The Role of Authenticity in Enactment and Outcomes of Project-Based Learning in English Language Arts

• In Event: Perspectives on the Role of Authenticity in Project-Based and Active Learning Humanities Classrooms

Abstract

Purpose
Project Based Learning (PBL) is frequently touted as making education more authentic, as well as a means of more equitably engaging diverse students. Our purpose is to report on a quasi-experimental study of a PBL initiative vs. “business-as-usual” comparison classrooms. We report on how authenticity played out in teacher enactment of instruction, and how students and teachers perceived their experiences.

Perspectives
The 9th grade English language arts (ELA) curriculum was based on a three-part framework for authenticity (Authors, Year). We see project activities as authentic to learners when students see relevance to their lives and identities outside of school; authentic to others when they engage a meaningful audience other than their teachers—such as other students, people in a local or online community, or the general public; and using authentic tools when teachers and students use tools and practices such as language, technology, community resources, and media that are used in real world settings.

Methods & Data Sources
A year-long, mixed methods quasi-experimental study addressed these research questions:
RQ1: How do PBL teachers enact authenticity in their classrooms compared to teachers doing business-as-usual?
RQ2: How do students perceive their experiences with respect to authenticity?
RQ3: How do teachers perceive their experiences with respect to authenticity?

44 and comparison teachers and 1,265 total students participated in the study. Data sources—including observation checklists, teacher instructional logs, student surveys and interviews, and teacher interviews—aligned to our authenticity framework.

Results
Mixed methods results are reported. All quantitative results reported as significant are at p<.01.

Observation checklists across the year showed significant differences in enactment of authentic making in vs. comparison classrooms, despite no difference in a measure of observed overall teaching quality. All teachers incorporated authenticity into their instruction, compared to only half of comparison teachers. 9/23 teachers reached high levels of authenticity compared to 2/23 in the comparison group. Teachers’ instructional logs also yielded significant differences in working on products for audiences other than the teacher, and students using authentic tools.

A regression analysis showed students responding about one-quarter of a standard deviation higher on authenticity survey items. students felt they were given significantly more choice, found what they learned useful in real life, and felt that their work was connected to personal interests. In interviews, students often talked about working on things they were passionate about, sharing with real audiences, and influencing others.

In interviews, teachers discussed authenticity for themselves and students twice as often as comparison teachers, and reflected a sense of renewed well-being and professional success.

Scholarly significance
Authenticity is often touted as a means of deepening engagement and learning in PBL, which in turn contributes to equity. This study provides evidence that teachers implementing a curriculum with professional development experiences aimed at a consistent and systematic viewpoint on authenticity do implement instruction that is demonstrably different from “business as usual,” and both students and teachers perceive the authenticity of their experiences as significantly improved.

Authors

• Joseph L. Polman, University of Colorado - Boulder

• Alison Gould Boardman, University of Colorado - Boulder

• Kristina M Stamatis, University of Nebraska - Omaha