INTRODUCTION
Introduction
Project-based learning (PBL) has been a foundational approach in education for over a century, emphasizing experiential and student-directed learning (Grant, 2002) While extensive research highlights the advantages and implementation strategies of PBL, there is a noticeable gap in studies focused on its application in Vietnamese high schools This research aims to explore teachers' perceptions of the challenges associated with implementing PBL, their responses to these obstacles, and the role of technology in fostering 21st Century skills essential for modern education and industry The findings are expected to provide valuable insights for educators on effectively integrating project-based learning to meet the evolving demands of a global society.
Rationale
In recent years, enhancing English language teaching and learning has become a key focus of educational reform in Vietnam, aligning with global integration trends (The Ministry of Education and Training of Vietnam, 2014) To achieve this goal, various measures have been introduced, including innovative English teaching programs, new textbooks, and diverse teaching methodologies Among these, project-based learning stands out as an effective approach that helps students develop a wide range of skills in their studies.
At the conclusion of each unit in the new English textbooks for upper-secondary students, a project lesson is included, which many teachers find difficult to teach and assess effectively This challenge has prompted an exploration of project-based learning (PBL) in English instruction, aiming to understand how teachers implement PBL in the classroom and identify the obstacles they encounter during its application.
Aims of the study
This study aims to investigate the methods teachers use to implement project-based learning in their schools and the reasons behind their chosen approaches.
Scope of the study
This study is set to investigate the challenges on teachers’ use of project-based learning when teaching new English textbooks in some schools located in Ha Tinh province
The study examines teachers' implementation of project-based lessons in new English textbooks due to several key factors Firstly, these lessons are mandatory for educators using the updated materials Secondly, the themes presented in the new textbooks are straightforward, making them suitable for project work However, teachers face significant challenges in applying project-based learning within a rigid curriculum Understanding how teachers navigate these obstacles could lead to valuable recommendations, ultimately enhancing the effectiveness of project-based learning in English classrooms.
Research questions
This research aims to investigate teachers' perceptions of project-based learning implementation, focusing on the challenges they encounter and their responses to these difficulties in the classroom.
1) How do teachers use Project-based Learning with their students in the classrooms?
2) What challenges do teachers report in using Project-based Learning?
3) In what ways do teachers respond to these challenges?
Structure of the thesis
The thesis consists of five chapters
Chapter 1 is the introduction, which provides a brief introduction, rationale, aims of the study, scope of the study and review of the thesis
Chapter 2 is the literature review which will cover the discourse concerning the definition of project-based learning The chapter will also explore the previous studies on project-based learning which include learning theories under constructivism, the principles of implementing Project-based learning, the benefits and the challenges of project-based learning
Chapter 3 follows with details about the research methodology, the background and setting, information on the participant population, the data collection procedures through the questionnaire, and the methods for analyzing the data
Chapter 4 reviews the findings of the study, organizing the challenges, the teachers’ responses to the challenges
Chapter 5 concludes the dissertation with implications of the study and recommendations for further research.
LITERATURE REVIEW
Project -Based Learning: Concept Defining
Project-Based Learning, as defined by Boss and Krauss (2007), involves students exploring open-ended questions and utilizing their knowledge to create authentic products This approach fosters student choice, promoting active learning and collaboration among peers.
Project-Based Learning (PBL) is an effective instructional method that engages students in collaborative investigations, enhancing their ability to acquire new knowledge through meaningful problem-solving activities As noted by Bransford, Brown, and Cocking (2000), students learn best when they understand the relevance of facts and skills in real-world contexts PBL is increasingly popular due to its focus on complex tasks centered around challenging questions, allowing students to engage in design, problem-solving, and decision-making activities This approach promotes student autonomy, enabling them to work independently over extended periods and ultimately produce realistic outcomes or presentations.
Project-Based Learning (PBL) is a widely recognized teaching approach that systematically engages English as a Foreign Language (EFL) learners in authentic tasks This method encourages students to create their own products across various language skills, making it an effective and engaging way to enhance language acquisition.
