Abstract: Project-based learning may be the solution to students lacking motivation in the typical, mundane math instruction. It could engage students who have otherwise become disengaged from the learning environment. 

Findings: The researcher discovered that many students felt more motivated when completing project-based learning activities because they were enjoying the learning more and because it was a change from the traditional method. 

APA Source: 

Beres, P. J. (2011). Project-based learning and its effect on motivation in the adolescent mathematics classroom. The College at Brockport. 

Abstract: This case study compare elementary classes who are using flipped instruction to those who are continuing with the traditional teaching methods. The finding were consistent with many other findings that support the use of project-based learning. 

Findings: The study concluded that flipped instruction increased math performance, heightened student engagement, and increased cooperative learning, communication, and collaboration.

APA Source: 

Speziale, K. (2012). Study confirms project-based learning has a positive impact on how students learn science and math. Defined STEM, Retrieved from 

Findings: The study found statistically significant differences favoring project-based learning. The social studies score gains were 63 percent higher in the PBL group than in the control group. Gains were higher in classrooms who stuck to the originally intended method of carrying out project-based learning. 

APA Source:

Duke, N. K., & Halvorsen, A.L. (2017). New study shows the impact of PBL on student achievement. Edutopia. Retrieved from

Abstract: A high school math teacher highlights the importance of using project-based learning in her math class. 

Findings: PBL increased student understanding of real-world problem solving skills. These math projects improved math context and number sense and prepared students for higher level math instruction. This also integrates other subjects into her math class. 

APA Source:

Norfar, T. (2012). How and why should math be taught using PBL?. BIE. Retrieved from https://www.bie.org/blog/how_and_why_should_math_be_taught_using_pbl 

Abstract: Researchers conducted a recent literature review on project-based learning to gather new data and study results on the effects. He discovered that many  literature sources had positive relation between PBL and achievement, but only when carried out correctly. 

Findings: Researchers gather many recommendation to teachers wanting to try project-based learning in their classrooms. Teachers must change from master to facilitator. The design must be measurable and include room for discovery and collaboration. Teachers also must be sure that the design of PBL could be used for many types of learners. 

APA Source:

Schaffhauser, D. (2017). Project-based learning: Promising but not proven researchers say. The Journal. Retrieved from 

https://thejournal.com/articles/2017/11/08/project-based-learning-promising-but-not-proven.aspx 

Abstract: Researched measured outcomes to decide on the effectiveness of PBL and how to strengthen the implementation of PBL in K-12 classrooms. 

 

Findings: The researchers found that the effects to which PBL increases learning and understands depends on the subject. Positive effects have been found in science classrooms that are using project-based learning. PBL aligns with the goal for learning to include higher-level thinking and problem-solving skills. 

APA Source:

Quint, J. (2018). Project-based learning: A promising approach to improving student outcomes. MDRC Building Knowledge to Improve Social Policy.  Retrieved From

https://www.mdrc.org/publication/project-based-learning-promising-approach-improving-student-outcomes 

Abstract: Researchers studied teachers using project-based learning to help learners with special needs.Students flourish when many different learning styles are used and PBL accomplishes that goal. 

Findings: The students enjoyed getting to leave their traditional classrooms and learning in a different way., The teachers enjoyed using resources not usually used. Student had increases in attendance and positive attitudes during this project. 

APA Source:

Kincaid, S., & Jackson, S. (2006). Empowering Students With Special Needs to Help Other: How 

Problem Based Learning Made it Possible. Teaching Exceptional Children Plus, 2(3). Retrieved from http://files.eric.ed.gov/fulltext/EJ967098.pdf

Abstract: This quantitative research study examined the effects of project-based learning in a seventh grade science class. Pre-tests and post-tests were used to measure achievement in traditional classrooms versus classes using project-based learning. 

Findings: Although the differences were not significant, it is suggested that the students in the PBL classroom are not well-prepared for a student-centered classroom and therefore did not perform as well. Also, student in traditional group learned that they were being compared and possibly overperformed. 

APA Source:

Oktay, Kızkapan, and Bektaş Oktay. "The Effect Of Project Based Learning On Seventh Grade Students’ Academic Achievement." International Journal of Instruction 10.1 (2017): 37-54.

Source: Peer-Reviewed

Abstract: This study researched ways to maximize effectiveness of project-based learning. The looked for challenges of PBL in order to help teachers in the future. Some challenges were student time-management, classroom management, and student inability to complete complex tasks.

Findings: Integrating project-based learning across all subjects prepares students for high-stakes testing and learning in the future. PBL is also a great way to teach students how to think more deeply. 

APA Source: Swift, A. (2018). Integration of Project-based Learning in Elementary Social Studies. Councilor: A Journal of the Social Studies, 79(2), 1–14. Retrieved from https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=sih&AN=132406152&site=eds-live&scope=site