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ERIC Number: EJ1105713
Record Type: Journal
Publication Date: 2015-Oct
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1532-0723
The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign
Cervantes, Bernadine; Hemmer, Lynn; Kouzekanani, Kamiar
Education Leadership Review of Doctoral Research, v2 n2 p50-66 Oct 2015
Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in which PBL was nonexistent. Using outcome measures of academic achievement in mathematics and reading, multivariate and univariate analyses of the data showed that the PBL groups performed at a higher achievement level than did the non-PBL students. Theoretical and practical implications are discussed.
NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A