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Running Head: ACTION RESEARCH PAPER 1
Action Research Paper
Haily May
University of North Texas
Submitted in partial fulfillment of the requirements for
EDCI 5720
Dr. Frances van Tassell, Professor
Spring 2013
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Abstract
This action research study investigated the effects of Problem-Based Learning situations on fifth-
grade science students who have not been previously exposed to a Problem-Based Learning
situation during science learning engagement in grades kindergarten through fourth. Seventy-
two fifth grade students from a specific elementary school in one local school district
participated in this study. Each student was given a pre-knowledge and interest survey that was
used to determine their prior knowledge of wind energy, as well as their interest in the subject.
Following the survey, students were then exposed to various laboratory activities to build their
background knowledge about wind energy and scientific processes. The background knowledge
was used to help them construct a wind turbine to determine What type of wind turbine blade
produces the most energy? Students collected data and presented their conclusions in a final
student-produced project displaying their knowledge and understanding of wind energy and
scientific processes. The pre-knowledge and interest survey results were then compared to the
final student-produced projects to determine the overall student growth. The study revealed that
Problem-Based Learning situations are highly engaging and may result in stronger student
mastery levels when utilized appropriately.
Keywords: problem-based learning, science, fifth-grade
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Chapter 1
Introduction
Real world application is a major struggle in our schools today. With the current push for
high scores on standardized tests, teachers are forced to focus on what some call teaching to the
test. The problem with this new trend in curriculum is that teachers have less time to provide
students with real world learning situations. Students are neither exposed to Problem-Based
Learning situations nor are they provided opportunities to apply their learning through real world
application. The crisis that is being created due to this shift of focus is posing a world of
problems for both colleges and businesses. Students pursuing higher education through a
university are not prepared to problem solve and disentangle situations at the college level. This
is also true for the business world; students are not equipped with the skills necessary to
rationalize and fix issues and disputes that arise in their line of work. Providing elementary
school students with exposure to collegial collaboration, focused research, and practice with
Problem-Based Learning situations will ultimately prepare future generations for success in this
continually changing society.
Problem-Based Learning situations engage students in the steps necessary for real-world
problem solving. As we strive to build twenty-first century education systems that reach the
needs of all students, we need to focus on more than just changing the state standardized tests.
To effectively prepare students for their future, educators need to enhance education with
experiences that ensure student growth through application. What purpose are we serving by
testing students over standards that only extend baseline knowledge in a specific content?
When, in reality, for students to become successful in today’s world, they must be innovative and
able to provide new state-of-the-art ideas to enhance our systems and processes. The only way
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to prepare students for their future is to train them as children in ways to realistically solve
problems and present valid conclusions.
Statement of the Problem
In a specific elementary school in one local school district, fifth grade students were only
provided science learning through normal lecture and laboratory experiences during grades
kindergarten through fourth. Most of these students had no previous exposure to a Problem-
Based Learning environment. Many students had a hesitation toward science content because it
was relatively unfamiliar to them. In preceding grades, students had less exposure to science
content due to the curriculum focus of mathematics and language arts. The reason for the lack of
science content is due to the fact that science is not a tested content until students reach the fifth
grade; therefore, teachers do not feel pressured to teach the concepts as thoroughly. The
educator wanted her students to feel successful with science investigations. Because students
typically struggle with self-confidence at the beginning of the year, the educator chose to build a
foundation of inquiry-based learning through the use of a Problem-Based Learning situation.
The problem of this study was to determine the effect of Problem-Based Learning situations on
the science achievement of fifth grade students.
Research Question
What is the effect of Problem-Based Learning on the science achievement of fifth-grade
students?
Purpose of the Study
The purpose of this study was to determine the effect of Problem-Based Learning
situations on fifth-grade science students who have not been previously exposed to a Problem-
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Based Learning situation during science learning engagement in grades kindergarten through
fourth.
Significance of the Study
This study provided awareness on the effects of using Problem-Based Learning situations
with fifth-grade science students. Teachers desire to provide students with meaningful
experiences that prepare them for a successful future. The results of this study may give teachers
unconventional options for teaching through Problem-Based Learning situations.
