Deeper Learning Through Project-Based Learning: Evidence in High School Agricultural Education

• In Event: Teaching and Learning

Abstract

This study examines the impact of the most frequently used deeper learning instructional practice, project-based learning (PBL), on deeper learning competencies in high school agricultural education. Nine teachers participated in a professional development program, with one implementing a PBL unit and two using traditional lecture-based instruction in the first cohort. Results from pre- and post-tests and student surveys indicate that PBL significantly enhances deeper learning competencies, such as communication, collaboration, and academic mindset. Data from a second cohort, to be collected in Fall 2024, will further explore the influence of teacher variables on student outcomes. This research addresses a critical gap by providing empirical evidence on PBL’s effectiveness within the context of deeper learning in a specific subject area.

Authors

• Chaney W. Mosley, Middle Tennessee State University

• Ying Jin, James Madison University