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The Effect of Choice Boards in Social Studies Achievement and Engagement 1

The Effect of Project Based Learning in Social Studies Achievement and Engagement

Lacy Saxon

Kennesaw State University


Chapter 1. Introduction

Statement of the Problem

Often times, students are not exposed to social studies in a way that makes the

information relevant to their own lives. Typically, social studies instruction revolves around the

acquisition of academic vocabulary and memorization of facts. In my classroom, I often find that

students are not interested in social studies content because they are uninterested or not

adequately challenged. As a teacher, I feel that little time given to social studies content because

of the Common Core focus on ELA and math instruction (Swan, Lee, & Grant, 2016).

Purpose and Rationale of the Study

The focus the research explores the effectiveness of choice boards based on a student’s

preferential learning style. Tasks were assigned to integrate social studies topics and research.

An incorporation of student’s preferential learning styles, in theory will motivate and engage

students to research and explore social studies content. The increased engagement and hands on

learning experience should in turn provide higher posttest data. Frequently, I notice the most lack

of engagement in social studies. The research will not only test the effectiveness of choice boards

on student achievement in social studies, but also make the connection between student choice

and independent research to engagement in content.

Context of Study

Woodstock Elementary School is a Title I school with a wide range of students from

different cultural backgrounds and economic situations. Woodstock Elementary School is part of

Cherokee County School District in north Georgia. Our school strives continue to make

academic gains every year despite the diversity and challenges of our student population. Being a

Title I funded school we have 46% of students who qualify for free or reduced lunch, and are


labeled as economically disadvantaged (School Performance Report, 2016). Title I status will

influence the type of activities and expectations outside of the classroom when conducting action

research. Often, students express the lack of time or adult involvement when helping with

homework or out of school projects. Technology access in the home is also a concern. To ensure

success to all students, gifted and average, factors outside of the classroom like time, resources,

and parent education and ability to help will be considered when designing learning activities

and creating a timeline for the completion of student learning contracts and learning activities.

The action research conducted in a 5th grade social studies class with 24 students, eight of

which are gifted students. The remaining sixteen students are average learners based on district

benchmark testing and previous teacher recommendations. Student engagement varies between

each individual child.

Research Question

Will incorporation of desired learning styles into project based learning and assessments

be an effective method for teaching social studies to gifted and average fifth grade students?

Definition of Terms

Choice Board Projects: For the context of this research, choice boards are defined as a

selection of various activities for students to choose to complete on their own time schedule,

independently. Various activities in the choice board will focus on each preferential learning

style of the students. Students are given freedom of choice when producing a project or

assessment that most fits their interests and learning style.

ELA: English Language Arts includes reading, writing, and grammar conventions in

state learning standards.


Gifted Learners: The U.S. Department of Education defines gifted learners as, “children

identified by professionally qualified persons who by virtue of outstanding abilities are capable

of high performance” (U.S. Department of Education, 2004). Cherokee County School District

measures giftedness mostly by performance on national intellectual assessments. Students

included in the research are considered to be “gifted and/or talented” based mostly on general

intellectual ability, specific academic aptitude, and creative thinking (Davis, Rimm, & Siegle,

2011).

Preferential Learning Style: Howard Gardner researched and created the Theory of

Multiple Intelligences. According to Gardner, all people have these learning styles:

verbal/linguistic, logical-mathematic, spatial, musical, bodily-kinesthetic, interpersonal,

intrapersonal, naturalistic, and existential (Boaca, Gavrila, & Marghitan, 2014). Each student has

a preferential learning style that has been more developed than all the other learning styles

(Boaca, et. al, 2014). Research shows that by utilizing a student’s preferred learning style they

should be more engaged in academics.

Project Based Learning:

Title I Status: According to the U.S. Department of Education the purpose of Title I

status schools is “to ensure that all children have fair, equal, and significant opportunity to obtain

a high-quality education and reach, at minimum, proficiency on challenging State academic

achviement standards and state academic assessments” (U.S. Department of Education, 2004).