Assumptions of the Study
The researcher assumed that students were able to work effectively with a group, given a
common goal and deadline. It was assumed that students could accurately analyze data to form a
valid conclusion provided guide sheets used while recording data. The comparison of Problem-
Based Learning and fifth-grade science students’ success is assumed to be tied to the
incorporation of Problem-Based Learning situations in classroom routines.
Limitations of the Study
This particular study had only a few limitations. The researcher was provided with a
scripted curriculum and was not able to vary the lessons taught or to alter student experiences.
The researcher was only provided data on students taught at one specific elementary school in
one local school district. Due to the restraints with the curriculum department, no additional data
were available for collection. This study is considered an experimenting action research study.
It has never been constructed before by the researcher and has been used by the researcher for
the first time in this study to determine the effect of Problem-Based Learning situations on the
science achievement of fifth-grade students. One of the potential causes of invalidity may be the
result of a single group; therefore, there was no control group or comparative group. Because
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this study was conducted at the beginning of the school year, students may have been more
engaged due to the fact that they have not become bored or burnt out with learning.
Pertinent Terms
The following terms used in this study are defined below.
Problem-Based Learning Situation (PBL). Student-centered learning approach in
which students learn through experiences during problem solving.
Texas Essential Knowledge and Skills (TEKS). State of Texas learning targets
developed to ensure students are mastering specific standards of education for each grade level
and content taught in public schools throughout the state.
State of Texas Assessment of Academic Readiness (STAAR). State of Texas
developed standardized tests used to measure student academic readiness in grades three through
twelve in various testing contents.
High Socioeconomic Status (High SES). Area within a school district of affluent
families.
Special Education Services (SPED). Special services offered from the Special
Education department to students who have met the requirements set by the state.
Wind Turbine. Student-created plastic turbine for the purpose of collecting data on
wind energy production.
Scientific Process. Steps needed to conduct a scientific inquiry investigation during a
problem-based learning situation.
Inquiry Based Investigations. Science learning approach that requires students to
investigate scientific reasoning from an inquiring position.
Background Knowledge. Knowledge used to scaffold learning.
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Chapter 2
Introduction
In this day and age, the ability to find and filter out the right information is necessary for
all aspects of discipline. Success in the professional world requires one to be able to work both
independently and on various teams. Individuals must have the capability and must feel
comfortable with accessing new information and applying data. Attaining these professional
abilities requires good social skills and learning aptitudes, which employers emphasize. As
Costa, Honkala, and Lehtovuori (2007) explained in their article, Applying the problem-based
learning approach to teach elementary circuit analysis, “a good engineer is able to identify and
define a problem and to find a working solution to this problem” (p. 41). Problem-Based
Learning was first established in the mid-1950’s as a means to replace the traditional lecture-
based approach to anatomy, pharmacology, physiology, etc., with a learner-centered approach
that empowers learners to conduct research, integrate theory and practice, and apply knowledge
and skills to develop a viable solution to a defined problem (Wilson, 1996).
The focus of Problem-Based Learning is to create a hands-on, minds-on organized
approach to the investigation and resolution of messy, real-world problems. Students are
motivated by solving problems, communicating, using technology, working in teams, and
making connections (Torp & Sage, 2002). Through a study conducted by Doch, Segers, Van den
Bossche and Gijbels (2003), it was concluded that Problem-Based Learning situations must be
inclusive of the following seven essential characteristics: learning must be student-centered;
learning must occur in small student groups; the teacher plays the role of a facilitator or guide;
authentic problems are primarily encountered in the learning sequence; problems encountered
are used as tools to achieve the required knowledge and the problem-solving skills necessary to
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eventually solve the problem; and new information needs to be acquired through self-
directed learning.
Students not only need to understand what they are learning, but the why behind it.
Problem-Based Learning reverses the order of learning procedures to help make it reflective
and more realistic to the real-world problem solving that takes place in professional practice. In
this model, learning begins after students are challenged with a puzzling situation. This
structure is important because it shows students why they are learning. The information they
gather for a unit of study is learned within the focus of resolving the problem. In the
same way that a scientist would not conduct an experiment before identifying the
question/problem, students in Problem-Based learning situations do not start learning
until they have encountered a puzzling situation to resolve (Gallagher, Stepien, Sher &
Workman, 1995).
