Assessment 1 - Chelsea James - 30091472

Assessment 1 Teacher As Researcher
TOPIC OF INTEREST: Is there more interest and benefit in children doing project based learning?

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Chelsea James - 30091472

ARTICLE 1

1. Title of article: The Effect of Project Based Learning on Learning Outcomes in the
5
th
Grade Social Studies Course in Primary Education
Authors: Mehmet Gultekin

Link: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=8&sid=04020201-
56f9-44e8-9b86-9048e705b3c7%40sessionmgr4002&hid=4106

2. Summary:
This research aims to find out the effects of project-based learning upon learning
outcomes in social studies courses among the fifth grade students. The students in the
study are in the fifth grade at Eskisehir Sehit Ali Gaffar Okkan Primary School in
Turkey. There were several tools used to collect data such as an achievement test,
semi-structured interviews and instruction materials prepared in accordance with
project-based learning approach. The findings of the study were that project-based
learning approaches affected the academic success of students. For this reason they
recommend that project-based learning approach in the Social Studies should be
encouraged.

3. Theory:
In this article the theory used was learning approach based principals and programs
ran within schools. This informed the study by the way it was conducted, the students
were tested then the learning based approach was applied to give students the tools to
begin their project-based learning and then their academic performance was tested
again.

4. Research Questions:
Is there a difference between the academic achievements of experimental group
students (in which the project-based learning approach was used) and control group
students (in which the conventional teaching approach was used)? (Gultekin, 2005, p.
550).


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What are opinions of the students and teacher regarding the project-based learning
approach? (Gultekin, 2005, p. 550)

5. Compare terms/checkout terms:
The terms that are present in the title do relate to the research that was conducted
within the study. The first question relates because it is looking at academic
achievements between the two groups of students and the title states they are testing
the effect of project based learning on the students learning outcomes. The second
research question of the teachers and students opinions is not present in the title of the
article. Although they are collecting subjective and objective data for this study which
will make it a more comprehensive study but the title only presents that they are
finding out the learning outcomes not the students and teachers subjective thoughts of
project-based learning.

My question does relate to this article because as stated in the title the article is about
project-based learning and its effect of student and this is the same question that I am
also posing.

6. Sample characteristics
The children are in the fifth grade at a Turkish primary school. The study was
completed over their spring term in the 2003-2004 academic years. There were 38
students in class A and 34 students in class B, they then only select 20 from each class
(40 students all together, 20 for controlled group and 20 for experimental group) to
participate in the study. The students were chosen according to their social studies
grades, personal characteristics (e.g. gender) and the scores from the achievement test.

7. Data Collection Method:
Data was collected using various means of an achievement test, a semi-structured
interview and instructional materials prepared in accordance with project-based
learning approach. The data collection for the first research question was the
achievement test and the instructional material (the actually project learning). The
semi-structured interview was used to collect the data for the second research question
to find out what the teachers and students opinions were.

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Within the reading there was no reference to the ethical considerations that were taken
during the study. Although to complete this study the students would need to have
parental consent and also the students would have had to give their consent. A
withdrawal policy would have had to be in place during the study also to ensure the
smooth running of the study. As this study was completed within the classroom the
teachers and the school would have also had to give their consent.

8. Data Analysis tools:
Research was collected using quantitative and qualitative methods. The data for the
first research question was quantitative data and was analysed using the SPSS to
calculate the means and standard deviations of the achievement test. Then a two-sided
t test was used to determine the difference between the experimental and control
groups. The data for the second research question was qualitative data and a content
analysis technique was used to analyse this.

9. Findings:
The findings for the first research question were that project-based learning is
beneficial to students academic performances.
The findings for the second research question from the interviews were that project-
based learning is more enjoyable for students and teachers.

10. Relation to own research topic:
The results of the study were as I expected and I do agree with them speaking for my
own experience with children in the classroom. From this article I have gained
research that confirms my question that it is more interesting and beneficial for
students to be completing project based learning particularly in social studies, as that
is what this study was based upon. I will be using very similar components from this
study in my own study particularly the data collection and analysis methods. I think
that the achievement test is a great way to source the academic achievement of the
students, but also running semi-structured interviews enables me to collect an opinion
from the students on if they enjoy project-based learning. The tools used to analysis
the data in this study particularly the two sided t test is something that I would use in

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my own study because it enable the data from both groups to be shown in a
comparative way which presents the information best.


