Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders' Social Studies and Literacy Learning and Motivation in Low-SES School Settings. (February 2021)

• Record Type: Journal Article
• Authors: Duke, Nell K.; Halvorsen, Anne-Lise; Strachan, Stephanie L.; Kim, Jihyun; Konstantopoulos, Spyros
• Is Part Of: American educational research journal. Volume 58:Number 1(2021)
• Page Start: 160
• Page End: 200
• Publication Date: 2021-02
• Subjects: high-poverty school districts -- informational reading and writing -- low-SES -- project-based learning -- social studies; Education -- United States -- Periodicals; Education -- Research -- United States -- Periodicals; 370.97305
• DOI: 10.3102/0002831220929638
• Languages: English
• ISSNs: 0002-8312

Abstract

This cluster randomized controlled trial investigated the impact of project-based learning with professional development supports on social studies and literacy achievement and motivation of second-grade students from low–socioeconomic status school districts. At random in within-school pairs, 48 teachers were assigned to the experimental or comparison group. Experimental group teachers were asked to teach four project-based learning units designed to address nearly all social studies and some literacy standards. Comparison group teachers were asked to teach social studies as they normally would except to teach a target number of lessons. The experimental group showed higher growth in social studies and informational reading but not writing or motivation. Greater consistency with project-based learning session plans was associated with higher growth in writing, motivation, and reading.