The effects of project-based learning on student achievement in a fourth grade classroom
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Date
2014
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Montana State University - Bozeman, Graduate School
Abstract
In this action research, project-based learning was implemented with the purpose of improving student achievement and student engagement within the science classroom. Students participated in project-based learning activities in addition to their traditional instruction. Students' achievement in science and attitudes toward science and school were measured throughout the action research through assessments, observations, attitude surveys, and daily tasks. Academic growth was seen in students who typically perform below grade level. In addition student engagement and attitudes were positively impacted.