Quantitative methods were also the primary method of analysis used. Studies focusing on self-efficacy, scientific reasoning, and learning achievement are small, and there are still significant opportunities for future research to occur on STEM project-based learning in high schools to prepare students for 21st century challenges.
Keywords: Project-Based Learning, Literature Review, STEM Education
Holmes, V. L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449-463.
Researchers investigated the benefits of project-based learning instruction on secondary mathematics students’ academic skill development and motivational strategies for learning. Students were put into two groups, one taught through project-based learning instruction and a control group taught by non-project-based learning teaching methods. As most participants in this study were categorized as a high at-risk population, researchers also looked at the relationship between project-based learning and ethnically and economically diverse students.
Sample Size: 459 8th and 9th grade students
Methods: Analysis was conducted through a mixed-methods approach using standardized test scores, online surveys, classroom observations, and student interviews.
Year: 2011-2012 AY
Location: Midwest
Findings: Findings showed that at-risk and minority students benefited greatly from project-based learning in mathematics. Compared to students in the control group, students taught through project-based learning instruction were more intrinsically motivated, showed significantly higher critical thinking skills, and had a greater appreciation for peer learning. Results suggest that project-based learning did decrease the achievement gap among different demographic groups and equally effective for students with various depths of mathematics knowledge.
Keywords: Project-Based Learning, High School, Mathematics Education, Equity, Self-Efficacy, Mixed-Methods, Longitudinal Study
This study focused on a three-year teacher professional development that offered sustained support for teachers enacting STEM education through project-based learning. The study took place in three urban high schools where researchers focused on teacher’s perceptions and experiences of implementing project-based learning. Sustained support was offered to teachers in three ways: 1. professional development offered 10 days every year for three years, 2. Development and enactment of professional learning communities, and 3. classroom observations of project-based learning implementation for teachers to reflect on. While the lessons varied between the three teachers, all were implemented through project-based learning and focused on student abilities in measuring and problem solving in STEM courses.
Sample Size: 1,185 9th grade students, 943 10th grade students, 923 11th grade students, and 750 12th grade students. 3801 students total.
Methods: Qualitative and Quantitative methods based on longitudinal data. Propensity score matching was used to compare two groups of students per school for each of the three schools. Focus groups and classroom observations were also conducted, and student achievement on high-stakes state tests was also used as an indicator of effectiveness.
Year: 2009-2012 AYs
Location: Independent school district located in Texas
Findings: Findings suggest STEM teachers perceived multiple benefits from implementing project-based learning, as well as marked improvement of student achievement in the STEM classes after the first year of professional development. Teachers from all three schools reported major positive effects from implementing project-based learning, including an increase in student engagement, more meaningful work for students, utilizing a boarder set of student skills, students taking greater ownership of their learning, and improved teacher-student relationships.
Keywords: Project-Based Learning, Urban, STEM Education, Student Engagement, High School, Professional Development, Longitudinal Data, Qualitative, Quantitative
The aim of this study was to analyze the effects of project-based learning on students’ academic achievement attitude, and retention of knowledge in a 4th grade science class. Students in the experimental group were taught through project-based learning methods and students in the control group were taught through non-project-based learning teaching methods. Students in both groups participated in work that included conducting experiments, writing lab reports, and making presentations.
Sample Size: 143 students from 18 elementary schools
Methods: Quasi-experimental factorial design based on data from pre and posttests given to both the experimental and control group.
Year: 2009-2010 AY
Location: Turkey
Findings: Researchers found a statistically significant difference between both groups regarding academic achievement and retention of knowledge. However, there was no statistically significant effect regarding attitudes of either group. Those in the project-based learning group appeared to show an increase in academic achievement and retention of knowledge when compared to the students being student with non-project-based learning teaching methods
Keywords: Project-Based Learning, Elementary School, STEM Education, Academic Achievement, Quasi-Experimental, International, Student Achievement
College and Career Readiness
This literature review looked at 48 of the 265 papers the authors found relating to STEM and project-based learning. The authors felt that STEM and project-based learning often come together due to their natural overlap, and that fully integrated STEM with project-based learning can increase effectiveness of teaching. The three main dimensions authors looked at were the search results, the subjects, and the research methodology. Search results included project-based learning, self-efficacy, scientific reasoning, and STEM. Subjects included were from high school and college, and research methodology included qualitative, quantitative, mixed methods and case studies.