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ARTICLE 2

1. Title of article: The effectiveness of project-based learning on pupils with learning
difficulties regarding academic performance, group work and motivation
Authors: Diamanto Flippatou & Stavroula Kaldi

Link: http://files.eric.ed.gov/fulltext/EJ890562.pdf

2. Summary:
This study aims to test the effectiveness of project-based learning on primary school
pupils with learning difficulties with regards to academic performance and attitudes
towards self-efficacy and task value in terms of environmental studies, group work
and teaching methods (Filippatou & Kaldi, 2010, p. 19). Twenty-four, grade 4
students with learning difficulties from mixed classes across Greece participated in
this study. The data was collected using a variety of methods such as standardised
learning difficulties screening test, knowledge test, attitude scale, interviews and
classroom observations. The findings of this study were that the students enriched and
expanded their knowledge and their attitudes towards group work had improved. The
recommendation of the study is to use project-based learning with students who have
learning difficulties.

3. Theory:
The theory applied in this study was a combination of a pre-experimental design and
the case study research design. These informed the study because it allowed elements,
the academic performance and the attitudes of the students to be tested and conducted.

The aim of the present study is to investigate the effectiveness of project-based
learning on primary school pupils with learning difficulties regarding academic
performance and attitudes towards self-efficacy and task value in terms of
environmental studies, group work and teaching methods (Filippatou & Kaldi, 2010,
p. 19).


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The terms that are in the title of the article are present within the body. The terms in
the research question posed are also present in the title because they are seeking to
find if project-based learning is effective of students with learning difficulties. This
also relates to my question because I am seeking to know the benefit of project-based
learning, although I did not specifically select a target such as students with learning
difficulties.

The participants for this study are from six, fourth-grade primary schools across
Greece. There were 24 students with learning difficulties selected for this study (19
boys and 5 girls) with an age range of 9 years and 2 months to 11 years and 1 month.
These classes were selected on 3 criteria of - class teacher who volunteered to
implement the programme, classes, which had pupils with learning difficulties, and
teacher with similar amount of experience on project-based learning implementation
in the classroom. The 24 students were student as having learning difficulties based
on the standardised screening test that were completed.

Data was collected using various methods of standardized learning difficulties
screening test, knowledge test, attitude scale, interviews and classroom observation.
The screening test is complete prior to the study beginning to test if the students are in
the correct category (with learning difficulties) to be included in this study. The
knowledge test is in order to test the students academic performance before and after
the study which relates to the first part of the research aim. The attitude test, interview
and class room observations relate to the second part of the research aim in that they
are being using before and after the study to seek if students had an attitude change
towards self-efficacy and task value in terms of environmental studies, group work
and teaching methods.

There were no ethical considerations mention within the article but some of the things
needed to be considered would be the permission off the parents of students, the

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experience of the teachers who volunteered for the study and the main point would be
giving the students that participated in the study students with learning difficulties
label and how this would inform/effect the study.

The quantitative data of the knowledge test and attitude scale was analysed using
paired t tests. This enabled comparison of before and after the study was implemented
to show the difference firstly in students knowledge relating to the first part of the
research aim and secondly in the attitude of the students relating to the second part of
the research aim. There was also qualitative data collected from the interviews that
were conducted this was qualitatively analysed giving further results to the second
part of the research aim.

9. Findings:
The first part of the research aim was achieved and the findings of the study were that
students with learning difficulties demonstrated learning gains and enriched and
expanded their knowledge concerning the topic studied.

The second part of the research aim was also achieved and the findings were that
students attitudes towards group work, their acceptance in the group and their
involvement in learning process.

I do agree with the results of this study and think they are very accurate. I was initially
concerned about the ability of students with learning difficulties to stay on task with
project-based learning but this study has shown this was not the case and that students
with learning difficulties are able to gain from project-based learning. I would use all
the data collection methods that were use within this study because I think they gave a
broad view of the students and were a great way to collect the data efficiently and
effectively. The analysis of the paired t test is something that I would also use within
my study because it allows for great comparison between the before and after data.
This study has also made me think about the possibility of exploring and studying

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project-based learning and its effectiveness on non mainstream schools and students
which could be another element to add to my own study.

