Effect Of Project-based Learning Research Articles

The Effect of Project-based Learning on the English Academic Achievement and Perception

The Effect of Project-based Learning on the English Academic Achievement and Perception

Implementation and Effects of Project-Based Learning

Implementation and Effects of Project-Based Learning

PEMBELAJARAN BERBASIS PROYEK DALAM PRAKTIKUM BIOLOGI TERHADAP KETERAMPILAN PROSES SAINS SISWA SMP MUHAMMADIYAH 6 PALEMBANG

This research about �Influence Project-Based Learning In Biology Lab to Process-Science Skills Of Junior High School of Muhammadiyah 6 Palembang. Project-based learning is a innovative model of learning, and more emphasis on contextual learning through activities complex. Science learning is currently lacking promoting science process skills ( KPS ), where as aspects of process science skills is the main basic of learning science in the laboratory. This research was conducted in Junior High School of Muhammadiyah 6 Palembang . This research aims to know the effect of project-based learning in biology lab about process science skills of junior high shcool of Muhammadiyah 6 Palembang. Population in this research is class VIII which number to 122 and the sample of 41 to use from class VIII.3. To measure the students process science skills to use instruments such as observation sheets , test and questionnaire . Testing the hypothesis of the research is based on analysis of simple regretion linear showed that there were significant effect at project-based learning in biology lab about process science skills with test F at standard 5% which Freg> Ftabel that is 15,90 > 4.10 and the average percentage of process science included in good categories. It can be concluded that the project-based learning in biology lab influencing process science skills of Junior High School Muhammadiyah 6 Palembang.

The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students

The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students

The Effect of Project Based Learning on Level of Content Knowledge of Pre-Vocational Subject

Project based learning (PoBL) offers promise as an instructional method that engaged student in school grounded through their experience with authentically learning. Findings from previous research shows results of positive effects on student such as create active, interesting and meaningful learning. The PoBL can be used as a teaching method in building 21st century skills. This article reports the effect of PoBL towards students’ level of knowledge in the Integrated Living Skills subject. This subject is a pre-vocational subject and has offers to students of lower secondary school education. The quasi experimental design was employed with the pre and post group design of two groups, the control group of 30 respondents and the treatment group of 33 respondents. The intervention executed took about eight weeks while the instruments used consist of a set of pre-test and post-test for one topic called Project Designs and Production in the subject. The finding shows that there is significant difference in mean scores between the treatment and control group. As a conclusion, the PoBL method can be practiced by teachers in the field of technical and vocational education as well as be made into a pedagogical practice besides traditional teaching in improving students’ level of knowledge. DOI: 10.5901/mjss.2015.v6n6s4p369

The effect of project-based learning on students’ statistical literacy levels for data representation

The point of this study is to define the effect of project-based learning approach on 8th Grade secondary-school students’ statistical literacy levels for data representation. To achieve this goal, a test which consists of 12 open-ended questions in accordance with the views of experts was developed. Seventy 8th grade secondary-school students, 35 in the experimental group and 35 in the control group, took this test twice, one before the application and one after the application. All the raw scores were turned into linear points by using the Winsteps 3.72 modelling program that makes the Rasch analysis and t-tests, and an ANCOVA analysis was carried out with the linear points. Depending on the findings, it was concluded that the project-based learning approach increases students’ level of statistical literacy for data representation. Students’ levels of statistical literacy before and after the application were shown through the obtained person-item maps.

The project-based learning approach in environmental education

The purpose of this study is to investigate the effect of project-based learning on students’ attitudes toward the environment. In the study that was performed with 39 students who take the “Environmental Education” course, attitude changes toward the environment were investigated in students who developed projects on environmental problems. A mixed-method explanatory design was used to flesh out study results. After being informed about basic environmental concepts and project-based learning, students engaged themselves in group work to develop projects regarding environmental problems. The developed projects were presented with the aim of informing students. According to research results, although a significant gender difference in environmental attitudes was not found, project-based learning had a positive effect on students’ environmental attitudes. Students defined project-based learning use in environmental education as an approach that is beneficial, enhancing creativity, encouraging research and providing permanent learning. Students believed this practice helped them define environmental problems more clearly and take on more active tasks in the solution process.

Collaborative Education between Classroom and Workplace for Archival Arrangement and Description: Aiming for Sustainable Professional Education

The literature on archival education contains few empirical studies about how future professionals are educated in practice. Practical components in archival education can provide students not only with training opportunities for entry-level qualification but also (and more importantly) with different types of learning experiences that may last throughout their professional lives. This article looks at the practical component in the archival curriculum based upon a case study of the Archival Representation course at the University at Albany (State University of New York). This course uses actual collections from nearby archives in semester-long projects. The collaboration between classroom and workplace was initiated to enhance the students' learning experience. This study explores how professional knowledge is materialized and applied through practical archival processing projects. Specifically, it investigates (1) the major effects of project-based learning and how students and archivists perceive them;...

The effect of project-based learning on students’ motivation

The effect of project-based learning on students’ motivation

Project-based learning in primary schools: effects on pupils' learning and attitudes

This study focuses upon the effectiveness of project-based learning on primary school pupils regarding their content knowledge and attitudes towards self-efficacy, task value, group work, teaching methods applied and peers from diverse ethnic backgrounds. A cross-curricular project was implemented within the curriculum area of environmental studies under the title of ‘sea animals’. The methodology applied in this study was the quasi-experimental research design. The findings of the present study support the view that pupils can gain benefits through project-based learning in obtaining content knowledge and group work skills and that they became less favourable to traditional teaching versus experiential learning. Motivation (self-efficacy and task value in terms of environmental studies) and developing positive attitudes towards peers from a different ethnic background were changed in moderate levels after the project.

Effectiveness of Project-Based Learning as a Strategy for Property Education

Project-based learning (PBL) is a student-centred instructional approach used to promote active and deep learning by involving students in investigating real-world issues in a collaborative environment. In this paper, we discuss how PBL was implemented in an introductory property course running in semester one, year one, which is offered in multiple modes of study. Two qualitative student surveys were conducted during the study period to solicit feedback from students on their learning experience. Comments from students suggested that PBL provides beneficial insight into the valuation process, and the field work and group exercises help motivate students and make the subject matter more interesting. University conducted, end of study period evaluations were used to compare the outcomes of the new course to other courses in the property program and the University. Finally, we identify a number of challenges in implementing PBL; these include workload issues, teachers ‘ content knowledge, lack of experience from both teachers and students, and the need to develop specialised material for off-campus study.

Using Projects to Teach Structural Engineering

Traditional approaches to structural engineering education place a heavy emphasis on lecture-based delivery of the theories of structural analysis and the behaviour of common construction materials. This study proposed that the use of design projects is an effective method of learning that should be given greater emphasis in undergraduate programs. The effectiveness of project-based learning was evaluated using a science education evaluation framework in a case study conducted in a third year undergraduate course. The paper concludes with a discussion of the significance of the study and the possible extensions of project-based learning to other areas of engineering.