Sample Size: 265 papers
Methods: Systemic Literature Review
Year: 2017
Location: Literature Review
Findings: Results showed that most studies on STEM and project-based learning have occurred at the college level and focus on learning achievement. Quantitative methods were also the primary method of analysis used. Studies focusing on self-efficacy, scientific reasoning, and learning achievement are small, and there are still significant opportunities for future research to occur on STEM project-based learning in high schools to prepare students for 21st century challenges.
Keywords: Project-Based Learning, Literature Review, STEM Education
This study sought to understand how implementing project-based learning instruction in STEM courses influenced student academic achievement. Three urban high schools were used in this study, each implementing a different level of project-based learning instruction in their STEM classes. Most of the students in this study identified as Hispanic or African American. Results from high-stakes tests were used to determine the academic achievement of the students involved.
Sample size: 565 8th, 10th and 11th grade students from three high schools
Methods: A quantitative analysis was conducted through latent growth modeling using longitudinal data of the students.
Year: 2007-2010
Location: Southwest
Findings: Researchers found that students in the high-level STEM project-based learning implementation classes had a statistically significant higher rate of growth and achievement when compared to the students in the partial or no STEM project-based learning classes. However, there was no difference in academic achievement when ethnicity and gender were looked at. The results suggest that implementing full STEM project-based learning will have a great increase on student outcomes and better situate students for college acceptance.
Keywords: Project-Based Learning, Urban, High School, Academic Achievement, STEM Education, Latent Growth Modeling, Longitudinal Study
Equity in Education
Researchers investigated the benefits of project-based learning instruction on secondary mathematics students’ academic skill development and motivational strategies for learning. Students were put into two groups, one taught through project-based learning instruction and a control group taught by non-project-based learning teaching methods. As most participants in this study were categorized as a high at-risk population, researchers also looked at the relationship between project-based learning and ethnically and economically diverse students.
Sample Size: 459 8th and 9th grade students
Methods: Analysis was conducted through a mixed-methods approach using standardized test scores, online surveys, classroom observations, and student interviews.
Year: 2011-2012 AY
Location: Midwest
Findings: Findings showed that at-risk and minority students benefited greatly from project-based learning in mathematics. Compared to students in the control group, students taught through project-based learning instruction were more intrinsically motivated, showed significantly higher critical thinking skills, and had a greater appreciation for peer learning. Results suggest that project-based learning did decrease the achievement gap among different demographic groups and equally effective for students with various depths of mathematics knowledge.
Keywords: Project-Based Learning, High School, Mathematics Education, Equity, Self-Efficacy, Mixed-Methods, Longitudinal Study
Duke, N. K., Halvorsen, A., Strachan, S. L., Konstantopoulos, S., & Kim, J. (2016). Putting PBL to the test: The impact of project-based learning on 2nd-grade students’ social studies and literacy learning and motivation. Unpublished manuscript, University of Michigan, Ann Arbor, Mich.
The purpose of this study was to assess the impact of project-based learning on both social studies and literary achievement and motivation of second-grade students from high-poverty, low-performing school districts. 48 teachers were randomly assigned to either the experimental or control group. The experimental group had instructors who taught four separate project-based learning classes that were designed to meet state social studies and literacy standards. The control group contained teachers using non-project-based learning teaching methods. Pre- and post- tests were given to students in both groups as well as a survey to score motivation.
Sample size: 48 teachers from 20 different elementary schools were assigned at random to either the experimental (n= 24) or control (n= 24) group.
Methods: Hierarchical linear modeling and a t-test were conducted based results from pre- and post-tests as well as a motivation survey.
Year: 2014-2015 AY
Location: Midwest
Findings: Students belonging to the group of teachers who experimented with project-based learning showed significant statistical growth in social studies and informational reading. The experimental group scored higher on the social studies measure, informational reading assessments, and had less of a decline in motivation than the non-project-based learning comparison group. Results also suggest that teachers who followed the project-based learning lesson plans more closely and implemented them with higher fidelity had students with higher scores in assessments. Lastly, this study concludes that project-based learning can be successfully implemented within state standards.