ARTICLE 3

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1. Title of article: Learning outcomes of project-based and inquiry-based learning
activities
Authors: Mookdaporn Panasan and Prasart Nuangchalerm

Link: http://files.eric.ed.gov/fulltext/ED509723.pdf

2. Summary: This research aimed to compare learning achievement, science process
skills and analytical thinking of fifth grade students who learned by using organisation
of project-based and inquiry-based learning activities. There were 88 students from 2
selected classrooms at Muang Nakhon Ratchasima School. The data was collected by
pre-tests of the 2 groups which involved achievement test, analytical thinking and
science process skills. The after the study was completed there were post-tests
conducted. The findings were that project based and inquiry based learning was
effective on students building new understandings. Teachers should implement these
teaching methods for students to achieve in the future.

3. Theory:
This study was conducted to find out if there was purpose in using project-based and
inquiry-based learning in science education in primary school. The study aimed to
compare learning achievement, science process skills and analytical thinking of fifth
grade students who learned by using organisation of project-based and inquiry-based
learning activities.

Hypotheses: Learning achievement, science process skills and analytical thinking of
fifth grade students organised between project-based instruction and inquiry-based
instruction are difference. (Panasan & Nuangchalerm, 2010, p. 253)

My interpretation: Is there a difference in the learning achievements, science process
skills and analytical thinking of students who learn by using project-based learning
activities and those who learn by inquiry based learning activities?


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There are terms present in the title that relate to the research question. Terms such as
learning outcomes, which is present in the research question because it states the
study is comparing the learning achievements of students. Project-based and inquiry-
based activities are also present in both the title and the research question because the
study is comparing these two teaching approaches to see if there is a difference in the
learning outcomes. My question relates to the article because I am looking at the
benefits in project-based learning which is half of what this study is looking at, the
other half being inquiry-based learning which will give a good comparative view.

The students are in the fifth grade at Muang Nakhon Ratchasima School Thailand.
There were 2 classrooms selected at random comprising of 88 all together. The
students were then divided into 2 groups of 44 students each, one group was project-
based instruction and the other was inquiry based instruction.

Data was collected using 4 kinds of research tools. The first is 2 kinds of lesson plans,
including 8 lesson plans of project-based instruction and of inquiry-based instruction,
this relates to the hypothesis in that in provides the instruct of the project-based and
injury-based learning that is being tested. The second is an achievement test with 30
multiple choice questions, giving the result of the learning achievement to test the
hypothesis. The third is a test on analytical thinking with 20 questions; this will give
the results of the students gain in analytical thinking for the hypothesis. Finally a test
on science process skills which had 20 questions; this will give the results to see if the
students had improved in their science process skills.

The article did not disclose the ethical considerations they used. However I think that
they would have needed the parents consent prior to beginning the study.


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The data was analysed by the mean, percentage and standard deviation and presented
them in tables. The research hypothesis was approved by Hotelling T2. The study
then applied the Effectiveness Index (EI) methodology.

Using these methods will allow the researches to test the research hypothesis by
allowing the researchers to compare the difference between project-based learning
and inquiry-based learning once the data was presented in the tables.

9. Findings:
The findings were that students who learned using plans for organisation of project-
based learning activities and those who learned using the plans for organisation of
inquiry-based learning activities did not have different learning achievement, science
process skills and analytical thinking (Panasan & Nuangchalerm, 2010, p. 252).

The research hypothesis therefore was incorrect because it estimated that there would
be differences between the use of project-based learning and inquiry-based learning
which as the results indicate is not the case.

I do agree with the results because I find project-based learning and inquiry-based
learning to be very similar, if not almost the same. From this article I have learnt that
there is benefit in using either project-based learning or inquiry-based learning as a
form of teaching science because students will learn and gain new understandings this
way. I would not use multiple choice questions to test the students knowledge
because this can mean that students can take a guess and get it right without actually
understanding the content.