2.1.1 Teacher Role in Project-based Learning
In project-based learning, the teacher transitions from a traditional content-deliverer to a facilitator, guiding students as they take charge of their learning This shift allows students to make choices regarding problem-solving approaches, presentation of findings, and the formulation of driving questions (Bender, 2012; Larmer, 2009; Manning, Manning, & Long, 1994) The teacher's comfort with relinquishing decision-making authority to students significantly impacts the quality of collaboration within the project.
2.1.2 Project-based Learningand Skills Development
Project-based learning (PBL) stands apart from traditional classroom instruction by focusing on solving a central problem while utilizing necessary content and skills This approach equips students with essential skills for the modern workplace, often referred to as "habits of mind," which include critical thinking, creativity, flexibility, and collaboration While project goals and standards connect PBL to specific courses, the skills developed through this methodology transcend individual subjects, fostering interdisciplinary learning and enhancing student engagement.
2.1.3 Assessment in Project-based Learning
Assessment in project-based learning is fundamentally different, focusing on authentic evaluations that reflect real-world scenarios This includes quality checks on group progress, assessments of content knowledge to prepare for driving questions, and final presentations akin to workplace tasks Students engage in self-reflection, group reflection, and project evaluations, which are integral to the learning process The literature emphasizes the importance of using rubrics to effectively assess student learning in project-based environments (Barell, 2010; Bell, 2010; Boss, 2012; Callison, 2006; Larmer &).
Rubrics are essential tools in education, capturing both content standards and the processes involved in achieving them (Mergendoller, 2010) They help identify progress towards specific goals and assess group collaboration in meeting those objectives Rubrics can be classified as holistic, providing a general performance overview for grading, or analytic, which details performance levels for each criterion (Bender, 2012) Additionally, they facilitate student agreement on project goals and serve as effective formative and summative assessment tools throughout the learning journey (Markham et al., 2003) Another valuable assessment method in project-based learning is self-reflection through journaling, which, like rubrics, supports various evaluation purposes (Barell, 2010; Bender, 2012; G Solomon, 2003).
Students can engage in reflection after completing a task or during quality checks throughout a project's progression This reflection can focus on either the process or the final product, helping to assess grades and evaluate the quality of the learning experience for both individuals and groups (Bender, 2012) Various tools such as charts, rubrics, journals, or discussion prompts can be utilized to facilitate this reflective practice.
Characteristics of Project-based Learning
John Larmer, John Mergendoller, Suzie Boss (ASCD 2015) state the following
At the core of any project lies a problem to investigate or a question to explore, which can range from practical issues like improving school recycling efforts to more abstract dilemmas such as the justification of war Engaging with meaningful problems or questions enhances the learning experience, as students acquire knowledge driven by a genuine need to understand and apply it to real-world situations This approach not only fosters deeper learning but also ensures that challenges are stimulating rather than overwhelming.
Authenticity in education refers to the realness and genuineness of learning experiences, enhancing student motivation and engagement Projects can achieve authenticity by addressing real-world contexts, such as solving problems faced by professionals like entrepreneurs or engineers They may also incorporate real-world processes and tools, enabling students to create high-quality work, such as videos using digital editing software Additionally, authentic projects can have a tangible impact on the community, like designing a school garden or improving local parks Finally, personal authenticity is achieved when projects resonate with students' interests, cultures, and identities, making the learning experience more meaningful.
Allowing students to have a say in their projects fosters a sense of ownership, leading to increased engagement and effort When students can exercise their judgment in problem-solving and addressing key questions, the project transforms from a mere exercise into a meaningful experience They can contribute to various elements of the project, including generating questions, selecting resources, defining their roles, and creating final products Advanced students may take this a step further by choosing the project topic, formulating their own driving questions, and determining how to investigate and present their findings.
The development of a "public product," whether a tangible item or a solution to a problem, significantly enhances the motivation in Project-Based Learning (PBL) and fosters high-quality outcomes When students present their work solely to classmates and teachers, the pressure is low, often leading to a lack of seriousness and diminished quality However, when tasked with showcasing their projects to an audience beyond the classroom, students are more likely to elevate their performance, as the desire to make a positive impression in public drives them to excel.