Keywords: Project-Based Learning, Elementary School, Academic Achievement, Social Studies, Urban, Informational Reading and Writing, Socio-Economic Status, Hierarchical Linear Modeling
This purpose of this study was to examine the effects of a project-based learning environment on economically disadvantaged high school students regarding their attendance rates. Attendance rates were collected from two different high schools, both from the same school district. Student participants from the first high school, or “Alpha”, were taught through teacher-led lectures, while students from the second high school, “Beta”, were taught through project-based learning instruction. The high schools were located about two miles apart and recruited students from the same community.
Sample Size: 65 students from the Alpha campus and 65 students from the Beta campus.
Methods: A quantitative analysis was conducted using both descriptive and inferential statistics, including a t-test to determine if a significant difference existed between the two groups.
Year: 2009-2012 AY
Location: Texas
Findings: Students belonging to the group of teachers who experimented with project-based learning showed significant statistical growth in social studies and informational reading. The experimental group scored higher on the social studies measure, informational reading assessments, and had less of a decline in motivation than the non-project-based learning comparison group. Results also suggest that teachers who followed the project-based learning lesson plans more closely and implemented them with higher fidelity had students with higher scores in assessments. Lastly, this study concludes that project-based learning can be successfully implemented within state standards.
Keywords: Project-Based Learning, Elementary School, Academic Achievement, Social Studies, Urban, Informational Reading and Writing, Socio-Economic Status, Hierarchical Linear Modeling
Researchers examined the impact of project-based learning methods on reading and mathematics achievement to see if school redesign efforts around project-based learning were able to show evidence of success. 7th and 8th grade students were used in this study and were put into two groups, a control group using non-project-based learning teaching methods and an experimental group, using project-based learning. Researchers based the outcome measures on academic achievement in mathematics and reading scores from the State of Texas Assessments of Academic Readiness (STAAR) reports.
Sample size: 87 7th graders and 84 8th graders were part of the project-based learning ground. 140 7th graders and 150 8th graders were part of the group taught through non-project-based learning teaching methods
Methods: Quantitative analysis through multivariate and univariate analysis occurred. A causal-comparative research design was used to identify the potential cause-effect relationship based on dependent and independent variables
Year: 2011-2012 AY
Location: Two middle schools located in an urban school district in South Texas
Findings: Results showed that students participating in the project-based learning group performed at a higher achievement level than the students in the non-project-based learning teaching methods. Results from the project-based learning groups were statistically significant in both reading and mathematics scores for students in grades 7th and 8th grade over their non-project-based learning teaching methods counter groups.
Keywords: Project-Based Learning, Middle School, Urban, Mathematics Achievement, Reading Achievement, Multivariate Analysis, Univariate Analysis
Han, S., Capraro, R., & Capraro, M. M. (2014). How Science, Technology, Engineering, and Mathematics (Stem) Project-Based Learning (PBL) Affects High, Middle, And Low Achievers Differently: The Impact of Student Factors on Achievement. International Journal of Science and Mathematics Education, 1-25.
Researchers investigated whether participating in STEM project-based learning activities effects students who had varied performance levels and the extent to which students’ individual factor influenced their mathematics achievement. The study included teachers from three urban high schools who attended professional development at a STEM center based at a Southwestern University. Teachers were required to implement the project-based learning in their STEM classes once every six weeks for three years. Student outcomes were measured by the Texas Assessment of Knowledge and Skills (TAKS) test.
Sample size: 836 high school students
Methods: Quantitative analysis was conducted through hierarchical linear modeling
Year: 2008-2010 AY
Location:Texas
Findings: Results suggest that student achievement in mathematics from both demographic backgrounds and performance levels are influenced by STEM project-based learning activities. Students labeled as low performing displayed growth rate on math scores at a statistically significant higher rate than students labeled as high and middle performing. In addition, the researchers found that a student’s economic status was an important factor in improving mathematics test scores and Hispanic students benefitted to a greater extent than any other group when using project-based learning. The findings of this study show that STEM in project-based learning schools decrease the achievement gap.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Equity, Professional Development, Quantitative, Longitudinal HLM, Achievement Gap
Humanities Education
The purpose of this study was to assess the impact of project-based learning on both social studies and literary achievement and motivation of second-grade students from high-poverty, low-performing school districts. 48 teachers were randomly assigned to either the experimental or control group. The experimental group had instructors who taught four separate project-based learning classes that were designed to meet state social studies and literacy standards. The control group contained teachers using non-project-based learning teaching methods. Pre- and post- tests were given to students in both groups as well as a survey to score motivation.
