1. Action Research: Project Based-Learning Using Research Projects
Amy Wright
2nd Grade
CI 843 Spring 2009

2. Abstract…
The purpose of this study was to enhance students learning through project-based research projects. Research indicates that project-based learning has a powerful effect on student learning. Eight out of twenty-four students at the second grade level participated over a four week period. The first week was used to provide background information for their assignment. During week two and three, students engaged in an individual research setting. During week four, each student created a final presentation following specific guidelines primary focused on individual’s ability to learn, communicate, and problem solve using project-based learning. Students filled out a self interest survey to show the learning abilities, readiness level, and personal interests. Each student created a final presentation according to a rubric. The results will hopefully show the students’ learning increased while participating in a project-based learning research project.

3. Research…
What project-based strategies will encourage students to achieve higher learning?

4. Purpose of Action…
At the beginning of the year, it became evident through observation that the second grade students that are reading above grade level needed extra motivation to continue growth of their academic learning.

5. Hypothesis…
It is hypothesized that if students participated in the project-based learning activities, the student’s overall academic learning would increase through personal motivation to learn based on their ability level and own interests.

6. Population…
The participants for the study where in a school district in the Midwest with approximately 6,273 students enrolled. The ethnicity of this district was 84% White, 3% African-American, 6% Hispanic, and 7% other. The gender breakdown for the district was 49.7% females and 50.2% males. The percent of the students that were economically disadvantaged was 11.62% (Kansas State Department of Education, 2007). The particular school had a total of 692 second through fifth graders enrolled. The ethnicity of the school was 79.9% White, 4.9% Hispanic, 1.7% African-American, and 13.44% other. The building had 46.8% females and 53.1% males. The percent of students in the building that were economically disadvantaged was 13.3% (KSDE, 2007). Students involved in Special Education in the building were 12.57%.

7. Week 1…
Students will participate 20 minutes a day for four days a week. Teacher will provide the guidelines for the project-based learning research through a PowerPoint presentation. Students will brainstorm ideas with their high leveled reading group for research. Ideas can be used to help students generate other interests of their own research topic. Each student will select a specific topic of choice. Students will take a general ten question pre-test about their person, place, or thing.

8. Week 2…
Students will participate 20 minutes a day for four days a week. Students will be required to use a graphic organizer to help organize and develop questions of their own interest. Each student will also be required to learn about all the questions on their pre-test. Each student will use their graphic organizer or create a sheet listing each question with a blank for filling in the information during the research process.

9. Week 3…
Students will participate 20 minutes a day for four days a week. Students may begin researching using encyclopedias, library book and resources, and internet on the computers to research. Library resources may include expository text, non-fiction, and encyclopedias. Technology resources may include locating websites or articles found the Internet about the topic. Student have already participated in a lesson on internet safety and signed consent policy forms for the district. Each student will be required to take notes on for each question developed on their graphic organizer. Students will learn to identify important or key words to help locate relevant information to the research. Students will use this information for their final presentation.

10. Week 4…
Students will participate 20 minutes a day for four days a week. Students should be finalizing answers to their questions through their research. Teacher will review the presentation rubric with the students prior to starting the final project. Each student will be required to develop a final presentation of their choice. Student will be introduced to a new way of presenting information which is called Photo Story. Students may select from several other options such as a written essay or paragraph, create a display board, brochure, or a verbal presentation with pictures. Final projects will either be displayed in the library or presented for the class. Teacher will grade each student using a rubric for their presentation. Students will take a post-test of the same ten question test given prior to their research through project-based learning. Pre and post tests will be analyzed for data purposes.

11. Literature Review…
The Differentiated Classroom: Responding to the Needs of All Learners by Tomlinson, C. A. (1999).
Teaching according to learning style
Use different research-based strategies
Variety of learning tools

12. Literature Review Continued…
Celebrating Strengths: A Conversation with Mel Levine by Scherer, M. (2006, September).
Multiple Intelligences
Provide different learning experiences
Strong vs. weak vary on intelligence

13. Literature Review Continued…
Orchestrating Multiple Intelligences. Educational Leadership by Moran, S., Kornhaber, M., & Gardner, H. (2006, September).
Environment plays a role on learning
Use cognitive and personality development
Use evaluation to measure knowledge

14. Literature Review Continued…
Project-Based Learning by David, J. L. (2008, February).
Real-life problem solving skills
Apply knowledge
Hand-on activities

15. Literature Review Continued…
Teaching Beyond the Book by Tomlinson, C. A., & Jarvis, J. (2006, September).
Focus on strengths
Students guide instruction
Teach positively

16. Literature Review Continued…
Project-Based Learning: Pursuits with a Purpose by Wolk, S. (1994, November).
Individual interest for projects
Use a variety of resources
Develop a plan of action

17. Literature Review Continued…
The Power of Projects by Curtis, D. (2002, September).
Provide requirements and guidelines
Assess prior knowledge before project
Give opportunity for sharing

18. Literature Review Continued…
Kids Take On “The Test” by Ewy, C. (1997, December/‌January).
Strategy proved successful
Organize information – graphic organizers
Solving real-life problems

19. Literature Review Continued…
Landscapes for Learning by Cochrane, C. (2004, September).
Multiple Intelligence Survey
Promote self confidence
Allow to explore possibilities

20. Literature Review Continued…
From Crockeett to Tubman Investigating Historical Perspectives by Lambert, W. E. (1997, September).
Out of the classroom experiences
Make personal connections
Provides hand-on activities

21. Literature Review Continued…
A Review of Research on Project-Based Learning by Thomas, J. W., Ph. D. (2000, March).
Model organized around projects
Effectiveness using formative evaluation
Beneficial way of instruction

22. Literature Review Continued…
Summarizing Findings and Looking Ahead to a New Generation of PBL Research by Ravitz, J. (2008, Spring).
Type of assessment determines outcome
Measure on a variety of outcomes
Impact on long term memory

23. Results…
Total high-leveled reading group scores for pre-test and post-test in academic learning.

24. Results…
Pre and post test scores for
top and bottom three learners.

25. Pre and post test scores for
Results…
Pre and post test scores for
males and females.

26. Results…
Individual scores for
pre and post-tests.

27. Conclusion…
Research does show project-based learning has an effect on achieving higher learning of individual’s.  “Through hand-on experience, personal connection with adults in the community, and freedom to write and reflect on their experience, students learn at a deeper level than is possible solely within the classroom walls” stated Cochrane (2004). This study shows that giving interest surveys, using appropriate readiness and abilities with different intelligences, and requiring final presentations brought about a positive experience of working using project-based learning.