Problem-Based Learning Support
Many times, students ask questions such as, “Why do we have to learn this?” and “When
are we ever going to use this?” Problem-Based Learning requires students to take on new roles
as learners, showing them firsthand how to apply their learning in real world situations. Stepien
and Gallagher’s (1993) study revealed the following:
Teachers take on new roles in problem-based learning, too. First they act as models,
thinking aloud with students and practicing behavior they want their students to use.
They familiarize students with metacognitive questions such as, What's going on here?
What do we need to know more about? What did we do during the problem that was
effective? Then they coax and prompt students to use the questions and take on the
responsibility for the problem. As time goes on, students become self-directed learners.
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To encourage the students' independence, the teachers then fade into the background and
assume the role of colleagues on the problem solving team. (p. 138)
Multiple studies have examined the achievement rates for Problem-Based Learning. For
example, Sungur and Tekkaya (2006) discussed the improvement of students’ academic
performance through Problem-Based Learning; they found that PBL enhances the self-regulatory
skills of 10th-grade students. Through this study, they concluded that teachers should use PBL
to improve students' academic performance by stretching beyond teaching content to teaching
students how to learn.
PBL is not like any other form of instruction in that it places students in the center of an
authentic problem with no correct answer. Therefore, as students struggle with the problem, they
develop the skill to critically evaluate and acquire new knowledge and attain a commitment to
life-long learning. This is so pertinent because students need exposure to real-life situations.
One of the challenges to Problem-Based Learning that has come up is the idea that often times
students struggle with their ability to generate questions and formulate their own problems.
Many educators believe this is due to the fact that students have been provided with well-defined
problems in the past. Chin and Chia (2008) suggested that teachers should give students time to
think through the week and they found that giving students opportunities outside class to talk
with friends and family members helped them to come up with more ideas. Providing think time
and opportunities to collaborate with others, both inside and outside the classroom, will
ultimately expose them to utilizing their resources, a skill that many adults currently struggle
with.
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Alternatives to Problem-Based Learning
When implementing a Problem-Based Learning situation, it is important to understand
both what it is, and what it is not. A Problem-Based Learning situation is intended to cover the
following aspects: 1) construct an extensive and flexible knowledge base; 2) develop effective
problem-solving skills; 3) develop self-directed, life-long learning skills; 4) become effective
collaborators; and 5) become intrinsically motivated to learn (Hmelo-Silver, 2004). Many times,
teachers confuse a Problem-Based Learning situation with a Case Study Learning situation or a
Project-Based Learning situation. Case studies help learners advance their critical thinking skills
in assessing the information provided and in identifying logic flaws or false assumptions. A
well-constructed case will support learners’ understanding of the important elements of the
problem/situation so that they are better prepared for similar situations in the future. Working
through a case study helps learners develop an understanding of the relationships between
elements presented in the case study.
Project-based learning is comparable to Problem-Based Learning in that the learning
activities are organized around reaching a shared goal (project). Within a project-based
approach, learners are typically provided with specifications for a desired end product, and the
learning process is more oriented to following correct procedures. While working on a project,
learners are likely to encounter several problems that generate teachable moments. It is true that
cases and projects are excellent learner-centered instructional strategies; however, they tend to
reduce the learner’s role in setting the goals and outcomes for the problem. “When the expected
outcomes are clearly defined, then there is less need or incentive for the learner to set his/her
own parameters. In the real world, it is recognized that the ability to both define the problem and
develop a solution (or range of possible solutions) is important” (Savery, 2006, p. 16).
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Summary
By using Problem-Based Learning situations, students engage in firsthand experience
with real world situations. If it is our goal as educators to produce a generation of self-directed
efficient problem solving intrinsically motivated effective collaborators, then we need to provide
students with opportunities to utilize those skills. The following figure (Figure 1), produced by
Hmelo-Silver (2004), graphically organizes the direction of Problem-Based Learning Situations.
Figure 1. The Problem-Based learning cycle. This figure illustrates effective elements
necessary for Problem-Based learning to occur (Hmelo-Silver, 2004, p. 237).
Teachers and students may use this model to help a learner master the steps essential for
Problem-Based learning.
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Chapter Three
Introduction
This chapter will focus on the methodology, instruments/materials-apparatus,
participants, and procedures of the action research. The purpose of this study was to
determine the effect of Problem-Based Learning situations on the achievement of fifth grade
science students who have not been previously exposed to a Problem-Based Learning situation
during science learning engagement in grades kindergarten through fourth.