Sample size: 48 teachers from 20 different elementary schools were assigned at random to either the experimental (n= 24) or control (n= 24) group.
Methods: Hierarchical linear modeling and a t-test were conducted based results from pre- and post-tests as well as a motivation survey.
Year: 2014-2015 AY
Location: Midwest
Findings: Students belonging to the group of teachers who experimented with project-based learning showed significant statistical growth in social studies and informational reading. The experimental group scored higher on the social studies measure, informational reading assessments, and had less of a decline in motivation than the non-project-based learning comparison group. Results also suggest that teachers who followed the project-based learning lesson plans more closely and implemented them with higher fidelity had students with higher scores in assessments. Lastly, this study concludes that project-based learning can be successfully implemented within state standards.
Keywords: Project-Based Learning, Elementary School, Academic Achievement, Social Studies, Urban, Informational Reading and Writing, Socio-Economic Status, Hierarchical Linear Modeling
International Studies
This study was conducted to determine if project-based learning could produce a significant effect on 7th grade students’ academic achievement. Students were placed in either a control group, which was taught through non-project-based learning teaching methods, or in the experimental group, where project-based learning occurred. Researchers aimed to see if project-based learning could be utilized to increase student academic achievement by improving higher order skills such as critical thinking, planning, problem solving and creativity.
Sample size: 38 students participated in this study.
Methods: A quantitative analysis was conducted based on data from student pre- and post-tests, lesson plans, and classroom observations. An independent t-test was performed, as well as an exploratory factor analysis in order to confirm validity.
Year: 2014-2015
Location: Turkey
Findings: Researchers found a significant difference did not exist between students’ achievement test post-test performance. However, the study suggests that some students could not show their academic performance due to complications and disagreements within group dynamics. Moreover, researchers feel there was no significant increase in scores due to a student fear of new methodology and a lack of interest towards the subject matter. The researchers also comment on the how the rural area limited resources, equipment, and communication.
Keywords: Project-Based Learning, Middle School, Rural, International, Academic Achievement
The aim of this study was to analyze the effects of project-based learning on students’ academic achievement attitude, and retention of knowledge in a 4th grade science class. Students in the experimental group were taught through project-based learning methods and students in the control group were taught through non-project-based learning teaching methods. Students in both groups participated in work that included conducting experiments, writing lab reports, and making presentations.
Sample Size: 143 students from 18 elementary schools
Methods: Quasi-experimental factorial design based on data from pre and posttests given to both the experimental and control group.
Year: 2009-2010 AY
Location: Turkey
Findings: Researchers found a statistically significant difference between both groups regarding academic achievement and retention of knowledge. However, there was no statistically significant effect regarding attitudes of either group. Those in the project-based learning group appeared to show an increase in academic achievement and retention of knowledge when compared to the students being student with non-project-based learning teaching methods
Keywords: Project-Based Learning, Elementary School, STEM Education, Academic Achievement, Quasi-Experimental, International, Student Achievement
Professional Development
This literature review looked at 48 of the 265 papers the authors found relating to STEM and project-based learning. The authors felt that STEM and project-based learning often come together due to their natural overlap, and that fully integrated STEM with project-based learning can increase effectiveness of teaching. The three main dimensions authors looked at were the search results, the subjects, and the research methodology. Search results included project-based learning, self-efficacy, scientific reasoning, and STEM. Subjects included were from high school and college, and research methodology included qualitative, quantitative, mixed methods and case studies.
Sample Size: 265 papers
Methods: Systemic Literature Review
Year: 2017
Location: Literature Review
Findings: Results showed that most studies on STEM and project-based learning have occurred at the college level and focus on learning achievement. Quantitative methods were also the primary method of analysis used. Studies focusing on self-efficacy, scientific reasoning, and learning achievement are small, and there are still significant opportunities for future research to occur on STEM project-based learning in high schools to prepare students for 21st century challenges.
Keywords: Project-Based Learning, Literature Review, STEM Education
This study examined the relationship between project-based learning and academic rigor. Using ten STEM-oriented high schools, researchers utilized three different data sources to study the extent in which project-based learning and rigor co-occur. This study seeks to debunk previous studies which suggested that project-based learning is not always accompanied with academic rigor. Researchers also review the benefits and challenges of both project-based learning and academic rigor being associated with student success.
