The effects of Project-Based Learning on economically disadvantaged students: A multi-year study

The purpose of this quantitative study was to examine the effects of a Project-Based Learning (PBL) environment on economically disadvantaged high school students in regards to their achievement scores, attendance rates, and discipline issues. Data was collected from the Texas Education Agency and compared a school using traditional teaching methodology with a second school using Project-Based Learning as the main mode for instructional delivery. Sixty-five students were randomly selected from each school for the three academic years under review for the attendance data. For achievement and discipline a comparative analysis was conducted. The research questions explored the differences in achievement scores, attendance rates, and discipline issues of the populations. The findings suggest that when considering achievement scores there is substantial evidence to support that Project-Based Learning makes an impact on learning outcomes. The findings also suggest there is a statistically significant difference in attendance rates; with PBL students attending school at higher rates than their counterparts in a traditional learning environment. In regards to discipline issues there is substantial evidence to support that a Project-Based Learning environment has a positive impact on the number of discipline issues found on campus. Study findings lend positive support for teachers and administrators who are seeking to implement a PBL environment in their school systems.