Poster #14 - Project-Based Learning in Three Southeastern U.S. Public Schools: Academic, Behavioral, and Social-Emotional Outcomes

• In Event: 75.043 - MTCC Poster Session 17
  In Poster Session: 75.043-4 - Empowerment of Problem-Based Learning

Abstract

A study of Project-Based Learning (PBL) in three southeastern public schools was conducted during academic years 2015-2016 and 2016-2017. This study explored the impact of PBL on schools, teachers, and students. Data collection included principal interviews, classroom observations, teacher surveys, student focus groups, and an analysis of academic and behavioral outcomes and a subset of social-emotional skills and characteristics. Findings did not reveal consistent significant differences in the performances of PBL and non-PBL demographically matched students on academic and behavioral outcomes. PBL students did, however, perform better on inventories of social-emotional skills. In addition, perceptions of students, educators, and parents of the impact and possibilities of PBL are quite positive.

Author

• Brooke Culclasure, Furman University