Methodology
This study is considered an experimenting action research study. It has never been
constructed before by the researcher and has been used by the researcher for the first time in this
experiment to determine the effect of Problem-Based Learning situations on the science
achievement of fifth grade students. This study sought to establish a cause-effect relationship,
showing the overall effect of Problem-Based Learning on fifth grade students’ science
achievement. Torp and Sage (2002) suggested that students are more engaged when given
opportunities to solve problems, communicate using technology, work in teams, and make
learning connections without strong boundaries. Using the Problem-Based Learning situation,
students are given these opportunities.
The pre-experimental design of this study can be considered a One-Shot Case Study, a
single-variable design (X O). The solitary treatment, the independent variable, was the Problem-
Based Learning situation (X). The post-test used, the dependent variable, consisted of the
student achievement scores recorded from the final student-produced project displaying the
students’ knowledge and understanding of wind energy and scientific processes (O).
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Prior to this study, students completed five years of scientific studies within the
elementary school. This prior knowledge, in addition to the pre-knowledge and interest survey
and the data collected through the final presentation of information learned during the Problem-
Based Learning Situation was validated by the rubric seen in Appendix A. The data collected
were used to determine the overall denouement of Problem-Based Learning situations on the
science achievement of fifth grade students.
Instruments/Materials-Apparatus
Instruments. A pre-knowledge and interest survey was used to determine participants’
prior knowledge of wind energy, as well as their interest in the subject. The pre-knowledge and
interest survey comprised of19 questions and each question related to wind energy and the use of
wind turbines (Appendix B). The survey was given at the beginning of the unit.
During the unit, students were responsible for taking copious notes as they expanded their
knowledge of wind energy and the scientific processes. When students felt as though they had
enough background knowledge regarding wind energy and the use of wind turbines, they were
encouraged to begin planning for their wind turbine. To guide them through the data collection
and experiment process, students completed a Wind Inquiry Data Collection Summary
(Appendix C).
To complete the unit, students created an individual presentation displaying their
knowledge of wind energy and scientific processes used while conducting inquiry-based
investigations. The presentations were scored using a rubric (Appendix A) to determine
students’ knowledge and understanding of wind energy and scientific processes. Upon
completion of the entire unit, students spent time completing self-reflections about their learned
knowledge and shared experiences with peers. Self-reflection questions (Appendix D) included
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the following: What was your biggest challenge? What was your favorite part? How did
learning through Problem-Based Learning situations help me as a life-long learner?
The data collected during this experiment was completely controlled. Each student was
subject to the same instruction and was given the same amount of time to complete the
assignment.
Teacher observations were recorded during the process and were used to evaluate the
overall success of the Problem-Based Learning situation used in the study, from a qualitative
aspect.
Materials-Apparatus. Students were given resources for all science investigations that
were pre-approved by the local school district and provided by the science department. These
resources can be broken up into several categories, as shown in Appendix E.
Participants
Seventy-two fifth grade students from a specific elementary school in one local school
district were involved in the study. Three classes of students participated in this study. Each
class had five groups of students. All students were in the first six weeks of fifth grade. Most
students were residents in a high socioeconomic status community. Thirty-three students were
male and 39 were female. I selected these participants based on convenience of the sample.
Four students were classified as receiving special education services and one student is identified
as limited English proficiency. The ethnicity of the students in this study was as follows: 57
White students, ten Hispanic students, one Black/African American student, and four students
that were considered two or more races.
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Procedure
Pre-Knowledge and Interest Survey/Building Background Knowledge. First,
students were given a pre-knowledge survey to determine their prior knowledge of wind energy
as well as their interest in the subject. Students took the 19 question survey (Appendix B) during
class, using net-book computers. Upon completion of the survey, students engaged in a building
background knowledge lesson. This lesson included the use of a pre-made card sort from the
Uses of Wind Energy (Appendix F) presentation created by the local school district science
department, as well as a mini-lab where students were given opportunities to explore wind and
how wind is created. Through this mini-lab, students learned that wind is simply moving air.
Using the information provided from the survey, students completed an array of hands-on
learning experiences to help build background knowledge about both the scientific processes
used while conducting inquiry-based investigations and wind energy. These hands-on learning
experiences included the Catch the Wind Lab (Appendix G), and Birds Turbines Reading
Assignment (Appendix H).
