“ The Traditional Vs. Project-Based Learning: The Effects on Student Performance and Motivation in Honors Level Mathematics Courses” by Sunletha Carter focuses on the learning outcome of students through comparing the Project-Based Learning and traditionally based learning methods. The study takes a look at the reforms in the American education system and the progress made so far. The study gives a background of the education sector with a focus in mathematics. The study observes that in America traditionalist and constructivists’ theories have greatly influenced the education of mathematics.
In stating the problem, the study contends that most of the students who enroll in the honors level course with plans to go through to the higher level calculus classes never make it. The study cites a decline in the mathematic achieves of the students as one of the reasons for their failures. Also, it points out to the traditional training method as the main contributor to the poor performance of students in math. The study, therefore, compares the student-centered project-based learning method with the traditionally based method to ascertain the most productive method of instructing students so as to contribute to the body of knowledge in high school education.
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The study conducted a literature review about the instruction methods available in the American education system. It identified some of the instructive methods implemented by the National Council of Teachers of Mathematics and many other instruction methods used across the education sector over the past. The study also identified the constructivist theory in its theoretical framework and identified its pedagogical implications like teachers sensitivity to learners, students assuming learning responsibilities, self-awareness development among students and many others. Additionally, the behavioral theory of motivation, as well as attribution and expectancy theory, were discussed to inform the study.
The study methodology preferred a non-equivalent control group. The study was conducted in New Jersey Senior High School located in northern suburban. The study participants included 122 students both 11th and 12th group all between the age of 15 and 17. The researcher di not randomly assign the students but were already assigned to their classes by the teachers. The study, therefore, involved a quasi-experimental design albeit without the critical feature of random allocation. The study sought to answer whether there is a difference in the mean performance among students instructed using the Project-Based Learning method and traditional learning methods. The experimental treatment group treatment group of students were instructed by use of project based lesson plans while those in the control class instructed by use of the traditional teacher-centered method. The research instruments included a pre-test and post-test tests. The study then employed the measure of motivation, the IMMS.
The data analysis in this quasi-experimental research design involved a presumption of independent variables as the instructional methods. They were the difference in students’ achievement and motivation and were measured by the IMMS instrument. The study then involved the use of MANOVA, ANOVA to analyze the means collected from the IMMS.
Following the statistical analysis of the t-tests ANCOVA as well as the MANOVA and ANOVA analysis, the study found out that among the 122 participants 58 (47.5%) in control group, while 64 (52.5%) in the treatment group. The control group means pretest score was 47.8448 and an (SD = 16.2522) with a post-test score of 56.9828 (SD = 16.7787), representing 19%. Of correctly answered questions. The treatment group on th3e other hand mean pre-test score was 53.2813 (SD = 16.861), with a post-test score of 71.17 (SD = 12.304) a 33.6 % increase in a number of correctly answered questions. Based on the analysis of the data gathered for this study, it found out that the project-based learning methods improve the students’ academic outcome. In conclusion, the ability of PBL to enable students to learn from one another as well as the collaborative aspect of the project-based learning methods makes the students achieve a positive learning outcome. However, the study limitation includes the inability to assign a random sampling since the students were already assigned to their respective classrooms. As for recommendations for further research, the study recommends a need for a more comprehensive study that would improve the validity of the generalization of the outcome.
Analysis
An analysis of this dissertation reports will cover literature review, methodology and conclusion as some of the critical areas of a research study. In a dissertation report, Literature Review should both define the research question important in identifying the method of data collection appropriate to the study. Indeed, the report conducts a literature review pointing out some of the existing problems in the learning sector with reference to mathematics curriculum. The literature review section of the report also points out at some of the instructional problems which are important in defining the research question. However, the report does not conduct enough literature review to put the subject of study into context. There is a need for more literature review, and in cases where it may lack, there is a need to include historical and contemporary materials. In the literature review of this report, there is little in the literature to bring out the context of the study. Also, the sources used for literature review should be as recent as possible. A better material that can be reliable to inform the literature better should be not more than five years old. This report used materials as old as 1993 which compromises the robustness of the study. Next is an assessment of the theoretical framework.