Furthermore, SEC. 1001 Statement of Purpose explains in part three, “closing the achievement

gap between high and low performing children, especially the achievement gaps between

minority and nonminority students, and between disadvantaged children and their more

advantaged peers” (U.S. Department of Education, 2004). Title I in reference to the action


research will focus on how to help increase student achievement regardless of socioeconomic

status.

Chapter 2. Literature Review

Introduction

In this chapter of the action research prospectus, I review literature relevant to my

research. In the following, I begin with multiple intelligences theory and teacher ability. Then, I

will review literature focusing on effective teaching strategies that allow students the choice of

completing learning tasks that interest them and best fit their preferential learning styles. Next,

my research focuses on the impact of the Common Core on instruction in English/language arts

and the effectiveness of teaching social studies is through ELA strategies. Finally, the literature

review will focus on varying best practices in social studies education. The information provided

in this review will affect further implementation of my action research prospectus on the

effectiveness of project based learning in mastery of social studies content with gifted students.

Multiple Intelligences Theory and Teacher Ability

How does knowledge of multiple intelligences increase a teacher’s abilities to make

decisions on curricular planning and pedagogy? How does the teacher in the case study interpret

the multiple intelligences theory for classroom practice? In regards to multiple intelligences, the

Goodnough (2001) focuses on the idea that each child possesses all of the intelligences with only

one or two of the intelligences developed enough to be the dominant learning style. Goodnough

sought to examine and enhance the subject’s knowledge of subject area content and pedagogical

knowledge. Goodnough uses knowledge and reflective techniques to help the subject understand


the importance of impact as an educator. The research in this article is a descriptive case study on

a subject teacher, Celia, on her pedagogical and content knowledge in teaching a 5th grade

science class (Goodnough, 2001). The data collected was qualitative data. The data was collected

in this research by interviews, participant observation, action-research group meetings, and

journal writing (Goodnough, 2001). The author of the study and the research group helped to

guide the study and data collection methods throughout the case study. The data was categorized

into two main themes, pedagogical knowledge and self-awareness (Goodnough, 2001).

The subject teacher finds that her students feel that using multiple intelligences increase how

much they learned and were engaged in science class. The subject teacher Celia used a survey to

collect student responses to the statement, "I enjoyed the variety of activities." All students

enjoyed the variety of activities used in the unit, with 11 of the 24 students responding with a

strongly agree to the statement, only 13 students agreed with the statement. The teacher records

her personal feelings about the study in her diary, “I feel far more enthused about teaching

science, and think this rubbed off [on my students]. It's much more fun to teach with a variety of

instructional strategies” (Celia, diary entry, May 9, 1999). The teacher realized the effect of

changing her teaching style on student engagement.

The outcomes of this survey support the theories of multiple intelligences in regards to

student engagement. I feel the larger outcome of this study is the importance of self-reflection

and seeking professional development opportunity and communities to improve in a self-

recognized area of weakness. At the beginning of this study, the teacher admitted to having little

science content knowledge, and little desire to teach the content to her students. In the end of the


study, you can notice the change in the teacher’s attitude towards the content and her own

teaching style.

As stated in the outcomes portion of the article analysis, I feel that self-reflection and action

research can help oneself to identify areas of weakness and learn new strategies for

improvement. The teacher in this study identified her area of weakness, science. She also

researched a teaching style that she could incorporate into her approaches of teaching science. I

feel that if I can find a teaching style that I am passionate about and apply it to a subject area I do

not feel passionate about I can enhance my teaching by engaging students and making them

more aware of their personal learning process. The MI theory allows for a variety of teaching

and learning methods to suite every childs’ learning needs. If I was to have a hard time reaching

students in a math skill by one delivery method, I can reflect on my former teaching practices

and apply what I learned then to increase student understanding the next time explaining the

skill.

Effects of Teaching Strategy on Student Achievement

The core of my research is to determine how effective learning can be when students are

given the opportunity to choose assignments based on interest and preferred learning style. In

addition, will this effect be significant in the social studies classroom. Similar to my own

research a study done to determine the effectiveness of Howard Gardner’s theories in a science

classroom. The following review summarizes the findings of that study.

