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A Meta-Analysis Of The Effects Of Problem- And Project-Based Learning On Academic Achievement In Grades 6-12 Populations, Kimberly J. Jensen Aug 2015

A Meta-Analysis Of The Effects Of Problem- And Project-Based Learning On Academic Achievement In Grades 6-12 Populations, Kimberly J. Jensen

Education Dissertations

Researchers and proponents of problem- and project-based learning (PBL) indicate that PBL as a curriculum and instruction approach (Savery, 2006; Schmidt, Loyens, Van Gog, & Paas, 2007) provides an effective way for teachers to respond to students’ needs, provides opportunities for students to actively engage in and take responsibility for learning by engaging in meaningful and relevant work, and provides students opportunities to directly apply their knowledge and skills (Hmelo-Silver & DeSimone, 2013; McCombs, 2010; Parker et al., 2011). Although primary research within secondary (6-12) contexts indicated that problem-and project based learning (PBL) is often superior to traditional, lecture-based instruction (Mergendoller, Maxwell, & Bellisimo, 2006; Wirkala & Kuhn, 2011) and meta-analyses at the post-secondary level indicated that PBL is at par with or superior to traditional, lecture-based instruction (Dochy, Segers, Van den Bossche, & Gijbels, 2003; Vernon & Blake, 1993; Walker & Leary, 2009), a synthesized and quantified exploration of the strength of relationship between PBL and academic achievement within middle high school student populations (Grades 6-12) was needed. The results in this meta-analysis indicate that overall, PBL students outperformed traditionally instructed students, g = 0.54, on content and skills exams across academic subject types and grade levels. Analysis of the funnel plot suggests publication bias; however, an adjustment of the mean effect using Duval and Tweedie’s (2000) Trim and Fill rendered a similar summary effect of g = 0.50. Although the mean summary effect is relatively robust, effect sizes varied depending on subject area and specific types of ...


An Investigation Of The Factors That Influence Students’ Long Term Application Of Environmental Literacy Skills, Helena Nitowski May 2015

An Investigation Of The Factors That Influence Students’ Long Term Application Of Environmental Literacy Skills, Helena Nitowski

Education Dissertations

Schools today are commissioned to provide students with a solid foundation in global citizenship. Future leaders must be knowledgeable problem solvers who can apply those skills to better the world. An awareness of global issues along with a sense of urgency and strength to act are needed for the welfare of all. The achievement of these goals must promote active involvement both at the personal and community levels. This research study investigated the factors related to the long-term environmental literacy skills of students who attended a school with an international and global studies curriculum. Within that curriculum, focus was placed ...