Running Head: Action Research Proposal

Ashley Staley
Action Research Proposal-Comparing the Effectiveness of Project-Based Learning to Traditional
Lecture-Based Learning in a Biology Classroom
EDTP 639
July 15, 2016

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Introduction
Project-based learning stems from the ideas of John Dewey (Kajcik, 2006). Dewey was
an educator and philosopher who studied the process of inquiry. He suggested that if students are
given real, meaningful projects and obstacles that skilled workers come across everyday, then the
students will become more engaged. The use of project-based learning has become more
prevalent in the last few decades with the popularity of constructivism.
Traditional lecture-based lessons encourage students to memorize and regurgitate
information for assessments and students are not required to remember the information for the
future. Students are not encouraged to process and reflect on the information they are given.
They are simply asked to remember the information that was given to them previously. Projectbased learning allows students to learn by researching a topic that is interesting to them. Students
in project-based learning classrooms create a final product that demonstrates their understanding.
Project-based learning allows students to construct knowledge through trial and error, learning
by doing, and applying new knowledge to new scenarios (Karaalli, 2014). Project-based
learning is a type of cooperative learning that allows students to work together to create an end
project. But, project-based learning may not be the best solution if students lack motivation and
initiative (Karaalli, 2014).
Some studies suggest that project-based learning is the best method to help students
improve their critical thinking and problem solving skills (Han, 2014). Project-based learning
allows students to establish shared interpretations of concepts and experiences (Alozie, 2010).

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The students can use others experiences, appropriate the knowledge of others, reflect on their
own thoughts, and internalize the ways of speaking that are prevalent in the science discipline
(Alozie, 2010). Students become more knowledgable of ideas from the project-based learning
and the students become participants of the research community.
With the introduction of Common Core, many teachers are opting into using projectbased learning. Future teachers need to determine which method is the best while learning how
to create a project-based learning lesson while still in school. A study will be performed to
compare the effectiveness of project-based learning and traditional lecture-based learning. The
goal of the study will be to create a project that will initiate student inquiry and reflective
thinking. The use of project-based learning will allow teachers to facilitate each students
learning while identifying misunderstood concepts. In order to determine the effectiveness of
project-based learning compared to traditional lecture-based learning, the research will center on
the following question:
Does project-based learning offer more student success and confidence than traditional lecturebased instruction in the Biology classroom?
Review of Literature
Cooperative Learning
Project-based learning is a type of cooperative learning. One study found that cooperative
learning was more effective in terms of achievement than traditional lecture-based learning
(Capar, 2015). But, the study found that students had poor attitudes toward cooperative learning
compared to traditional lecture-based learning. Cooperative learning helps students become
active participants in their education (Genc, 2016). Cooperative learning promotes reasoning,

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critical thinking and reflection whereas traditional lecture-based learning promotes memorization
and recall.
Project-Based Learning
Project-based learning has become prevalent in classrooms across the United States with
the introduction of Common Core. With Common Core, there is a shift to implement inquirybased learning. This shift is due in part to the boredom and low grades of the students. There was
a desire to engage students in their learning, to restructure the classroom so that students would
be motivated to learn (Krajcik, 2006) Project-based learning has become a popular solution to
engage students in their learning.
Project-based learning in science classes helps students become engaged in real and
relevant questions that are significant to them and are close to what scientists are studying. In
science classrooms, project-based learning allows students to explore phenomena, investigate
questions, discuss their ideas, challenge the ideas of others and try out new ideas (Krajcik,
2006). Krajcik reported that the attitudes of students toward science decreases drastically during
the middle school years but with the use of project-based learning, students remain interested in
the subject and perform better on post-tests and state standardized tests (Krajcik, 2006). When
the students are exposed to more project-based learning assignments, their grades continue to rise
(Krajcik, 2006).
When the content is perceived as boring or difficult, students can establish predetermined attitudes towards the subject. With the incorporation of project-based learning,
students are interested in the topic and have a positive attitude about learning (Alozie, 2010).
Traditional lecture-based learning does not encourage the students interests like project-based