Will teaching science using the theory of multiple intelligences be more effective than the

traditional “stand and deliver” teaching methods in a science class? (Abdi, Ahmadyan, & Laei,


2013). The hypothesis being tested states there will be no significant difference in the average

scores of students in the class taught using theory of multiple intelligences and the traditional

“stand and deliver” teaching method class. (Abdi et al. 2013). The study consisted of two 5th

grade classes, each class, the control group and the experimental group consisted of 20 students.

Both classes received instruction from the same teacher. Initial data was collected by a pre-test

consisting of 30 questions from the content being covered over the course of the eight-week unit

in the research study. The control group was instructed in a traditional lecture style, with

readings and direct questioning over a period of eight weeks. The experimental group covered

the same content material as the control group while completing various activities designed using

the ideas of multiple intelligence learning styles (Abdi et al. 2013). At the end of the eight-week

unit the control group and experimental group took a 30 question post-test, it was the same

material as the previously administered pre-test. The quantitative data collected from the study

presented in two tables. The most notable data in the research shows the comparison of scores

between the control and experimental groups by the calculation of the mean score on the post-

test. The experimental group scored higher on the post-test than the control group. The

experimental group that was instructed using teaching strategies linked to the theories supporting

multiple intelligences showed more academic gains on the post assessment that students taught

using “stand and deliver” methods (Abdi et al. 2013). The outcome of this research study

supports the ideas of Howard Gardner and his theories relating to multiple intelligences and

learning styles. The classroom of students who were given multiple ways to explore concepts

and learn new material in a variety of ways scored better on the science test than those students

who were instructed in the typical lecture style. I believe the outcomes of this study can be

transferred to similar groups in various subject areas. Best practices in teaching include giving


students hands-on learning experiences, and finding ways to incorporate student strengths,

interest, and preferred learning styles. Assuming the best practices incorporated in another study

similar to this one, I think the outcomes would show similar data.

Importance of Student Choice and Engagement

The idea of student “voice and choice” is an important facet of the research prospectus. It

is common teacher knowledge that an engaged student is a successful student (Doubet &

Hockett, 2016). At the beginning of the school year, social studies listed as the least favorite

subjects in school, my goal is to change this with student choice on learning tasks and

assessment pieces. Doubet and Hockett provide four principles in which I plan to follow in my

social studies classroom leading up to the implementation of the action research. First, build

positive and encouraging relationships between teacher and student and between students. I feel

that this stage of creating an engaging classroom has been achieved. Principle 2, “create interest

through concepts and essential questions” challenged my thinking in how I present topics and

introduce concepts to my students (Doubet & Hockett, 2016). The example given, The Civil

War: a study in gain and loss allows students to question, engage, and apply ideas about gains

and losses beyond just the facts of the civil war (Doubet & Hockett, 2016). Creating these open

ended types of questions and broad-based topic themes would invite gifted learners to think

intrinsically and investigate. Principles 3 & 4, student check in and offer choice, are ideas that

will be crucial to a successful implementation of the action research prospectus (Doubet &

Hockett, 2016). My research will work to find out if students can benefit from choosing their

own activities. Implementing the “check-in” to guide day-to-day instruction will encourage

student learning at their own pace and mastering skills to be taught (Doubet & Hockett, 2016).


Social Studies and the Common Core

The Common Core State Standards have received much criticism throughout the years.

Common Core Standards and the new push for science and technology education have taken the

priority, social studies standards have remained untouched for many years. A strand included in

the ELA portions of the Common Core Standards states, students should be able to read,

understand, and synthesize from grade level appropriate scientific and historical texts. According

to the research provided by Swan, Lee, and Grant many social studies educators are being pulled

into the implementation of the Common Core through the ELA requirements, even though social

studies instruction is of no direct relation to the statement of the standards (Swan et al. 2016).