Teachers must trust in their students' abilities to complete projects, providing positive reinforcement and support while allowing learners to take ownership of their work While learner-choice is essential, it operates within established outcomes and standards Within these guidelines, students are encouraged to explore their own solutions and methods Although the teacher may set the overall topic or driving question, the specific answers will reflect the students' interests and approaches, leading to diverse solutions from different teams.
The project utilized authentic, real-life scenarios to address problems relevant to learners' lives and future careers Our driving question connected directly to their academic and professional aspirations By conducting a research project that culminated in a public poster presentation, we focused on real-world situations they will face in their undergraduate studies Highlighting the current and future applicability of the knowledge, skills, and competencies gained through this project significantly enhances learner engagement and motivation.
Project-based learning fosters teamwork by encouraging learners to collaborate in communities of inquiry to address questions or solve problems Effective teamwork relies on diverse skills and attitudes, as each member contributes unique attributes that enhance the project's success While the collaborative nature of projects is essential, individual assessments of learners should still be conducted, recognizing that contributions may vary among team members It is crucial to establish methods for capturing this information, and the assessment rubrics should be designed to reflect these individual contributions effectively.
Learning Theories underpinning Project-based Learning
Constructivism is a learning theory that emphasizes the active role of students in constructing their own knowledge, as highlighted by theorists like Von Glasersfeld, Fosnot, and Duffy Von Glasersfeld (1995) asserts that knowledge cannot merely be transferred from teachers to students; rather, it must be actively conceived and understood by learners.
Learning is an active process of construction rather than passive acquisition, as highlighted by Duffy and Cunningham (1996) In constructivism, the mind is viewed not as a container to be filled, but as an active agent driven by curiosity and the desire to solve problems Knowledge is seen as a construct that learners build through engagement and interaction with their environment, rather than merely a commodity transferred from expert to learner.
According to constructivist theory, learners actively build meaningful knowledge by utilizing available resources in a continuous process of construction, evaluation, and modification (Von Glasersfeld, 1983) This evolving understanding is influenced by the activities they participate in, the context surrounding these activities, and the broader cultural environment (Brown, Collins, and Duguid, 1989).
Cognitive constructivism and social constructivism are two primary approaches to constructivism, linked respectively to the theories of Piaget and Vygotsky Both approaches share the belief that students learn by constructing their own knowledge, but they emphasize different aspects of the learning process Cognitive constructivists highlight the importance of mental processes in learning, while social constructivists underscore the significance of the environment and learner interactions Although Piaget acknowledged social interaction's role, his focus was on cognitive structure development, whereas Vygotsky examined how social interaction influences learning without dismissing cognitive contributions.
Principles of Implementing Project-based Learning
According to Harun, D (2006), there are four principles that need to be adhered strictly for a project-based learning:
- First, define learning-appropriate goals that lead to deep understanding;
- Second, provide scaffolds such as “embedded teaching,” “teaching tools,” sets of
“contrasting cases,” and beginning with problem-based learning activities before initiating projects
- Third, ensure multiple opportunities for formative self-assessment and revision
- Forth, develop social structures that promote participation and a sense of agency
To make learners to be the gurus of PBL, Simola, K (2005) states the following principles for a teacher to have best experience in using project-based learning in the classroom:
• Change the Thinking – From Answer Provider to Question Asker
In today's rapidly evolving world, where information is readily available online, it's unrealistic for teachers to possess all the knowledge needed Consequently, lesson planning can become a draining and time-consuming task, often consuming teachers' valuable free time.
By recognizing that teachers don't need to handle all the preparatory tasks alone, they can free up valuable time for themselves Additionally, by posing guiding questions to students, educators can enhance their learning and deepen their understanding.
• Give Students Responsibility for Their Own Learning
Transforming the teacher's role reshapes the students' experience Through project-based learning, educators can actively involve students in their own education, fostering collaboration and teamwork By empowering students to discover answers independently rather than simply providing them, teachers equip learners with essential 21st-century skills, including collaboration, problem-solving, and critical thinking.
• Forget Strict Schedules & Embrace Joy
Learning is a personal journey, and flexible schedules enable students to progress and enhance their skills at their own pace This adaptability allows learners to dedicate more time to topics they are passionate about, fostering deeper engagement and motivation.
