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ERIC Number: EJ1101877
Record Type: Journal
Publication Date: 2016-Aug
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1305-8223
Viewing How STEM Project-Based Learning Influences Students' Science Achievement through the Implementation Lens: A Latent Growth Modeling
Erdogan, Niyazi; Navruz, Bilgin; Younes, Rayya; Capraro, Robert M.
EURASIA Journal of Mathematics, Science & Technology Education, v12 n8 p2139-2154 Aug 2016
Recent studies on professional development programs indicate these programs, when sustained, have a positive impact on student achievement; however, many of these studies have failed to use longitudinal data. The purpose of this study is to understand how one particular instructional practice (STEM PBL) used consistently influences student achievement. Three urban high schools in the southwest U.S. were assigned to participate in a professional development program for STEM teachers. Data for 565 students from these schools were collected at grade 8, 10, and 11. According to instructional practice observation tool, School 1 had a high level of STEM PBL implementation, school 2 showed an average level of STEM PBL implementation, and school 3 had almost no STEM PBL implementation. Results indicated students' success for school 1 was significantly different than students' success for schools 2 and 3. Results also indicated no difference in student data for ethnicity in school 1.
EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills
Grant or Contract Numbers: N/A