The research seeks to find out how social studies educators feel about their roles in implementing

the ELA portions of the Common Core state standards. In the context of my own research,

integration of the ELA standards with social studies content is critical to creating authentic

learning tasks that will serve a purpose beyond the classroom. My goal as a social studies and

ELA teacher is to create meaningful learning opportunities but still have students be successful

on state mandated objectives and assessments. Swan interviews and completed a mixed method

study with various social studies state coordinators. Eight-six percent of those included in the

study were “impressed or very impressed” with the Common Core ELA standards and the social

studies components of these standards (Swan et al. 2016). Responses in the study included rigor

and cross-curricular, most noting that subjects can no longer be taught in isolation (Swan et al.

2016). As a teacher of both social studies and ELA I felt this study solidified the direction of my

research. By integration of content standards through student choice of projects, the rigor and

benefits of the learning objectives and learning tasks will increase. Prior to completing this

literature review, I was more overwhelmed with the load of an ELA teacher rather than with my


duties as a social studies teacher. Now I believe that the outcomes of this study would be relevant

to my situation as is highlights the positive effects of ELA and social studies integration.

Discipline Specific Methods of Teaching Social Studies

A discipline specific approach in this study of teaching focuses on the activation of prior

knowledge and the use of reading and inferencing skills in content areas other than just basic

reading instruction (Brugar, 2016). Discipline specific instruction promotes critical thinking and

builds vocabulary within content areas. In the upper grades, academic vocabulary becomes very

challenging for students to comprehend. Throughout this literature review, the connection

between social student’s content and ELA Common Core standards has been proven an effective

and valuable method of teaching. I will model my introduction and whole group activities as the

experiment group in this study to achieve the goals of effective and engaging social studies

instruction and to challenge my gifted learners. The mixed method study completed in 5th grade

classrooms determined if the discipline specific approach to teaching social studies was more

effective than the methods previously taught in the social studies classrooms being studied

(Brugar, 2016). The discipline approach compared to a “stand and deliver” ask questions, check

for understanding, and memorize information. The comparison group relied on district provided

textbooks and graphic organizers to present information. Brugar’s study conducted in a low

socioeconomic school and the research design implemented specific literacy strategies into the

social studies content taught (Brugar, 2016). One example of the discipline approach lesson was

the use of historical photographs to engage students and make connections to current events and

real-world situations (Brugar, 2016). The research concluded that teaching social studies and

making cross-curricular connections while using the discipline approach yielded more student


growth than that of the traditional teaching method (Brugar, 2016). Brugar states in her

conclusion, “elementary students are capable of more sophisticated practice in social

studies/history” (Brugar, 2016). This study solidifies the need for more comprehensive learning

assessments and authentic tasks for students to complete to help the student become a more

democratically involved citizen in their future outside of elementary school.

Effective Social Studies Education

The National Council for the Social Studies is a group that advocates for effective social

studies instruction in school (NCSS, 1988). In researching what is considered to be a “best

practice” for social studies education I was required to go beyond the guidelines of the state of

Georgia. I have taught social studies for three years now and always feel that my instruction was

missing the crucial “social” aspect of the curriculum. The Georgia Performance Standards

mention several “enduring understandings” of the historical and economic standards. However,

the GPS only requires the mere memorization of facts. The NCSS defines elementary social

studies education to be a “study of political, economic, cultural, and environmental aspects of all

societies; past, present, and future” (NCSS, 1988). This basis of social studies education should

equip the students with skills to be informed, participate, and communicate effectively in their

democratic society (NCSS, 1988). This position statement and belief of social studies values has

been lost in the curricular planning and implementation of social studies education. With the

implementation of Common Core and heavy focus on other subject areas, the social studies have

become a second thought. The purpose of the research conducted in this study will look to find

effective ways to engage and integrate social studies education.


Real World Social Studies Engagement

Social studies education standards in the state of Georgia require students to

predominately describe events and identify historical figures. Contrary to the state standards, the

goal of social studies education should be to help children become citizens and make informed

decisions within a culturally diverse and democratic society (NCSS, 2008). This viewpoint on

social studies correlates with my own personal philosophy on teaching social studies. Students

need be made aware of the connections that can be made between the past and the present. The

research done by Alongi, Heddy, and Sinatra explores the use of Transformative Experience and

conceptual change within a social studies classroom (Alongi, Heddy, & Sinatra, 2016).