Sample size: This study contained a total of 1575 students and 39 teachers from 10 different schools.
Methods: A quasi-experimental design was used based on data from student surveys, teacher logs, and classroom observations.
Year: 2015-2016 AY
Location: North Carolina
Findings: This study suggests that project-based learning can not be implemented with low rigor. Conclusions were drawn on the co-occurrence of rigor and project-based learning in classroom instruction from three different perspectives: that of the teacher, that of the student, and that of the external observer. Across all three sources, researchers determined that there were many instances where high levels of rigor and high levels of project implementation were reported. The study also concluded that reports of higher implementation of project-based learning were associated with higher perceptions of rigor, and that when implemented well, project-based learning can provide teachers with embedding more rigor into their curriculum.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Quasi-Experimental, Academic Rigor
Holmes, V. L., & Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. The Journal of Educational Research, 109(5), 449-463.
Researchers investigated the benefits of project-based learning instruction on secondary mathematics students’ academic skill development and motivational strategies for learning. Students were put into two groups, one taught through project-based learning instruction and a control group taught by non-project-based learning teaching methods. As most participants in this study were categorized as a high at-risk population, researchers also looked at the relationship between project-based learning and ethnically and economically diverse students.
Sample size: 459 8th and 9th grade students
Methods: Analysis was conducted through a mixed-methods approach using standardized test scores, online surveys, classroom observations, and student interviews.
Year: 2011-2012 AY
Location: Midwest
Findings: Findings showed that at-risk and minority students benefited greatly from project-based learning in mathematics. Compared to students in the control group, students taught through project-based learning instruction were more intrinsically motivated, showed significantly higher critical thinking skills, and had a greater appreciation for peer learning. Results suggest that project-based learning did decrease the achievement gap among different demographic groups and equally effective for students with various depths of mathematics knowledge.
Keywords: Project-Based Learning, High School, Mathematics Education, Equity, Self-Efficacy, Mixed-Methods, Longitudinal Study
This study investigated the implementation of project-based learning activities in two urban high schools in order to examine the impact of inquiry based instructional practices on student learning. Researchers examined the project-based learning activities in four STEM educational settings: 1. STEM Traditional Courses (STC), 2. A STEM platform school (SPS), 3. Engineering Optional Program (EOP), and 4. A virtual STEM Academy (VSA). A rubric for student-centered activities was used during classroom observations to evaluate student engagement and the instructional practices of the teachers.
Sample size: 234 students
Methods: An Analysis of Variance (ANOVA) was conducted on both student engagement and instructional strategies of the teachers in each of the four STEM educational settings through direct classroom observations.
Year: 2013-2014 AY
Location: Southeastern United States
Findings: The researchers found that the EOP and VSA educational environments had higher occurrences of project-based learning than the STC and SPS ones due to providing students with more engineering-based activities. Students in these environments worked more collaboratively and teachers became facilitators rather than lectures. The study also concluded that in order to maximize student learning opportunities, in-service teachers should benefit from more professional development that enhances their understanding of project-based learning activities.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Professional Development
Erdogan, N., Navruz, B., Younes, R., & Capraro, R. M. (2016). Viewing How STEM Project-Based Learning Influences Students’ Science Achievement through the Implementation Lens: A Latent Growth Modeling. Eurasia Journal of Mathematics, Science & Technology Education, 12(8), 2139-2154.
This study sought to understand how implementing project-based learning instruction in STEM courses influenced student academic achievement. Three urban high schools were used in this study, each implementing a different level of project-based learning instruction in their STEM classes. Most of the students in this study identified as Hispanic or African American. Results from high-stakes tests were used to determine the academic achievement of the students involved.
Sample size: 565 8th, 10th and 11th grade students from three high schools
Methods: A quantitative analysis was conducted through latent growth modeling using longitudinal data of the students.
Year: 2007-2010
Location: Southwest
Findings: Researchers found that students in the high-level STEM project-based learning implementation classes had a statistically significant higher rate of growth and achievement when compared to the students in the partial or no STEM project-based learning classes. However, there was no difference in academic achievement when ethnicity and gender were looked at. The results suggest that implementing full STEM project-based learning will have a great increase on student outcomes and better situate students for college acceptance.