Problem-Based Learning Situation Treatment. Using all of their background
knowledge, including a previous five years of scientific studies within the elementary school,
and building on back ground knowledge of hands-on learning experiences, students began a unit
to explore both the scientific processes used while conducting inquiry based investigations and
wind energy through a Problem-Based Learning Situation. The Problem-Based Learning
Situation went as follows. Students were given various household disposable materials
(Appendix E) to create a wind turbine blade. The challenge the students were presented with
was that they were to create a blade that produced more energy than their peers. Students
learned the steps of the scientific processes while they conducted inquiry-based investigations.
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Post-Test Analysis. Once students had a solid foundation of both scientific processes
used while conducting inquiry based investigations and wind energy, they began constructing
their wind turbines and blades. During the brainstorming and construction phase of the Problem-
Based Learning situation, students followed a Wind Inquiry Data Collection Summary, as shown
in Appendix C, to help them explore the best materials to use to create the most energy efficient
turbine blade. Students continued to use the Wind Inquiry Data Collection Summary to help
them record their data as they tested and modified their turbines. When students completed their
data collection, they were then expected to analyze their data and organize it into a presentation.
The presentations were scored using a rubric (Appendix A) to determine the science achievement
obtained during the Problem-Based Learning Situation.
Summary
This chapter focused on the methodology, instruments/materials-apparatus, participants,
and procedures of the action research. The data collected were used to analyze the effect of
Problem-Based Learning situations on the achievement of fifth grade science students.
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Chapter Four
Introduction
This chapter reports the researcher’s results on the effect of a Problem-Based Learning
situation and the achievement of fifth grade science students who have not been previously
exposed to a Problem-Based Learning situation during science learning engagement in grades
kindergarten through fourth. The measures used to collect these data include pre-knowledge and
interest survey, teacher perception of student engagement in a Problem-Based Learning situation,
as measured by teacher observations, and the total mean score recorded from the final student-
produced project displaying the students’ knowledge and understanding of wind energy and
scientific processes for each class of students.
Analysis of Data
The researcher analyzed the results from the pre-knowledge and interest survey to
determine the background knowledge and interest level of the students before continuing with
the study. The information collected was then used to develop lesson plans to continue to build
background knowledge regarding both wind energy and scientific processes. The researcher also
used qualitative data collected through classroom observations to determine the overall
effectiveness of the study. The final tool used to determine the effect of a Problem-Based
Learning situation on the achievement of fifth grade science students who have not been
previously exposed to a Problem-Based experience was the total mean scores recorded from the
final student-produced project displaying the students’ knowledge and understanding of wind
energy and scientific processes for each class of students.
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Findings
Using the information provided from the pre-knowledge and interest survey, the
researcher identified key aspects of interest described by the students. This is reported for each
answered question and was organized by the number of students who choose each item
alternative. Each question is reported in a pie graph (Appendix I) showing the total number of
students, who chose Yes, No, or I’m not sure for each of the 19 pre-knowledge and interest
questions presented in the survey.
An overall generalization was made to describe the students’ pre-knowledge and interest
regarding wind energy, as seen in Appendix J. The following three pre-survey questions address
the main concept of wind energy. 1. Wind energy is better for the environment than energy that
is produced from fossil fuels. 2. Wind energy is a better source of energy than solar energy. 3.
Schools should use wind energy to provide electricity for the schools. When the above three
questions are compared together, based on the student survey results, the overall student sample
shows to have a 32% general understanding of the purpose of wind energy. Figure 2 displays
this generalization.
Figure 2. General Understanding of Wind Energy. The graph concludes that only 32% of
students had a general understanding of wind energy at the time of the pre-knowledge and
interest survey.
32%
68%
General Understanding of Wind Energy
Strong Weak
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Teacher perception of student engagement in Problem-Based Learning situation, as
measured by teacher observations, is reported through use of a teacher-created journal. These
observations may be viewed in Appendix K. The observations include notes of student
engagement and overall student participation observed during the Problem-Based Learning
situation between September 18th
2012 and October 2nd
2012. As noted in the observations, the
students’ level of engagement and enthusiasm toward learning were at an all-time high during
the unit study. Students’ involvement in curriculum and overall interest in learning increased as
the students were excited about the experience to engage in the Problem-Based Learning
situation.