Transformative Experience (TE) is then broken down into three subcategories that relate to

prominent, lasting educational theorist such as Piaget and Bloom’s Taxonomy of higher order

thinking skills. The three components of Transformative Experience are motivated use,

expansion of perception, and experiential value (Alongi et al. 2016). When teaching through the

methods of Transformative Experience students are given the opportunities to connect to the

content outside of history, develop their prior knowledge to help make connections to the new

content, and deem the information useful through an authentic task or assessment. Conceptual

change encourages the thinker to understand new ideas and challenge previous ideas or

misconceptions. Incorporating conceptual change can help students to see opposing sides of an

issue, understand the arguments and analyze their own viewpoints (Alongi et al. 2016). The

study seeks to find a correlation in the teaching strategies to achievement in a social studies

classroom setting.


The research compared two groups at two different high schools, collected quantitative

and qualitative data to support the question and hypothesis, and implemented focus groups of

students and teachers. One high school showed dramatic improvement in the achievement of

social studies learning objectives and the measures of TE effectiveness (Alongi et al. 2016).

Students in several focus groups and interviews were able to talk through their understanding of

the social studies content and make relevant real-word connections (Alongi et al. 2016). The

mixed-method research study concluded that teaching social studies with the ideas of

Transformative Experience and conceptual change at the core of instruction did show

improvement in student engagement in social studies content.

Social Studies Education in Early Childhood Education

As a fifth grade teacher, social studies content based in historical events. However, social

studies education is to be more than just a regurgitation of fact but an implementation of social

justice and civic understandings. The National Association of the Education of Young Children

publication explores methods of teaching the youngest minds social studies habits of mind. The

importance of developing an emotional and social intelligence lays the groundwork for social

studies education that goes beyond history and fact memorization (Mindes, 2015). Children in

early childhood education should be developing skills that relate to citizenship and being a

contributing member to a democratic society (Mindes, 2015). The purpose of this article is give

examples and teaching strategies to use in the early childhood social studies classroom. The

information and perspectives presented by the NAEYC solidifies the purpose for my action

research. Teaching young children with this approach to social studies content and standards is

meant to lay ground work and “push up” to the upper grades, so that students may make

connections and apply concepts and ideas to events of the past (Mindes, 2015). Mindes article


provided my research with specific examples of projects that could incorporate student choice,

various learning styles, and appropriate social studies education for the elementary student.

Social Justice in the Social Studies Classroom

Bursa & Ersoy quote the definition of social justice to be, “be full and equal participation

of all groups in a society that is mutually shaped to meet their needs” (Bursa & Ersoy, 2016).

Teaching social justice encompasses teaching history, political policies, tolerance, and empathy.

Social justice in education requires teachers to lead their students to thinking about the

promotion of peace, tolerance, embracing and respecting differences, and appropriately act

against social injustices (Bursa & Ersoy, 2016). Current social studies standards and best

practices include teaching students how to be members of a democratic society, recognize, and

combat social injustices. The research conducted seeks to find out if social studies teachers are

teaching social studies content with social justice issues in mind.

The purpose of the study is to examine the teacher perceptions of social studies education

and experience of social justice issues within social studies lessons (Bursa & Ersoy, 2016). The

research questions in the study are as follows: 1. what are social studies teacher perceptions of

social justice. 2. What are social studies teacher perceptions of social justice education? 3. What

are social studies teacher perceptions of the role of social justice in social studies? 4. What are

social studies teacher experiences of social justice in social studies?

