ERIC Number: EJ1058640
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1541-5015
EISSN: N/A
A Longitudinal Investigation of Project-Based Instruction and Student Achievement in High School Social Studies
Summers, Emily J.; Dickinson, Gail
Interdisciplinary Journal of Problem-based Learning, v6 n1 p82-103 Spr 2012
This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While previous literature indicated that PBI involved more preparation time and a steeper learning curve for both teachers and students, we found that in high school social studies, students' achievement gains actualized within one year. PBI students outperformed peers who learned from a traditional curriculum in both social studies achievement and CCR preparedness.
Descriptors: Active Learning, Student Projects, High School Students, Academic Achievement, Social Studies, Longitudinal Studies, College Readiness, Career Readiness, Comparative Analysis, Conventional Instruction, Rural Schools, Achievement Gains
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A