Keywords: Project-Based Learning, Urban, High School, Academic Achievement, STEM Education, Latent Growth Modeling, Longitudinal Study
This study focused on a three-year teacher professional development that offered sustained support for teachers enacting STEM education through project-based learning. The study took place in three urban high schools where researchers focused on teacher’s perceptions and experiences of implementing project-based learning. Sustained support was offered to teachers in three ways: 1. professional development offered 10 days every year for three years, 2. Development and enactment of professional learning communities, and 3. classroom observations of project-based learning implementation for teachers to reflect on. While the lessons varied between the three teachers, all were implemented through project-based learning and focused on student abilities in measuring and problem solving in STEM courses.
Sample Size: 1,185 9th grade students, 943 10th grade students, 923 11th grade students, and 750 12th grade students. 3801 students total.
Methods: Qualitative and Quantitative methods based on longitudinal data. Propensity score matching was used to compare two groups of students per school for each of the three schools. Focus groups and classroom observations were also conducted, and student achievement on high-stakes state tests was also used as an indicator of effectiveness.
Year: 2009-2012 AYs
Location: Independent school district located in Texas
Findings: Findings suggest STEM teachers perceived multiple benefits from implementing project-based learning, as well as marked improvement of student achievement in the STEM classes after the first year of professional development. Teachers from all three schools reported major positive effects from implementing project-based learning, including an increase in student engagement, more meaningful work for students, utilizing a boarder set of student skills, students taking greater ownership of their learning, and improved teacher-student relationships.
Keywords: Project-Based Learning, Urban, STEM Education, Student Engagement, High School, Professional Development, Longitudinal Data, Qualitative, Quantitative
This study looked at the implementation and understanding of STEM project-based learning among 92 urban high school teachers. Seven Texas STEM Centers were created to provide professional development for participating teachers on project-based learning. Researchers specifically focused on five teachers through a collective case study. The student population of the participating teachers consisted of mostly Hispanic and African Americans with 85% of students from economically disadvantaged backgrounds.
Sample size: 92 teachers with case studies conducted on five
Methods:A qualitative case study was conducted based on five focal teachers. Data included interviews, in-class observations, and lesson plan designs. Analysis consisted of a mix of open and selective coding.
Year: 2013-2014 AY
Location:Texas
Findings: Findings showed that the professional development sessions were effective in communicating important concepts about STEM project-based learning. In these sessions, teachers realized that project-based learning requires a different set of pedagogical abilities when compared to non-project-based learning classroom methods. Teachers also acknowledged that project-based learning in their STEM classrooms was critical and effective in stimulating student’s interests, improving student content understanding, and connecting mathematics and science to the real-world. In addition, all five teachers found that they were able to prepare project-based lessons more effectively and efficiently than non-project-based learning lessons
Keywords: Project-Based Learning, STEM Education, Professional Development, Urban, High School, Academic Achievement, Case Study
Researchers investigated whether participating in STEM project-based learning activities effects students who had varied performance levels and the extent to which students’ individual factor influenced their mathematics achievement. The study included teachers from three urban high schools who attended professional development at a STEM center based at a Southwestern University. Teachers were required to implement the project-based learning in their STEM classes once every six weeks for three years. Student outcomes were measured by the Texas Assessment of Knowledge and Skills (TAKS) test.
Sample size: 836 high school students
Methods: Quantitative analysis was conducted through hierarchical linear modeling
Year: 2008-2010 AY
Location:Texas
Findings: Results suggest that student achievement in mathematics from both demographic backgrounds and performance levels are influenced by STEM project-based learning activities. Students labeled as low performing displayed growth rate on math scores at a statistically significant higher rate than students labeled as high and middle performing. In addition, the researchers found that a student’s economic status was an important factor in improving mathematics test scores and Hispanic students benefitted to a greater extent than any other group when using project-based learning. The findings of this study show that STEM in project-based learning schools decrease the achievement gap.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Equity, Professional Development, Quantitative, Longitudinal HLM, Achievement Gap
The aim of this study was to analyze the effects of project-based learning on students’ academic achievement attitude, and retention of knowledge in a 4th grade science class. Students in the experimental group were taught through project-based learning methods and students in the control group were taught through non-project-based learning teaching methods. Students in both groups participated in work that included conducting experiments, writing lab reports, and making presentations.
Sample Size: 143 students from 18 elementary schools
Methods: Quasi-experimental factorial design based on data from pre and posttests given to both the experimental and control group.