The final report constructed from this study was the dependent variable as it related to the
total mean score for each class of students. This is seen in Figure 3. Here the students’ grades
are reported, based on their total score given for their presentations. The scores are reported in a
bar graph, based on class average scores. From the results gathered, it is evident that the students
in all three classes mastered the concepts expected regarding knowledge and understanding of
wind energy and scientific processes, between 86.96% and 88.95%. This is a significant increase
from the data collected through the pre-knowledge and interest survey.
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Figur3. Final Student-Produced Project Scores. This figure illustrates the variations between
the three classes’ final student-produced project mean scores. Class one had a mean score of
88.95%. Class two had a mean score of 86.96%. Class three had a mean score of 88.13%. The
range between scores was 1.99.
Conclusion
Throughout this entire unit, students’ level of engagement rose dramatically as they
experimented with the freedom to explore learning through the Problem-Based Learning
experience. The evidence of student growth is depicted in the bar graph shown in Figure 4. The
combined average of the mean scores between the three classes is 88.01%. It is evident that,
overall, students had a significant increase in mastered knowledge regarding wind energy and
scientific processes. The bar graph located in Figure 4 shows the increase in learned material as
compared to the preliminary survey results. Between the three classes of students, the total
information learned from the Problem-Based Learning situation shows an increase of 56.01%
when compared to the knowledge present during the pre-knowledge and interest survey. As a
88.95% 86.96%
88.13%
70
75
80
85
90
95
100
Class 1 Class 2 Class 3
Final Student-Produced Project Scores
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result of this study, it may be concluded that there is a positive effect of Problem-Based Learning
situations on the science achievement of fifth grade students.
Figure 4. Comparison between Pre-Knowledge and Interest Survey and Final Student-Produced
Project Scores. This figure illustrates the growth in student knowledge about the general
purposes of wind energy and scientific processes. The original pre-knowledge and interest
survey revealed that the students had a 32% general understanding of the purpose of wind
energy. An average of the final student-produced project scores showed that the students had an
88.01% understanding of the purpose of wind energy and scientific processes. This is a 56.01%
increase.
Summary
In this chapter, the researcher reported the results on the effect of a Problem-Based
Learning situation and the achievement of fifth grade science students who have not been
previously exposed to a Problem-Based Learning situation during science learning engagement
in grades kindergarten through fourth. The researched used data collected during a pre-
knowledge and interest survey, teacher observations, and the final student-produced project
32%
88.01%
0%
20%
40%
60%
80%
100%
General Understanding of the Purpose of
Wind Energy
Final Student-Produced Project Scores
(Average)
Comparison Between Pre-Knowledge and Interest Survey and
Final Student-Produced Project Scores
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scores to analyze effectiveness. The results indicated that an overall 56.01% increase occurred in
the students’ understanding of wind energy and scientific processes.
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Chapter Five
Introduction
The purpose of this chapter is to discuss the effects of Problem-Based Learning situations
on fifth-grade science students who have not been previously exposed to a Problem-Based
Learning situation during science learning engagement in grades kindergarten through fourth.
Students engaged in a two-week Problem-Based Learning Situation, studying wind energy and
scientific processes. Before the study began, students were given a pre-knowledge and interest
survey to determine their background knowledge and interest level. During the first few days of
the study, students were provided opportunities to build background knowledge and further
investigate the problem; What type of wind turbine blade produces the most energy? Students
then constructed wind turbines and blades from materials they believed to be effective for
catching wind, as seen in Figure 5.
Figure 5. Wind Turbine Constructed by Fifth Grade Students. This figure shows an example of
a wind turbine created during the Problem-Based Learning Situation used in this study.
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Following the construction phase of the project, students then tested their turbines by connecting
a voltage meter to the inside motor of the turbine and recording the amount of energy produced
when the turbine was placed in front of a fan on medium spin. When the students had collected
their data, they then created a presentation depicting their overall results. Through this
presentation, students were assessed on their knowledge and understanding of wind energy and
scientific processes.
Research Conclusions
The results indicated that there was a dramatic increase in the science achievement of
fifth grade students by utilizing the Problem-Based Learning situation as the primary classroom
teaching model. The results from the pre-knowledge and interest survey indicated that students
only showed a 32% mastery of their knowledge of wind energy; however, when assessed at the
end of the study, through the Student-Produced Project, they showed to have an overall 88.01%
average mastery level of knowledge and understanding of wind energy and scientific processes.
