Effects of Project-Based Learning on Students’ Academic Achievement in the Subject of Social Studies at the Elementary Level
DOI:
https://doi.org/10.58329/criss.v2i4.88Abstract
Abstract Views: 101
This study investigated the effects of using a project-based learning approach in teaching elementary-level social studies. The study was experimental and was conducted using a Pretest-Posttest Equivalent Group Design. The sample students of the study were equally assigned to two groups, i-e, an experimental group and a control group. Pre- and post-tests were used to collect data from both the study groups, which reflected their academic achievement. The data were analyzed and interpreted using Mean, Standard deviation and Paired Sample t-tests. The study results show that project-based learning is an effective teaching method for social studies at the elementary level. Therefore, the study recommends using this approach for teaching the subject at the elementary level to enhance students’ academic achievement. To achieve this purpose, the social studies textbook should be revised to include the procedures and principles of project-based learning. Furthermore, training and workshops should be arranged for teachers to train them to use this approach efficiently in their teaching.
Keywords:
Project-based learning, Students’ academic achievement, Teaching of social studies
References
Afzal, H., Ali, I., Khan, M. A., & Ham White id, K. (2010). A study of university students' motivation and its relationship with their academic performance. International Journal of Business and Management, 5(4), 80.
Aggarwal, J.C., Sarita (2004). Education in India. Concept Publication Company, New Delhi
Albanese, M., & Mitchell, S. (1993). Problem-based learning: A review of the literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
Baş, G. (2011). Investigating the effects of project-based learning on students’ academic achievement and attitudes toward English lessons. The Online Journal of New Horizons in Education, 1(4).
Baş, G. and Beyhan, Ö. (2010). Effects of multiple intelligences supported project-based learning on students' achievement levels and attitudes towards English lessons. International Electronic Journal of Elementary Education, 2(3), 365-386.
Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. A Journal of Educational Strategies, Issues and Ideas. The Clearing House, 83, 39-43.
Best, J., and J. Kahn (2012). Research in education (8th ed.). Boston: Allyn and Bacon.
Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M. &Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26, 369-398.
Boud, D., &Feletti, G. (1997). Changing problem-based learning: Introduction to the second edition. The challenge of problem-based learning, 1-14.
Chen, H.-L. (2006). Projects-to-think-with and projects-to-talk with: how adult learners experience project-based learning in an online course. Kansas State University.
Chiodo, J. & Byford, J. (2006). Do they really dislike social studies? A study of middle school and high school students. The Journal of Social Studies Research, 28(1), 16-26.
Computer courses and multiple intelligence theory. Education Sciences: Theory & Practice, 4, 147-170.
Demirhan, C. (2002). Program geliştirmedeprojetabanlıöğrenmeyaklaşımı. Unpublished master‘s thesis. HacettepeÜniversitesiSosyalBilimlerEnstitüsü, Ankara.
Driscoll, M. P., & Driscoll, M. P. (2005). Psychology of learning for instruction.
Foshay, J. D. (1999). Project-based multimedia instruction. Bloomington, IN: Phi Delta Kappan International.
Grant, M. M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A middle school computer technologies journal, 5(1), 83.
Gültekin, M. (2005). The effects of project-based learning on learning outcomes in the 5th grade social studies course in primary education. Educational Sciences: Theory and Practice, 5(2), 548
Johnson, D. W., Johnson, R. T., Roseth, C., & Shin, T. S. (2014). The relationship between motivation and achievement in interdependent situations. Journal of Applied Social Psychology, 44(9), 622-633.
Martell, C. C., & Hashimoto-Martell, E. A. (2011). Throwing out the History Textbook: Changing Social Studies Texts and the Impact on Students. Online Submission.
Naidoo, V. (2010). Project Based Learning (PBL): An Innovative Vehicle for the Assessment of Student Learning in the Science Classroom. Science and Mathematics Education Centre
Oyewo, A. E., &Umoh, S. U. (2016). Prospects and Challenges of Social Studies Teachers Professional Development in Nigeria. Handbook of Research on Teacher Education and Professional Development, 138.
Özdemir, E. (2006). An investigation on the effects of project-based learning on students‟ achievement in and attitude towards geometry. Unpublished master‘s thesis. Middle East Technical University the Graduate School of Natural and Applied Sciences, Ankara.
Özdener, N., &Özçoban, T. (2004). A project based learning model's effectiveness on
Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172.
Stripling, B., Klein, J. I., Taveras, S., King, S. H., Commitante, A., & Bey, L. C. (2009). Project-Based Learning: Inspiring Middle Schoo lStudents to Engage in Deep and Active Learning. New york: NYC Department of education.
Tavalin, F. (2012). project based learning in social studies. Burlington, VT: Vermont alliance for the social studies, making sense of the world.
Thomas, J. W. (1999). Project based learning: A handbook for middle and high school teachers: Buck Institute for Education.
Thomas, J. W. (2000). A Review of Research On Project-Based Learning.
Yalcin, S. A., Turgut, Ü., & BÜYÜKKASAP, E. (2009). The effect of project based learning on science undergraduates’ learning of electricity, attitude towards physics and scientific process skills. International Online Journal of Educational Sciences, 1(1), 81-105.
Zhao, Y. &Hoge, J.D. (2005). What elementary students and teachers say about social studies. The Social Studies, 96(5), 216-221.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 CARC Research in Social Sciences
This work is licensed under a Creative Commons Attribution 4.0 International License.