The research conducted in a qualitative design. The pool of teachers used in the study

chosen from broad categories to represent various groups with different social justice

experiences. The teachers who participated were chosen from schools with differing

socioeconomic backgrounds (Bursa & Ersoy, 2016). Ten teachers were selected and participated


in two interviews and teaching observations (Bursa & Ersoy, 2016). Each teacher was observed

over a span of five months and each teacher was conducting a unit on the same preselected topic

by the researchers. The findings of the research divided into five categories of perceptions:

meaning of social justice, characteristics of individuals with a sense of social justice, effects of

experience on social justice perceptions, every day experiences with social justice, and worldly

social justice issues and experiences (Bursa & Ersoy, 2016). The findings of the studies,

analyzed into tables, and descriptive narratives. The results of the study found that teachers with

a sense of social justice are typically empathic and tolerant of differences (Bursa & Ersoy, 2016).

Bursa and Ersoy also noted that the teachers’ perceptions and social studies lessons would give

examples of social injustices but would not go into personal opinion or discussion. This approach

makes students aware of the content relationship to present day, but does not force opinions or

views on students, thus, teaching them to be well-rounded citizens of a democracy and challenge

social injustices.

The research and findings presented in this article have greatly benefited me in my

process to become a master teacher. This year is my second year teaching social studies to fifth

grade students at a diversely populated school. Through my experiences in this course and

others, I am learning the positive impacts of best practices in being a social studies educator.

Through my analysis of this research article, and many others in my action research I am

becoming more familiar with and aware of the characteristics of an effective social studies

curriculum. Incorporating social justice and relevant life experiences in social studies content

engages students and better prepares the student to become a contributing member of a

democratic society.


Chapter 3. Methodology

Innovation and Instrument

During the research implementation students will be participating in a project based

learning task that will incorporate several different components that cater to students multiple

intelligences. The students will take a survey to determine their dominant learning style and then

conference with the teacher t discuss what type of activities will best fit the students’ dominant

learning style. Then, the students will use the choice board as a supplemental tool for conducting

independent work and self-guided research to learn more about the content in the 5th grade

Georgia Performance Standard chosen for the action research.

Methodology and Data Collection

A mixed-methods approach utilized to collect data to support the research done to answer

the question. A pretest was given to assess student knowledge and create authentic assessments

for the project based learning task. The content of the project based learning task will mirror the

content areas that needs to be addressed in order to meet the Georgia Performance Standards for

fifth grade social studies. A posttest given in the same format, questions, and content as the

pretest. Pretest and posttest grades are compared to show student growth.

In addition to the pretest/posttest data, the project based learning task evaluated according

to a rubric. The score given by the instructor using the rubric will be compared side-by-side to

the student posttest scores. A correlation between the data sets will show the relationship

between engagement in content and desired learning outcomes in fifth grade social studies

content. This research implemented in a social studies classroom during a unit of study on World

War II. Reading, language arts, and writing integrated to mirror the content being taught in the

other classes I teacher. I want the students to be able to apply content knowledge between the


subjects. Making up songs or chants, creating a drama, writing from various perspectives are just

a few of the activities considered to incorporate learning styles into social studies and language

arts through project based learning.

Data Analysis

A mixed-methods approach used to collect data to support the research implemented to

prove the effectiveness of Project-Based Learning in social studies. A pretest given to assess

prior knowledge and mold instruction for the unit and the project based learning task. The

content of the project based learning task mirrored the Georgia Performance Standard SS5H6.

The standard requires fifth grade students to be proficient in knowledge pertaining to America’s

involvement in World War II. The posttest given compares student growth from prior knowledge

to the end of instruction. This data directly reflects the effectiveness of the lessons and learning

experiences given during the unit to show student growth.

In addition to the pretest/posttest data, the project based learning task graded according to

a rubric to evaluate student performance on a project-based learning task. The score given by the

instructor using the rubric should correlate to the student posttest scores. A positive correlation

between the data sets will show the relationship between engagement in content and desired

learning outcomes in fifth grade social studies content.

The third portion data collection used to triangulate the data set was a personal journal of

reflection of my effectiveness at being a facilitator of learning during my student’s projects and

their ability to be self-motivated and produce quality projects.


Qualitative Data

Qualitative data collected with rubric scores and personal journaling. The “Oral News

Report” used to assess student projects. The news report chosen incorporates research and

writing standards through the social studies curriculum. The two rubrics included show a

comparison of a group of gifted students and non-gifted students.

