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What does the research say about project-based learning (PBL) for improving and assessing student learning in elementary school?

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Thank you for the question you submitted to our REL Reference Desk regarding research on project-based learning for elementary school students. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. The references are selected from the most commonly used research resources and may not be comprehensive. Other relevant studies may exist. References are listed in alphabetical order, not necessarily in order of relevance. We have not evaluated the quality of these references but provide them for your information only.

Research References

1. Baş, G., & Beyhab, Ö. (2010). Effects of multiple intelligences supported project-based learning on students’ achievement levels and attitudes towards English lesson. International Electronic Journal of Elementary Education, 2(3), 365-386.
   https://eric.ed.gov/?id=EJ1052017
   From the abstract: “The aim of the research was to investigate the effects of multiple intelligences supported project-based learning and traditional foreign language-teaching environment on students' achievement and their attitude towards English lesson. The research was carried out in 2009-2010 education-instruction year in Karatli Sehit Sahin Yilmaz Elementary School, Nigde, Turkey. Totally 50 students in two different classes in the 5th grade of this school participated in the study. The results of the research showed a significant difference between the attitude scores of the experiment group and the control group. It was also found out that the multiple intelligences approach activities were more effective in the positive development of the students' attitudes. At the end of the research, it is revealed that the students who are educated by multiple intelligences supported project-based learning method are more successful and have a higher motivation level than the students who are educated by the traditional instructional methods.”
2. Cervantes, B., Hemmer, L., & Kouzekanani, K. (2015). The impact of project-based learning on minority student achievement: Implications for school redesign. Education Leadership Review of Doctoral Research, 2(2), 50-66.
   https://eric.ed.gov/?id=EJ1105713
   From the abstract: “Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in which PBL was nonexistent. Using outcome measures of academic achievement in mathematics and reading, multivariate and univariate analyses of the data showed that the PBL groups performed at a higher achievement level than did the non-PBL students. Theoretical and practical implications are discussed.”
3. Daghan, G., & Akkoyunlu, B. (2014). A qualitative study about performance based assessment methods used in information technologies lesson. Educational Sciences: Theory and Practice, 14(1), 333-338.
   https://eric.ed.gov/?id=EJ1038713
   From the abstract: “In this study, Information Technologies teachers' views and usage cases on performance based assessment methods (PBAMs) are examined. It is aimed to find out which of the PBAMs are used frequently or not used, preference reasons of these methods and opinions about the applicability of them. Study is designed with the phenomenological design which is a qualitative research method. Interviews, observations and document analysis methods are used and triangulation is ensured. The study is carried out with the teachers who thought to reflect the phenomenon (performance based assessment methods used in Information Technologies lesson) clearly. All of the 6 Information Technologies teachers working in 5 different schools of Ankara are graduated from Faculty of Education, Department of Computer Education and Instructional Technologies. As a result of the study, it is found that teachers are not using the PBAMs enough. It is seen that portfolios, projects and performance tasks are used but the other methods are almost never used. Teachers show the lack of time and the difficulty of these methods as the most important two deterrent factors in front of the applicability of PBAMs. Enabling students to take responsibility, process evaluation and performance evaluation are the factors leading to the usage of these PBAMs.”
4. Filippatou, D., & Kaldi, S. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation. International Journal of Special Education, 25(1), 17-26.
   https://eric.ed.gov/?id=EJ890562
   From the abstract: “This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self-efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school mainstream classrooms with ninety-four pupils of mixed learning abilities. An eight-week project was implemented within the curriculum area of environmental studies with a topic of "sea animals". The methodology applied in this study was a combination of a pre-experimental design (the one group pre- post-test design) and the case study research design. In the present study data were used only for pupils with learning difficulties in those classes. The findings of the present study support that pupils with learning difficulties can gain benefits through project based learning in academic performance, motivation (self-efficacy and task value in terms of environmental studies) and group work (acceptance in the group and engagement in the learning process). The students also preferred experiential learning to traditional teaching. The implications of our findings for the design of project-based learning programs in the environmental studies with pupils with learning difficulties are also discussed.”
5. Johnson, S. A., & Cuevas, J. (2016). The effects of inquiry project-based learning on student reading motivation and student perceptions of inquiry learning processes. Georgia Educational Researcher, 13(1), 51-85.
   https://eric.ed.gov/?id=EJ1194744