On the Methodology, the study design of randomly selecting the groups to be instructed using the PBL and that which is to be instructed using the TL techniques makes it able to defeat the threat to the internal validity of the study. Also, the study improves the validity of the research by reducing the effects of the extraneous variables. The validity and reliability are also important points to take into consideration in this report. Validity is about the ability of the research instrument tot measure what it is thought to measure. However, reliability is about the instruments consistency in accurately measuring the research data. The study uses Instructional Materials Motivation Survey instrument in measuring the student’s motivation. The data gathering involved the use of expert validated pretest to both experimental and control groups. As a matter of fact, ethical consideration is very key at this stage. The data gathering procedure involved confidentiality as an ethical application in a research study.
On Analysis and Results, a proper research study report should clearly demonstrate the statistical tests undertaken, why they were selected for use and the specific results achieved by the tests. The report details the kind of tests that were carried out as T-test and ANOVA to answer the first research question and (MANOVA and ANOVA to answer research question 2. The study attempts to find a correlation between the factors for independent variables like TL and PBL instruction methods and the dependent variables like student’s mathematical achievement and motivation. This is inferential statistics and therefore involves measuring relationships and as well as the differences between variables. In a research study, inferential should ideally be used to identify a relationship. The researcher adopts an inferential statistics which is key for providing the most reliable outcome making their study robust.
In the dissertation report, the discussion logically flows from the data gathered and analyzed as well as relate to the literature review. When this happens, the study is placed into context. Also for a better discussion in a research study report, if the findings support a hypothesis, the researcher should discuss it in the discussion section. However, for this report, Hypothesis 1d was confirmed but has not formed a part of the discussion in the report. Also, the report details important aspect which is the limitations and recommendations for future study. For this purpose, one is able to identify what needs to be further addressed to improve the validity of its outcome. The report has demonstrated a proper and consistent flow in the all the five chapters.
Practical application
The study “traditional vs. Project-based learning: The effects on student performance and motivation in honors level mathematics courses” by Sunletha Carter, is a qualitative study that compares the student-centered project-based learning (PBL) with the traditional learning methods based to instruct students at high school level. Based on the findings, there was a significant difference between the outcomes of project-based learning method of instructions and the traditional learning methods. Students that were instructed using the project-based learning method had a better learning outcome as compared to their counterparts who were instructed using traditionally based method. It therefore follows that the education curriculum can benefit from the outcomes of this study to revise the curriculum to ensure a student-centered project-based learning.
Student-centered project-based learning as established by the study to improve mathematical achievement can be applied to improve the mathematics learning outcome of students. The student-centered project-based learning has been found to encourage collective learning among students to enable them synthesize as well as optimize their learning. The ability of students to learn from each other is a notable future of student-centered project-based learning which can be applied to improve the learning outcomes. It can be adopted to encourage students to work together towards a common goal. This will allow students to engage their multiple intelligence becoming more successful.
The practical application of the student-centered project-based learning as found out in the study to offer good student outcome can include uplifting the weaker students. Student-centered project-based learning allows students the opportunity to engage socially and collaborate which enables them to nurture their weak fellows. This helps in the development of the intellectual skills of the more vulnerable students as well as build their confidence which in effect can improve their learning outcomes.
Student-centered project-based learning gives students a high level of autonomy. It has a high motivation level than the traditional method. The method can also be practically applied in the special education unit for the students with special needs especially those with slow learning abilities. Research shows that students with special needs always perform better when included. It is because they are able to learn from their non-special needs students. However, the student-centered project-based learning by design encourages collaborative learning. As such, it can be practically adopted to improve the learning outcome among the students with special needs since it will support the corporation between students allowing them to have self-confidence and gain from their peers.
The student-centered project-based learning is also relevant to the education sector for encouraging the teacher peer discussions more than just student discussions. Student-centered project-based learning encourages feedback due to its collaborative nature. As such, the model is relevant in improving the teacher-student relationship by ensuring that there is constant touch between the instructor and the student which can improve the learning outcomes. The student-centered project-based learning is able to allow the student-led inquiry to enable the students beneficially engage with their teachers to improve the learning outcomes since a collaborative learning provides students with feedback and builds their confidence allowing them to progress much easily.
The student-centered project-based learning is a useful approach given its capability in the building of a student’s confidence, encouraging collaborative learning, improving the learning outcomes for the special needs students, enhancing student-teacher relationship, and promoting feedback from students. Therefore, dissertation work is relevant to the education field because it offers greater solutions to some of the challenges that affect the education sector.
