General educators’ perceptions of struggling learners in an inaugural project-based learning Capstone

Abstract

ABSTRACT Following participation in an inaugural year-end project-based learning (PBL) ‘Capstone’, teachers in a Catholic middle school were interviewed as a focus group for their reflections on the performance of learners whom they perceived to ‘struggle’ during the academic year. A thematic analysis was conducted to extract categories and themes. Findings indicate the teachers believed PBL substantially benefited the learners, although their cognitive and academic skills were perceived as barriers to successfully meeting PBL learning expectations. Nonetheless, the PBL format was considered to have enhanced the students’ participation, motivation, senses of accomplishment, and ownership of their work. Implications for implementing PBL as a means to create inclusive and appropriate learning environments for all are discussed, as well as how teachers can scaffold ‘struggling’ learners.