From these data, the researcher concludes that students in the fifth grade, who are exposed to
Problem-Based Learning situations, have a high chance of mastering objectives, provided
identical circumstances. It is important to understand that the limitation within this study did
account for limited quantitative data collection. Due to this stipulation, it should be determined
that not all fifth grade students, classes, campuses, or districts may experience the same results
when providing fifth grade science students with Problem-Based Learning situations similar to
this study.
Implications
As a result of this study, the researcher plans to implement more Problem-Based
Learning situations into the classroom curriculum, as the district scope and sequence allows.
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Based on the results of this study and the observations recorded, it is evident that student
engagement is a major contributor to overall student success. Whether or not Problem-Based
Learning situations are appropriate for various situations and circumstances has not been
determined; however, it can be concluded that, provided the right circumstances, Problem-Based
Learning situations can be very engaging and may result in an increase in student achievement.
It is important for teachers to review their time constraints and available resources before
engaging in a Problem-Based Learning situation. This model of instruction has proven to be
more time consuming than typical models of instruction, but it is appropriate to make the point
that because of the structure and timing associated with many of the most commonly used
models of instruction, educators rush through material without providing ample time for student
mastery. Curriculum coordinators and school administrators can help support more Problem-
Based Learning situations by encouraging cross curricular teaching opportunities. This would
allow for teachers to work collaboratively with students by merging subjects such as math and
science and synchronizing similar or complimenting objectives. A great benefit to this would be
that teachers and students could utilize both the allotted mathematics and science instruction
times to allow students ample time to master the objectives and adequately utilize the Problem-
Based Learning teaching model. The overall result may then be higher levels of mastery
between both subjects.
Recommendations for Further Research
Provided the circumstances of this study and the limited resources, further research is
necessary to draw more concise conclusions regarding the effects of Problem-Based Learning
situations on fifth-grade science students who have not been previously exposed to a Problem-
Based Learning situation during science learning engagement in grades kindergarten through
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fourth. Further studies might consider supplementing other curriculum within the provided
district scope and sequence materials, to effectively test the overall achievement of fifth grade
science students through the use of a Problem-Based Learning situation. Such that, a more
specific pre-test and post-test would be necessary, to more effectively determine student growth.
The researcher found the topic to be interesting and eye-opening. It is suggested that
more research be conducted to determine other areas of student interest in regard to Problem-
Based Learning situations. Studies should focus on the effects of utilizing engaging Problem-
Based Learning situations to improve overall student mastery of science concepts.
Summary
In this chapter, the researcher demonstrated that the students within this study showed to
have a remarkable increase in overall achievement by means of the Problem-Based Learning
situation provided. It is therefore concluded that high levels of engagement were present during
this study. When provided with enough time and resources, students in the fifth grade showed to
have an increase in achievement regarding wind energy and scientific processes. Educators and
administrators should first consider the allocations required for implementing a Problem-Based
Learning situation to their students, as it has been remarked that not all circumstances and
situations may be right for this type of teaching model. Further research is suggested within this
focus and additional action research projects are necessary to further investigate other
opportunities for utilization.
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References
Chin, C., & Chia , L. (2008). Problem-based learning pedagogy and strategies are used to
implement project-based science. Science Teacher, 75(8), 44-49. Retrieved from
http://web.ebscohost. com/ehost/pdfviewer/pdfviewer?sid=443e1a3b-4daf-4572-892e-
cb8f0cf6eeff@sessionmgr1 14&vid=2&hid=110
Costa, L., Honkala, M., & Lehtovuori, A. (2007). Applying the problem-based learning
approach to teach elementary circuit analysis. IEEE TRANSACTIONS ON
EDUCATION, 50(1), Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp
=&arnumber=4084618
Doch, F., Segers, M., Van den Bossche , P., & Gijbels, D. (2003). Effects of problem-
based learning: aA meta-analysis. Learning and Instruction, 13(5), 533-568. Retrieved
from http://www.sciencedirect.com/science/article/pii/S0959475202000257
Gallagher, S., Stepien, W., Sher, B., & Workman, D. (1995). Implementing problem-based
learning in science classrooms. School Science and Mathematics, 95(3), 136-147.