   From the abstract: “Inquiry-based learning approaches have been promoted as an instructional method for students at all levels. An inquiry approach requires students to discover or construct knowledge through relevant activities and personal investigations. Due to the student driven nature of inquiry learning, it is reasonable to believe that students will become more motivated to read and to engage in critical thinking after participating in the inquiry approach. This quantitative study observes the effects of inquiry project based learning (PBL) on reading motivation and students' perceptions of higher order thinking processes in a middle school language arts classroom. By comparing inquiry project based learning to fully guided instruction using an experimental study design, it was hypothesized that reading motivation and perceptions of inquiry thinking processes would increase after eight weeks of implementing the inquiry PBL model. The control and treatment group's reading motivation was compared using pre-tests and post-tests of the Motivation for Reading Questionnaire (MRQ) (Wigfield and Guthrie 1997), and student perception of the type of learning and the learning processes they have experienced in the class was measured with an instrument created by Spronken-Smith, Walker, Batchelor, O'Steen, & Angelo (2012). An Analysis of Covariance (ANCOVA) was run to determine any change in groups after the treatment, and Pearson Correlations were run to examine relationships between motivation constructs and perceptions of learning processes. There was no indication that inquiry PBL had any significant effects on the treatment group in terms of reading motivation or perceptions of critical thinking.”
6. La Porte, A. M. (2017). Efficacy of the arts in a transdisciplinary learning experience for culturally diverse fourth graders. International Electronic Journal of Elementary Education, 8(3), 467-480.
   https://eric.ed.gov/?id=EJ1096572
   From the abstract: “The aim of this participant observation was to understand the efficacy of a modified International Baccalaureate Primary Years Program for fourth-graders at a public school with a large percentage of language and socioeconomically disadvantaged students. Data collection over a five-month period concentrated on teaching interactions including audio-recorded time samplings and observations of the art and regular classroom instruction, and interviews (formal and informal) with students, teachers, and school principals in addition to photographs, classroom portfolios, and other artifacts. The analysis, coding, and triangulation of data aided in understanding the art specialist and classroom teachers' roles and contributions to the Primary Years Program. A cooperative school environment paved the way for student self-confidence and motivation for learning through (1) opportunities for student choice and decision-making and (2) collaborative, inquiry-based, transdisciplinary, project-based learning. Regardless of demographics, transdisciplinary learning through the arts challenged and motivated students to think and make decisions in collaboration with others, using and valuing the expertise of peers. Regardless of student ethnicity or socioeconomic status, learners felt empowered and enthusiastic about attending school and gained knowledge through inquiry and project-based opportunities. This progressive ideology and practice has the potential to benefit diverse learners in 21st century education.”
7. Mahasneh, A. M., & Alwan, A. F. (2018). The effect of project-based learning on student teacher self-efficacy and achievement. International Journal of Instruction, 11(3), 511-524.
   https://eric.ed.gov/?id=EJ1183424
   From the abstract: “The study aimed to investigate the effects of project-based learning on student teacher self-efficacy and achievement. This study used a quasi-experimental research design with pre-test and post-test control groups. The study sample consisted of 79 students, 42 in the control group and 37 in the experimental group. To collect data, two instruments were used: Teachers' Sense of Efficacy Scale and Academic Achievement Test. The results showed that statistically significant differences between experimental and control group in self-efficacy and achievement score due to the Project-Based Learning in favor of the experimental group. Based on the results, the researchers recommended adopting the Project-Based Learning in teaching and learning situations, besides conducting more studies to verify the use of Project-Based Learning versus traditional methods in Arab countries.”

Additional Organizations to Consult

• Buck Institute for Education: http://www.bie.org/
  From the website: “At the Buck Institute for Education (BIE), our highest priority is to help teachers prepare students for successful lives. We do this by showing teachers how to use Project Based Learning in all grade levels and subject areas. As a mission-driven nonprofit organization, BIE creates, gathers, and shares high-quality PBL instructional practices and products and provides highly effective services to teachers, schools, and districts.”

Methods:

Search Strings. project-based learning elementary OR project-based assessments elementary OR project-based learning effects elementary OR PBL elementary assessment OR PBL elementary learning

Searched Databases and Resources.

• ERIC
• Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)
• Commercial search engines (e.g., Google)

Reference Search and Selection Criteria. The following factors are considered when selecting references:

• Date of Publication: Priority is given to references published in the past 10 years.
• Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches.
• Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to correlational designs, descriptive analyses, mixed methods analyses and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.