Engaging in serious play fosters breakthrough innovations and enhances creativity and productivity When students enjoy their learning experience and feel motivated, they unlock new possibilities and gain valuable knowledge in the process.
It is the kind of learning that allows you to navigate through unknown areas, make unusual connections, and achieve new goals in unforeseen ways.
Benefits of project-based learning
Project-based Learning (PBL) significantly enhances deep learning by requiring students to acquire and apply concepts to solve real-world problems, fostering critical and proactive thinking as they develop plans and evaluate solutions This approach shifts learners from passive to active engagement, improving knowledge retention and enabling them to apply prior knowledge in creating final products Additionally, PBL boosts student participation in the learning process and enhances essential communicative and collaborative skills, which are vital for their future careers.
Research shows that Project-Based Learning (PBL) significantly enhances learners' content knowledge, motivation, engagement, and skills in collaboration, critical thinking, and problem-solving Studies indicate that students in PBL environments outperform their peers in traditional classrooms on content assessments, particularly those with average to low verbal abilities and limited prior knowledge.
Project-based Learning (PBL) significantly enhances learner engagement and motivation, as demonstrated by various studies (Belland et al., 2006; Brush & Saye, 2008; Bartscher et al., 1995) Additionally, PBL fosters improved critical thinking and problem-solving skills among participants (Tretten & Zachariou, 1995; Shepherd, 1998; Mergendoller et al., 2006) Notably, research indicates that low-ability learners experienced a remarkable 446% increase in critical-thinking skills, while high-ability students saw a 76% improvement (Horan et al., 1996).
Project-based learning (PBL) enhances collaborative skills across diverse learners, with low ability students showing improved initiative, teamwork, and management skills during group activities (Horan et al., 1996) This interactive approach fosters enjoyment among learners, as they engage with peers and form new friendships through cooperative projects (Belland et al., 2006; Lightner et al., 2007).
Since applying PBL, additionally, students’ autonomy is enhanced (Skehan, 1998), especially when they are actively engaged in project planning (e.g choice of topic)
As an approach, PBL has demonstrated its effectiveness and efficiency in many ways From an educational point of view, Project-Based learning:
• is learner centered and intrinsically motivating
• encourages collaboration and cooperative learning
• equires students to produce a product, presentation, or performance
• Allows students to make continuous improvement
• iIs interdisciplinary and can be used in different subject areas
• Is long-term (can cover more than a couple of class days)
• Has an impact on life skills like self-management, group process, time management, organizational and problem-solving skills
• Makes use of the technological tools
• Helps students develop confidence and self-direction
• It focuses on concrete, hands-on experiences and learning by doing
• It allows students to investigate real- world issues and practices
Project-based learning (PBL) equips students with essential skills for success in the modern world, including problem-solving, critical thinking, collaboration, communication, creativity, and technology utilization According to Bell (2010), PBL fosters the development of diverse strategies that are crucial for thriving in the twenty-first century.
Challenges in applying project-based learning
Research on Project-Based Learning (PBL) primarily highlights its success stories and potential advantages within educational systems Despite the significant benefits associated with PBL, transitioning to this approach presents challenges Furthermore, existing studies on PBL often lack clarity and depth regarding effective implementation strategies (Murray & Savin-Baden).
Research on project-based learning (PBL) reveals two significant issues Firstly, there is a lack of clarity distinguishing between problem-based learning and project-based learning Secondly, as highlighted by Hmelo-Silver (2004), PBL emphasizes the active role of learners in constructing their own knowledge, which necessitates a shift in the roles of both students and teachers This article will delve into these challenges associated with the implementation of PBL in educational settings.
One of the key challenges in adopting Project-Based Learning (PBL) in the classroom is the confusion surrounding its definition and scope Research often uses the terms problem-based and project-based learning interchangeably, leading to a lack of clarity Barron et al (1998) even categorized both forms of learning under a single umbrella, neglecting to differentiate between them This ambiguity complicates teachers' efforts to implement PBL effectively, as they encounter a plethora of unclear information that does not provide the necessary details for successful classroom integration.