Year: 2009-2010 AY
Location: Turkey
Findings: Researchers found a statistically significant difference between both groups regarding academic achievement and retention of knowledge. However, there was no statistically significant effect regarding attitudes of either group. Those in the project-based learning group appeared to show an increase in academic achievement and retention of knowledge when compared to the students being student with non-project-based learning teaching methods
Keywords: Project-Based Learning, Elementary School, STEM Education, Academic Achievement, Quasi-Experimental, International, Student Achievement
STEM Education
This study investigated the implementation of project-based learning activities in two urban high schools in order to examine the impact of inquiry based instructional practices on student learning. Researchers examined the project-based learning activities in four STEM educational settings: 1. STEM Traditional Courses (STC), 2. A STEM platform school (SPS), 3. Engineering Optional Program (EOP), and 4. A virtual STEM Academy (VSA). A rubric for student-centered activities was used during classroom observations to evaluate student engagement and the instructional practices of the teachers.
Sample size: 234 students
Methods: An Analysis of Variance (ANOVA) was conducted on both student engagement and instructional strategies of the teachers in each of the four STEM educational settings through direct classroom observations.
Year: 2013-2014 AY
Location: Southeastern United States
Findings: The researchers found that the EOP and VSA educational environments had higher occurrences of project-based learning than the STC and SPS ones due to providing students with more engineering-based activities. Students in these environments worked more collaboratively and teachers became facilitators rather than lectures. The study also concluded that in order to maximize student learning opportunities, in-service teachers should benefit from more professional development that enhances their understanding of project-based learning activities.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Professional Development
This study focused on a three-year teacher professional development that offered sustained support for teachers enacting STEM education through project-based learning. The study took place in three urban high schools where researchers focused on teacher’s perceptions and experiences of implementing project-based learning. Sustained support was offered to teachers in three ways: 1. professional development offered 10 days every year for three years, 2. Development and enactment of professional learning communities, and 3. classroom observations of project-based learning implementation for teachers to reflect on. While the lessons varied between the three teachers, all were implemented through project-based learning and focused on student abilities in measuring and problem solving in STEM courses.
Sample Size: 1,185 9th grade students, 943 10th grade students, 923 11th grade students, and 750 12th grade students. 3801 students total.
Methods: Qualitative and Quantitative methods based on longitudinal data. Propensity score matching was used to compare two groups of students per school for each of the three schools. Focus groups and classroom observations were also conducted, and student achievement on high-stakes state tests was also used as an indicator of effectiveness.
Year: 2009-2012 AYs
Location: Independent school district located in Texas
Findings: Findings suggest STEM teachers perceived multiple benefits from implementing project-based learning, as well as marked improvement of student achievement in the STEM classes after the first year of professional development. Teachers from all three schools reported major positive effects from implementing project-based learning, including an increase in student engagement, more meaningful work for students, utilizing a boarder set of student skills, students taking greater ownership of their learning, and improved teacher-student relationships.
Keywords: Project-Based Learning, Urban, STEM Education, Student Engagement, High School, Professional Development, Longitudinal Data, Qualitative, Quantitative
Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service Teachers’ Implementation and Understanding of STEM Project Based Learning. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 63-76.
This study looked at the implementation and understanding of STEM project-based learning among 92 urban high school teachers. Seven Texas STEM Centers were created to provide professional development for participating teachers on project-based learning. Researchers specifically focused on five teachers through a collective case study. The student population of the participating teachers consisted of mostly Hispanic and African Americans with 85% of students from economically disadvantaged backgrounds.
Sample size: 92 teachers with case studies conducted on five
Methods:A qualitative case study was conducted based on five focal teachers. Data included interviews, in-class observations, and lesson plan designs. Analysis consisted of a mix of open and selective coding.