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learning does in STEM fields (Han, 2014). In a study completed by Han, researchers found that
low achievers performed best on project-based learning assignments (Han, 2014).
Traditional Lecture-Based Learning
Traditional lecture-based learning has been around for a long time. Since traditional
lecture-based learning has been around for quite some time, it must be an effective teaching
method. One study found that traditional lecture-based classrooms consisted of students that had
positive attitudes (Severiens, 2015). Traditional lecture-based learning could be more effective
than project-based learning because the latter is dependent on the achievement level of the
students. One study found that high achieving students performed equally when in traditional
lecture-based learning environments and project-based learning environments (Han, 2014). In
order for lower level students to be successful with project-based learning, students need more
student support which can be very demanding when there is only one teacher in the classroom
(Han, 2014).
Planning for a Project-Based Learning Assignment
To begin a project-based learning assignment, the teacher must start with a driving
question. The driving question organizes principles and concepts and drives many of the
activities throughout the unit (Alozie, 2010). Driving questions should situate the learner with
real-world context and address learning goals that align with national standards (Alozie, 2010).
Next, the students should begin to develop an interest in the topic. To form an interest, students
should be given an opportunity to explore the topic on their own. This investigative exploration
is the main portion of the project-based learning assignment.
The students then take their knowledge from their investigative exploration and
collaborate with other students. This allows the students to construct a shared meaning of

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concepts and experiences, draw on others experiences, appropriate the knowledge of others,
reflect on their own thoughts, and internalize the ways of speaking that are prevalent in the
science discipline (Alozie, 2010). The students then create artifacts that answer the driving
question that was presented to them in the beginning. The artifact takes into account the
investigative exploration, the thoughts of others and the students own thoughts.
When students complete their project-based learning assignment, the teacher will grade
the final artifacts. Sometimes, this can be a very difficult task because each student is given the
freedom to create an artifact of their choice and the variety of answers can be very broad. Alozie
suggests to have students present their final product to the teacher and/or class to judge the level
of understanding (Alozie, 2010).
Methodology
This study will take place in a 10th grade Biology class at Oakdale High School in
Frederick, Maryland. The class size will be approximately 25 to 30 students in 3 classes (84
students total). Each class is 90 minutes long. Oakdale High School is predominately white with
almost equal numbers of Hispanics and African Americans. The students for the study will be
selected as a result of being enrolled in the required Biology course. To complete the data
collection, students will need to complete the project-based learning assignment and the mentor
teacher will need to provide feedback. To check learning along the way, several quizzes will be
given to adjust the lesson as needed. A quiz after the project to determine the effectiveness of the
project-based learning assignment will be given and graded. This process will take several
weeks.
To complete this study, the student teacher will create a project-based learning
assignment. The student teacher will work in school and out of school to complete the lesson by

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a deadline. To begin the assignment, students will be given directions on how project-based
learning works. Since this study will take place in the beginning of the year, the students may not
be familiar with this type of project. The students will be learning about Biotechnology and
cloning. Each student in each of the three classes will be required to complete the project-based
learning assignment. After the assignment, which should take approximately 4 weeks, students
will be taught a different lesson not using project-based learning. An assessment will be given
after each topic of equal difficulty and the scores will be compared.
The study will use a two-sample t-test. Each class will be taught how to complete a
project-based learning assignment. Every student will receive the same directions to account for
any discrepancies. To follow with the traditional project-based learning model, no lecture will be
given about the topic of study. Students will work in the same group every day in order to
complete the assignment and the groups will be heterogeneous throughout every class.
Throughout the assignment, the student teacher will be around to facilitate learning in
every group. The student teacher will need to ensure that equal time is spent with each group.
Each day, students will come into class, complete a warm-up and listen to any announcements
for the day. After the warm-up and announcements, students will gather with their groups and
begin working on the assignment. Students will have approximately 80 minutes every day to
work on the assignment.
When the project is complete, students will be given a grade for the final product as well
as their ability to work in a group. Shortly after all projects are turned in, an assessment will be
given to determine the effectiveness of the project-based learning assignment. The assessments
will be graded and documented. An average test score for each class will be calculated.