Group 1 was a group of students who had better quality research but lacked the

preparation and presentation skills to captivate the audience. This group of students work

together very frequently. They are efficient, organized, and typically on task. These students, and

are rarely redirected or corrected for off task behavior. The information provided on the script

was in depth, but the other students had a difficult time understanding the presentation and

recalling the information. Group 1 scored 19 out of 24 possible points, a score of 78%.


Group 2 was a group of male students who are typically more vocal and active students. I

allowed students to choose their own partners and topics of research. In the past, I have not given

freedom of group choice to the students, so I was unsure of the results this partnership would

bring. The second group of students did not have increased content but they did have a better


stage presence and engaged the audience more than the first group. Group 2 scored 21 out of 24,

an 88%.

The journal portion of my data collection provided me with the appropriate direction for

the next steps of the research in the future. The quantitative data shows significant student

growth in standard mastery. When comparing the two qualitative data pieces of the research I

realized that what I thought would be difficulties in the PBL process, were in fact some of the


most successful risks taken. For example, when allowing students the freedom to choose their

own groups, different combinations of students from my norm, I saw greater creativity in the

student presentations. Journaling through this experience allowed me to collect data beyond the

posttest scores and rubric scores that will show the success of the PBL unit to the quantitative

data.

Quantitative Data

To collect quantitative data I used a World War II unit test created by another 5th grade

social studies teacher on our team. The unit test created used a combination and key words and

vocabulary taken out of the SS5H6 Georgia Performance Standard and with standardized test

questions created from a testing program.

The graph below shows a comparison of pretest scores to post test scores. All students

made signification gains in measuring their mastery of the selected standard for the social studies

unit. I included this quantitative piece of data in my research as a tool to compare student prior

knowledge to the effectiveness of the learning experiences provided by this unit. While I feel it is

always important to compare student’s prior knowledge to their growth on a unit assessment.

However, I feel this portion of the data is secondary information to measuring the effectiveness

of project-based learning to increase engagement and achievement in 5th grade social studies.


Student 1

Student 3*

Student 5

Student 7

Student 9

Student 11*

Student 13

Student 15*

Student 17*

Student 19

Student 21*

Student 23*

0

20

40

60

80

100

120

All Student Growth

Pretest Posttest

Discussion

Through the implementation of project based learning activities in social studies class, I

was reminded of my purpose as a 21st century educator. Children are the future of our society.

Social studies and social justice deserve to coexist in our classrooms to create forward thinking

individuals. Project based learning, research, and collaboration are life skills, not just learning

targets. As an innovative educator, one can use the learning targets and state mandated

curriculum as a support to teach the life skills and work habits our students may not receive

when instruction is strictly dependent on fact memorization.

Conclusion

Limitations to the research, the measurement of data was primarily social studies. Using

social studies curriculum to drive this research created a small scope for instruction. The primary

focus of the PBL task was to explore social studies and I often felt frustrated having to address

research and writing questions and misconceptions that detracted from the assignment. If the

primary focus of the assignment focused on research skills, writing, and public speaking those

issues may be better resolved.


In conclusion, I feel the research and implementation of PBL tasks in social studies was

successful. Each of the three data sets showed positive feedback and provided evidence that PBL

tasks can be efficient measures of learning in an integrated social studies class. My venture to

integrate and content areas and apply historical events to current situations was a successful and

engaging to my students. The implementation of project-based learning in a 5th grade social

studies class proved to be an effective strategy for increased engagement and mastery of learning

content.


References

Abdi, A., Ahmadyan, H., & Laei, S. (2013). The effect of teaching strategy based on multiple

intelligences on students’ academic achievement in science course. Universal Journal of

Educational Research, 1(4), 281-284. Retrieved from

http://files.eric.ed.gov/fulltext/EJ1053949.pdf.

Alongi, M.m, Heddy, B.H., & Sinatra, G.g. (2016) Real-world engagement with controversial

issues in history and social studies: Teaching for transformative experiences and

conceptual change. Journal of Social Science Education, 15(2). doi:10.4119/UNIBI/jsse-

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