Clarity is essential for understanding the distinctions between problem-based learning (PBL) and project-based learning (PjBL) While both approaches emphasize self-direction and collaboration, as noted by Perrenet et al (2000), their definitions remain vague and raise numerous questions Mills and Treagust (2003) clarify that PjBL centers on the project as the primary activity, with students engaging with content as needed while the teacher maintains control In contrast, PBL empowers students to manage content, delivery, and interaction, with the teacher merely defining the problem Grant (2011) further highlights that the creation of a learning artifact is the key factor that sets PjBL apart from PBL, underscoring the need for clearer definitions in educational practices.
In 2006, Grant highlighted that the primary distinction in research is the creation of an artifact, while earlier studies emphasize the significant impact instructors have during the process.
The distinction between project-based learning and problem-based learning remains unclear, particularly in relation to the competency shifts highlighted by Edmonton Catholic The primary aim of project-based learning is to shift from a teacher-centered approach to one that empowers students to take control of their learning However, according to Mills and Treagust (2003), project-based learning does not achieve this goal as effectively as problem-based learning does This ambiguity in terminology leads to confusion about whether educators are truly fulfilling the objectives of transformative education.
Research on Project-Based Learning (PBL) primarily emphasizes the positive outcomes of its implementation, focusing on the skills students can develop However, it often overlooks the essential skills students need to possess beforehand for successful engagement Barron et al (1998) highlight the challenges of applying PBL in classrooms, noting that students may struggle to tackle driving questions due to insufficient foundational skills Early implementation of PBL can exacerbate these issues, as novice learners face difficulties with vague problems that overload their working memory, stemming from a lack of relevant schemas to connect new information with existing knowledge Additionally, PBL typically requires students to explore and solve problems independently, often with minimal guidance from instructors (Ge et al., 2010) Most students, having been educated in traditional settings, are more accustomed to receiving knowledge rather than actively generating it, leaving them unprepared to take charge of their own learning (Blumenfeld et al., 1991).
To succeed in a Project-Based Learning (PBL) environment, students must possess a solid understanding of the subject matter and specific skills to effectively explore information Many students find it challenging to grasp why they are not directly provided with the information they need and often struggle to relate new knowledge to their existing understanding.
William and Shelagh (1993) highlight a significant challenge of Problem-Based Learning (PBL), stating that it “turns instruction topsy-turvy.” One of PBL's primary objectives is to foster self-directed learning among students (Dahlgren et al., 1989), necessitating a substantial “paradigm shift” for educators (Camp, 1996) This shift requires teachers to adopt “new roles” (William & Shelagh, 1993), while students transition from passive recipients to active participants, taking responsibility for “actively constructing” and “reconstructing their knowledge networks” (Dolmans, 2005) Consequently, the traditional lecture-based education model is replaced with a new framework that places both teachers and students in uncharted territory.
The Edmonton Catholic School District is committed to advancing Project-Based Learning (PBL) in classrooms as part of its initiative to foster student-centered learning.
The recent push for change in education is leading to a significant transformation in both the delivery of education and the roles of those involved in it This article will explore the impact of implementing Project-Based Learning (PBL) on the educational perspectives of school boards, teachers, and students.
The integration of 21st-century learning in classrooms will necessitate significant changes across all levels of the educational system Traditional beliefs about teaching and learning must evolve as innovative methodologies are adopted This shift will impact not only students and teachers but also compel school boards to rethink their established ideologies on education In this section, I will explore the three levels within the education system that must adapt their pedagogical perspectives to effectively support the Project-Based Learning (PBL) process.
To develop 21st-century competencies, school boards must implement new policies that promote widespread adoption of innovative teaching methods, moving beyond the isolated use of project-based learning (PBL) in classrooms This shift requires schools to rethink their pedagogical approaches to curriculum delivery and assessment As noted by Anne Fierheller (2015), professional learning communities (PLCs) are evolving to eliminate the traditional "top-down" implementation model, empowering teachers to make decisions about school policies This transformation allows educators greater autonomy in managing their classrooms and utilizing diverse methodologies, marking a significant departure from the previously rigid administrative policies.