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After the tests are graded and scores are reported to each student, the mentor teacher and
student teacher will discuss the findings of the students projects. Once the students understand
the information, the next topic of study will be taught. This next topic will be natural selection
and variations. This next topic is unrelated to the last unit to account for any prior learning. It
would not be an accurate test if the next unit consisted of a genetics based topic since they had
just learned about that topic.
Each class will be given a traditional lecture-based lesson about natural selection and
variations. Each class will be shown a powerpoint presentation with a lecture-based discussion.
Students will be encouraged to take notes about the information presented in class. Students will
receive a warm-up at the beginning of each class. Assignments will be given throughout the unit
to reinforce topics. Quizzes will be given throughout the unit to check for understanding and the
lesson may be altered dependent upon the results. At the end of the unit, students will be given a
similar length and format test from the previous unit of study about the new unit. The tests will
be graded and documented. The average of each class will be calculated.
Each class will have two averages; the average of the project-based learning assessment
and the average of the traditional lecture-based lesson assessment. The data will then be
compared using a two-sample t-test. Each average will only be compared to the corresponding
average of the same class. Each class will only be compared to itself because of the various class
levels. A merit class will not be compared to an honors class and vice versa. This will account for
discrepancies in the abilities of the students in different classes.
The data will determine if project-based learning is more effective than traditional
lecture-based lessons. It is possible that students will perform much better on the project-based

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learning assessment in the honors class than the merit class. The data will help develop future
research questions about this topic as well as the preferred method for the student teacher.
Figure 1: Plan for data collection by class.
Project-Based Learning

Traditional Lecture-Based
Lesson

Period 1

Project-Based Learning
assignment with assessment to
follow

Traditional lecture-based lesson

with assessment to follow

Period 2

Project-Based Learning
assignment with assessment to
follow

Traditional lecture-based lesson

with assessment to follow

Period 3

Project-Based Learning
assignment with assessment to
follow

Traditional lecture-based lesson

with assessment to follow

Figure 2: Example of data table for class averages.

Project-Based Learning
Assessment Average

Traditional Lecture-Based
Lesson Assessment Average

Period 1 (merit)

Period 2 (honors)

Period 3 (honors)

At the completion of both assessments, students will be given a survey to determine

which type of lesson they felt most comfortable with. The comfort level of the students also has a

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role in how well the students performed on the assessments. If the students did not like the
project-based learning assignment, the student teacher and mentor teacher will know that and
will have an explanation as to why and what can be done in the future to make it more enjoyable.
The survey will ask the students to describe their comfort with each type of lesson. The survey
will ask to students for any feedback for revision in future lessons. The feedback will be
separated by class and the results of the assessments will be compared to the survey results.
Perhaps students who performed poorly on the project-based learning assessment did not feel
comfortable with it. To prevent a bias, the scores of the assessments will not be given back to the
students until the students complete the survey.
The implementation of project-based learning is intended to engage students in an
environment that promotes inquiry. This type of lesson could eliminate the use of traditional
lecture-based lessons. The findings of this study will determine if project-based learning is more
effective than traditional lecture-based lessons in a Biology classroom.
References
Alozie, N., Eklund, J., Rogat, A., & Krajcik, J. (2010). Genetics in the 21st Century: The
Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology
Classrooms. The American Biology Teacher, (4). 225.
doi:10.1525/abt.2010.72.4.5.

Capar, G., & Tarim, K. (2015). Efficacy of the Cooperative Learning Method on Mathematics
Achievement and Attitude: A Meta-Analysis Research. Educational Sciences:
Theory

And Practice, 15(2), 553-559.

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Gen, M. (2016). An evaluation of the cooperative learning process by sixth-grade students. Re

search In Education, 95(1), 19-32. doi:10.7227/RIE.0018

Han, S., Capraro, R., & Capraro, M. (2014, March). How Science, Technology, Engineering, and
Mathematics (STEM) Project-Based Learning (PBL) Affects High, Middle, and Low
Achievers Differently: The Impact of Student Factors on Achievement.
International

Journal of Science and Mathematics Education, 13(5), 1-25. doi:10.1007/

s10763-014-9526-0

Karaalli, S., & Korur, F. (2014). The Effects of Project-Based Learning on Students' Academic
Achievement, Attitude, and Retention of Knowledge: The Subject of 'Electricity
in Our

Lives'. School Science & Mathematics, 114(5), 224-235. doi:10.1111/ssm.12071

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-Based Learning. The Cambridge Handbook of
the Learning Sciences., 317-334. Retrieved July 2, 2016.

Severiens, S., Meeuwisse, M., & Born, M. (2015). Student experience and academic success:
comparing a student-centred and a lecture-based course programme. Higher
Education,

70(1), 1-17. doi:10.1007/s10734-014-9820-3

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