Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
John Johnson
Abstract
As a result of a district’s initiative to change educational practices, schools in the local setting were considering the problem-based learning (PBL) constructivist model as a way of increasing student achievement. The problem was that it was unknown to what extent PBL was being used in the classroom and how its use correlated with student achievement. The purpose of this sequential mixed methods study was to determine the correlation between teachers’ reported degree of PBL implementation and the academic achievement of their students on the ELA assessment and to explore teachers’ experiences when implementing PBL. The study took place in 2 elementary schools where PBL had been implemented since 2016. A sample of 17 teachers were surveyed within the 2 school sites to determine their self-report of the extent to which they used PBL in their classroom and to learn how they rated the benefits, challenges, and problems associated with the implementation of PBL. Fifteen of the 17 teachers were interviewed to gather more in-depth information regarding their survey responses. A Spearman Correlation was used to determine the relationship between the academic achievement scores of enrolled students and their teachers’ reported degree of implementation of PBL strategies using the PBL-related index tool. Interview data were then analyzed using a 2-cycle coding process. Findings showed that there was a statistically significant weak positive correlation between the degree of PBL implementation and the students’ ELA academic achievement. The qualitative data showed other benefits of implementing PBL, including the development of skills beyond the academic content. This research could promote social change within the local setting by identifying potential challenges and problems related to PBL implementation and supporting teachers in future PBL implementation through the development of a standards-based PBL curriculum guide.
Recommended Citation
Cwynar, Eva Marie, "The Effects of Problem-Based Learning on the Academic Achievement of Elementary Students and Teacher Perception" (2020). Walden Dissertations and Doctoral Studies. 8876.
https://scholarworks.waldenu.edu/dissertations/8876