Regarding the changes demanded of teachers, As Camp (1996) stresses, moving towards a true PBL model forces teachers to undergo a “paradigm shift” Greening
Project-Based Learning (PBL) necessitates significant shifts in traditional educational values, making it impractical to implement alongside existing structures (Barron et al., 1998) A key challenge in adopting PBL is the simultaneous need to alter instructional methods, assessment strategies, and curriculum (Barron et al., 1998) In this model, teachers transition from information delivery to learning facilitation (Dahlgren et al., 1998), prompting them to reassess their pedagogical beliefs, which often clash with the principles of PBL (Rosenfeld & Rosenfeld, 2005) This tension between innovative teaching approaches and established personal beliefs can lead to challenging conflicts Additionally, some educators struggle with feeling that their expertise is underutilized when traditional lecture methods are replaced by PBL (Dahlgren et al., 1998).
The "learning perspective" emphasizes the importance of understanding the "students' learning process" (Dahlgren et al., 1998) Educators must genuinely believe in students' ability to adopt a "deep approach to learning" and foster an attitude that promotes deep learning (Dahlgren et al., 1998).
One major obstacle most educators need to overcome is their need to teach as much information as possible in a given amount of time According to Dahlgren et al
Previous Studies on PBL in Second and Foreign Language Learning
Research on Project-Based Learning (PBL) encompasses various approaches, including summative evaluation to judge its effectiveness, formative evaluation to assess the success of its implementation, and examining student characteristics that influence its effectiveness Additionally, intervention research can be conducted to test proposed modifications or features of PBL.
2.6.1 Evaluative Research: Assessing the Effectiveness of Project-Based
Project-Based Learning (PBL) effectiveness can be assessed through various research approaches The first area of study examines Expeditionary Learning Schools, focusing on standardized test scores as a key assessment metric The second section highlights problem-based learning models, employing diverse independent measures to evaluate the development of general problem-solving skills The third part assesses a problem-based mathematics curriculum, using both standardized tests and independent assessments of mathematical reasoning The fourth section investigates specific skill gains achieved through project-based contexts, often utilizing independent performance tasks Lastly, the fifth section reviews studies that employed surveys and participant self-reports to gauge the effectiveness of Project-Based Learning.
Research from Expeditionary Learning Schools and Co-nect Schools, part of the New American Schools Designs study, highlights significant gains in student achievement These schools have undergone extensive evaluation, making them a leading example of effective Project-Based Learning implementation.
A report by the New American Schools Development Corp (1997) highlights that from 1995 to 1997, nine out of ten Expeditionary Learning schools that began implementation in 1993 saw significant improvements in standardized test scores Subsequent findings published by ELOB in 1997 and 1999 reaffirmed these results, with a study by the RAND Corporation indicating that Expeditionary Learning was the most effective of the six New American School designs initiated in 1993 Furthermore, EL schools have consistently enhanced their implementation and performance over the years.
Expeditionary Learning (EL) schools in Dubuque, Iowa, have demonstrated significant improvements in academic achievement After two years of implementing the EL program in three elementary schools, two of them progressed from "well below average" to the district average on the Iowa Test of Basic Skills, while the third school advanced from "well below average" to "well above the district average." From 1995 to 1997, reading gains at these schools ranged from 15% to over 90%, in stark contrast to other district schools, which showed no change By the end of four years of EL implementation, graduates from these schools consistently scored above the district average in nearly all areas.
In Boston, eighth-grade students at an inner-city English Language (EL) school achieved the second highest scores in the district on the Stanford 9 Open Ended Reading Assessment, trailing only behind the prestigious Boston Latin School Additionally, an EL elementary school in the district ranked 11th in mathematics and 17th in reading among 76 elementary schools, despite having a student population that is 59% Hispanic and 27% African American.
In the 1995-1996 school year, an English Learner (EL) middle school in Portland, Maine, experienced significant improvements across all six curriculum areas assessed by the Maine Educational Assessment battery, contrasting sharply with the previous year and state averages The school achieved an average score increase of 59 points, which was three to ten times higher than the state's average gain of 15 points Notably, during this period, the percentage of limited English-speaking students at the school rose from 6% to 22% Furthermore, these gains continued to grow, with an additional average increase of 25 points the following year Similar impressive improvements have been documented in schools across Colorado, Decatur, Georgia, Cincinnati, Ohio, Memphis, Tennessee, and New York City.