Year: 2013-2014 AY
Location:Texas
Findings: Findings showed that the professional development sessions were effective in communicating important concepts about STEM project-based learning. In these sessions, teachers realized that project-based learning requires a different set of pedagogical abilities when compared to non-project-based learning classroom methods. Teachers also acknowledged that project-based learning in their STEM classrooms was critical and effective in stimulating student’s interests, improving student content understanding, and connecting mathematics and science to the real-world. In addition, all five teachers found that they were able to prepare project-based lessons more effectively and efficiently than non-project-based learning lessons
Keywords: Project-Based Learning, STEM Education, Professional Development, Urban, High School, Academic Achievement, Case Study
Researchers investigated whether participating in STEM project-based learning activities effects students who had varied performance levels and the extent to which students’ individual factor influenced their mathematics achievement. The study included teachers from three urban high schools who attended professional development at a STEM center based at a Southwestern University. Teachers were required to implement the project-based learning in their STEM classes once every six weeks for three years. Student outcomes were measured by the Texas Assessment of Knowledge and Skills (TAKS) test.
Sample size: 836 high school students
Methods: Quantitative analysis was conducted through hierarchical linear modeling
Year: 2008-2010 AY
Location:Texas
Findings: Results suggest that student achievement in mathematics from both demographic backgrounds and performance levels are influenced by STEM project-based learning activities. Students labeled as low performing displayed growth rate on math scores at a statistically significant higher rate than students labeled as high and middle performing. In addition, the researchers found that a student’s economic status was an important factor in improving mathematics test scores and Hispanic students benefitted to a greater extent than any other group when using project-based learning. The findings of this study show that STEM in project-based learning schools decrease the achievement gap.
Keywords: Project-Based Learning, High School, Urban, STEM Education, Equity, Professional Development, Quantitative, Longitudinal HLM, Achievement Gap
Additional Research
Saavedra, A.R., Liu Y., Haderlein, S.K., Rapaport, A., Garland, M., Hoepfner, D., Morgan, K.L., Hu, A., & Lucas Education Research. (2021). Project-Based Learning Boosts Student Achievement in AP Courses. Lucas Education Research.
Report available here: https://www.lucasedresearch.org/docs/kia_brief/
Sample size: 5 US school districts
Year: 2021
Findings: This randomized control study (RCT) found that students who participated in a project-based learning (PBL) course outperformed non-PBL students on the US Government and Environmental Sciences AP exam.
Deutscher, R.R., Holthuis, N.C., Maldonado, S.I., Pecheone, R.L., Schultz, S.E., Wei, R.C., & Lucas Education Research. (2021). Project-Based Learning Leads to Gains in Science and Other Subjects in Middle School and Benefits All Learners. Lucas Education Research.
Report available here: https://www.lucasedresearch.org/docs/ltp_brief/
A matched comparison study design included data from classroom observations, instructional logs, teacher and student surveys, teacher interviews, LTP science unit performance tasks, LTP science pre- and post-course assessments, Smarter Balanced Assessment Consortium Math and English Language Arts Assessments, and California’s English Language Development Test. A matched linear regression analysis was conducted to examine the impacts of participation in PBL instruction on student performance in Years 2 and 3 of the study on standardized measures. A propensity score matching methodology was used to create the matched samples.
Sample size: 347 intervention students, 23 intervention teachers
Year: 2021
Findings: Over a three-year period, the PBL approach yielded gains in student engagement and academic performance. Teachers reported increased interest, motivation, and engagement. Student performance on state assessments was statistically significantly higher for PBL students.
Krajcik, J., Schneider, B., Miller, E., Chen, I.C., Bradford, L., Bartz, K., Baker, Q., Palincsar, A., Peek-Brown, D., Codere, S., & Lucas Education Research. (2021). Project-Based Learning Increases Science Achievement in Elementary Schools and Improves Social and Emotional Learning. Lucas Education Research.
See report here: https://www.lucasedresearch.org/wp-content/uploads/2021/01/MLPBL-Research-Brief-1.pdf
Sample size: 23 intervention schools and 23 comparison schools. Randomly assigned (2,371 third grade students)
Year: 2019
Findings: Project-based learning (PBL) led to gains among third-grade students in science achievement. The PBL students outperformed the non-PBL students by 8 percentage points on a summative science assessment.
Lou, S. J., Chou, Y. C., Shih, R. C., & Chung, C. C. (2017). A Study of Creativity in CaC2 Steamship-derived STEM Project-based Learning. Eurasia Journal of Mathematics Science and Technology Education, 13(6), 2387-2404.
Lou, S. J., Chou, Y. C., Shih, R. C., & Chung, C. C. (2017). A Study of Creativity in CaC2 Steamship-derived STEM Project-based Learning. Eurasia Journal of Mathematics Science and Technology Education, 13(6), 2387-2404.