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ARTICLE 4

1. Title of article: A project-based learning models effectiveness on computer courses
and multiple intelligence theory
Authors: Nesrin Ozdener & Tuoba Ozcoban

Link: http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=5&sid=04020201-
56f9-44e8-9b86-9048e705b3c7%40sessionmgr4002&hid=4106

1. Summary:
The research aims to compare project-based learning model with the traditional
learning model. There were 64, sixth grade primary school students from a private
college in Istanbul that participated in this study. The data was collect via pre and post
questionaries that contained 70 questions. The findings were that project-based
learning has a positive effect on students success. The recommendations were that
choosing the proper teaching method to suit individual students interests and abilities
is very important.

2. Theory:
The theory used within this study was Gardners multiple intelligence theory. This
theory was applied to the study as students were placed into groups of their own
intelligences. This allowed the researchers to test the theory of project-based learning
based on the application of Gardners multiple intelligence theory.

The basic aim of this research is to compare the traditional learning methods with
the Project Based Learning Model based on the multiple intelligence theory in
computer classes (Ozdener & Ozcoban, 2004, p. 177).

The terms present in the title are present within the article. Terms such as Project
Based learning and its effectiveness on computer courses is essentially what the study
is aiming to test using Multiple Intelligence Theory. This relates to my question

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because I am also seeking to test the benefits/effectiveness of Project Based Learning.
However I had not included the use of the multiple intelligence theory within my
question.

There are 64 students from the sixth grade within this study; these students are from a
private college in Istanbul. The students were divided into 2 groups the first group is
taught with explanation method in traditional teaching model and the second group is
divided into 2 subgroups depending of the students dominate intelligence field. These
students were chosen after an observation form and pre-test is administered.

Data was collected for this study using a multiple intelligence fields observation form
student version. This is used to determine the intelligence field which students tend to
fall. The observation form was developed by the researchers and was used to
determine students success and learning levels. This test was done pre and post study
and consisted of 70 questions. This allowed the researchers to test if students using
the traditional model and students using the project based model had improvements in
their learning levels comparing these two models.

Ethical considerations were not present in the article but they would need parental
consent of these students and teacher consent.

The data was analysed using independent t-test applied to the two groups, project
based model group and the traditional model group to show the difference between
the two groups learning throughout the study. The Mann Whitney U test was applied
to the subgroups of the project based model group distinguish the difference in the
Intelligence theory learning.

8. Findings:
The finding of the research were that the first group traditional model students
achievements increased approximately 7 point and the second group project based

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learning model increased approximately 18 points. This made evident that project
based learning increased students success as the first part of the research aim.

The sub groups in the project based learning testing the learning with the intelligence
theory the results were that it is possible to observe a difference at a meaningful level
between the groups with student placed in their dominate intelligence fields.

I do agree with the results that students learn better when the project based learning
model is used. I also agree that with the second part of the test that students learn best
when placed in groups with their dominate intelligence field. I believe that students do
learn best when with students of the same personality or skill level. From this article I
learnt that it is possible to test and group students in accordance with their dominate
multiple intelligence field which I did not know before. I wish the article had of gone
into depth more on the pre and post tests that were used and exactly what they
consisted of to gain a better understanding of their data collection. I would use these
findings within my study if I was able to gain a clearer understanding of how the data
was collected and was exactly a Multiple Intelligence Fields Observation Form is and
how it works, because I think this data is very valuable for my research but it also
gives a difference perspective of looking at project based learning with the
intelligence theory.


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References

Filippatou, D., & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning
difficulties regarding academic performance, group work and motivation. International
Journal of Special Education, 25(1), 17-26.
Gultekin, M. (2005). The Effect of Project Based Learning on Learning Outcomes in the 5th Grade
Social Studies Course in Primary Education. Educational Science: Theory & Practice, 5(2),
548-556.
Ozdener, N., & Ozcoban, T. (2004). A project based learning model's effectiveness on computer
courses and multiple intelligence theory. Kuran ve Uygulamada Egitim Bilimleri / Educational
Sciences: Theory & Practice, 4(1), 176-180.
Panasan, M., & Nuangchalerm, P. (2010). Learning Outcomes of Project-Based and Inquiry-Based
learning activities. Journal of Social Science, 6(2), 252-255.

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