As important as these gains in academic achievement have been for validating the
A study by the Academy for Educational Development (AED) on Expeditionary Learning (EL) schools highlighted significant positive impacts on school climate and student motivation The findings indicated that teachers in EL schools developed greater confidence in their teaching abilities and improved their assessment practices, while also engaging parents and outside experts more effectively Furthermore, a related report from the University of Colorado noted that EL initiatives led to structural changes such as block scheduling, enhanced community partnerships, authentic assessments, collaborative teaching, and interdisciplinary project-based curricula The AED report also revealed high attendance rates, averaging over 90% across EL schools, with a notable increase from 75% to over 95% in a Cincinnati elementary school after two years of EL implementation Additionally, EL schools exhibited low rates of retention, suspensions, and disciplinary issues.
Co-nect schools have shown significant improvements in academic achievement, similar to those seen in Expeditionary Learning programs This comprehensive, whole-school reform initiative focuses on project-based learning, interdisciplinary studies, and the application of academic content through community service Additionally, Co-nect places a strong emphasis on integrating technology into the learning process (Becker, Wong, & Ravitz, 1999), as highlighted in a study by researchers from the University of Memphis.
A study by Ross et al (1999) evaluated Co-nect schools against control schools in Memphis using Tennessee's Value-Added Assessment System The findings revealed that Co-nect schools achieved nearly 26% greater gains than control schools over a two-year span from 1996 to 1998, demonstrating significant improvements across all subjects Similarly, an independent evaluation of Co-nect schools in Cincinnati from 1995 to 1999 showed comparable academic gains when measured against district averages (Cincinnati Public Schools, 1999).
The findings presented by ELOB and Co-nect publications highlight positive outcomes; however, they may not represent the complete picture, as schools could also exhibit minimal or negative gains on standardized tests Additionally, even if the selected results are indicative of broader trends, they could be influenced by factors beyond Project-Based Learning, such as the use of portfolios and flexible scheduling in ELOB or technology integration in Co-nect schools.
The impressive gains reported from instructional interventions highlight the success of boosting academic achievement, especially given the historical challenges in raising standardized test scores Notably, the Expeditionary Learning and Co-nect programs were not specifically designed to enhance performance on reading and mathematics tests, as their focus lies on broader content areas and technology projects Although skills like reading, writing, and computation are involved in project outputs, they are not typically introduced through these projects Therefore, the observed improvements in basic skills may stem from a broader school reform impact or the motivational benefits of project-based learning, which could enhance student attendance and engagement during traditional learning periods Further research and detailed analysis of existing studies are essential to understand these effects better.
Research conducted by the Faculty of the Illinois Mathematics and Science Academy and the Chicago Academy of Science has demonstrated significant gains in students' problem-solving capabilities through a high-school version of the Problem-Based Learning (PBL) model Gallagher et al (1992) developed a PBL course for high-school seniors, where students tackled two ill-structured problems each semester, such as investigating a surge in flu-like symptoms leading to hospital deaths Students were tasked with identifying problems, gathering relevant information, generating solutions, and analyzing outcomes through benefit/cost analysis The course emphasized autonomy, allowing students to explore and define solutions independently Results indicated that the experimental group showed a notable improvement in their problem-solving skills, particularly in "inclusion of problem finding," as evidenced by pretest and posttest comparisons with a matched control group.
A study by Stepien et al (1993) examined two secondary-level courses: an elective science class for seniors and a traditional American Studies course for sophomores The science course focused on a problem that encouraged students to explore both ethical and biological issues, while the social studies course integrated historical and ethical considerations In this context, students were tasked with advising President Truman on how to achieve a swift conclusion to the war, emphasizing the need for an unconditional surrender from Japan and ensuring a secure postwar world.
The evaluation of two problem-solving courses revealed significant pretest to posttest gains In the tenth-grade American Studies course, students who participated in the experimental problem-solving program exhibited equal or superior knowledge of factual content compared to a control group that studied the same historical period without problem-solving activities Additionally, the twelfth-grade course assessed the breadth of students' ethical appeals, highlighting the effectiveness of these courses in enhancing critical thinking and ethical reasoning skills.