Retrieved from http://search.proquest.com/docview/195224884
Hmelo-Silver, C. (2004). Problem-based learning: What and how do students
learn?. Educational Psychology Review, 16(3), Retrieved from
http://www.springerlink.com/content/j360715xw 085866r /fulltext.pdf
Savery, J. (2006). Overview of problem-based learning: Definitions and
distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), Retrieved from
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context
=ijpbl&seiredir=1&referer=http://scholar.google.com/scholar?start=10&q=Problem+Bas
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Stepien, W., & Gallagher, S. (1993). Problem-based learning. Educational Leadership, 50(7),
25. Retrieved from http://www.wou.edu/~girodm/670/PBL_Art3.pdf
Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional
instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-
317. Retrieved from http://search.proquest.com/docview/204199355
Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for k-16
education. (2 ed.). Alexandria, VA: Association for Supervision and Curriculum
Develop.
Wilson, B. (1996). Constructivist learning environment. Educational Technology Publications,
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ouvertes.fr/docs/00/19/05/97/PDF/A85_Edelson_etal_96.pdf
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Appendix A
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Appendix B
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Appendix B Continued
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Appendix B Continued
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Appendix B Continued
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Appendix C
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Appendix C Continued
Appendix D
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Appendix D
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Appendix E
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Appendix F
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Appendix G
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Appendix G Continued
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Appendix G Continued
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Appendix G Continued
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Appendix H
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Appendix H Continued
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Appendix H Continued
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Appendix I
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Appendix I Continued
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Appendix J
The following three pre-survey questions address the main concepts of wind energy.
1. Wind energy is better for the environment than energy that is produced from fossil
fuels.
2. Wind energy is a better source of energy than solar energy.
3. Schools should use wind energy to provide electricity for the schools.
When the above three questions are compared together. The overall student sample shows to
have a 32% general understanding of the purpose of wind energy.
32%
68%
General Understanding of the Purpose of Wind Energy as Measured by the Overall
Student Sample
Yes No
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Appendix K
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Appendix K Continued
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Appendix K Continued
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Appendix K Continued
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Appendix K Continued
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Appendix K Continued
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Appendix K Continued
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Addendum
Problems
The main problem that I encounter as I conducted this study was my strict obligation to
only use district provided curriculum and resources. Because I conducted my study within a
well-organized district that utilizes a specific scope and sequence, I was not able to supplement
resources to fit the requirements of my study. The resources provided by the district were
appropriate for the Problem-Based Learning situation; however they did not show to be effective
tools for this research study.
I also encountered an issue with the correlation between the pre-knowledge and interest
survey that was used to determine students’ prior knowledge of wind energy, and the final
student-produced project that was used to display the students’ knowledge and understanding of
wind energy and scientific processes. The rubric used to assess the final student-produced
projects was not aligned with the information tested in the pre-knowledge and interest survey.
Because these two assessment tools did not closely relate, the data that was collected cannot
accurately be used to determine the effect of Problem-Based Learning situations on the science
achievement of fifth grade students.
Utilization
Although, the data collected during this experience did not provide reliable results, it may
be determined that student engagement during the Problem-Based Learning situation was
remarkably high. From this study, I believe that Problem-Based Learning situations that are used
appropriately can have a positive effect on the science achievement of fifth grade students. I
plan to incorporate various Problem-Based Learning situations into my classroom practice and
provide opportunities for more real-world experiences.
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As an elementary school science educator, I see the value in providing students with
opportunities to engage in collaborative studies. I would like to continue my research on
Problem-Based Learning and focus on utilizing resources that effectively compare initial mastery
levels to post mastery levels. I look forward to opportunities to share my experiences with
others, and support a larger attempt to engage students in learning that is without boundaries.
Reflection
This research study, in addition to the entire curriculum and instruction program have
provided me with opportunities to grow in many ways as an educator, student, and ambassador
for our education system. I have not only strengthened my communication skills, but I have
developed a strong understanding for research in general. I have always been a learner at heart,
and though this experience, I am evermore encouraged to continue my studies. I am forever
grateful for the impact that my professors have had on my career, and look forward to an
opportunity to encourage others to pursue higher education and become involved in curriculum
innovation.
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