data analysis megan mcguire study participants

Data Analysis

Megan McGuire

Study Participants

The Project Based Learning Action Research project that was conducted with twenty-five fourth grade students.

This Action Research Project took place is a team-taught classroom. There is a full time special education teacher in the

classroom, who serves six of the students. Within this classroom dynamic there are thirteen males and twelve females.

There are fifteen on-level readers and ten who are working at an advanced level. The age range of our students, varies

from nine to eleven years of age. The makeup of our students in regards to race consists of: four African American, four

Hispanic, one Asian, and sixteen Caucasian students. The entire class returned their parental consent forms granting

them permission to actively participate in this project and they did. A breakdown of the students who participated in

this Action Research Project is displayed below in Figure 1.0.

Figure 1.0 – Student Participates Information

Student Reading Level Gender Race

1 On Male Hispanic

2 Advanced Male Caucasian

3 On Female African American

4 On Female Hispanic

5 Advanced Female Caucasian


7 On Male Hispanic



10 On Female Caucasian



13 On Male African American


15 On Male Hispanic

16 On Male Caucasian






22 Advanced Male Asian




Research Question

How does Project Based Learning, partnered with technology, impact a classroom environment and provide greater results, in the content area of social studies?

Duration of Project Based Learning Action Research Project

When this Action Based Research Project was designed, the students had twelve days of instructional time allotted to complete their project. However, as noted below in figure 1.1., unforeseen weather breaks, changed our initial plan. With this being said, students were allowed to use reading and social studies instructional time the week of February 3rd as well as work during lunch if desired. Many students took advantage of the lunch opportunity. Students were encouraged to aim for completion of their project by February 5th. However, they were given until February 10th, if they needed the weekend to finalize their finished product. All students completed their projects on time.

Figure 1.1- Calendar of Events Which Took Place

Quantitative Research

Specifically, the quasiexperimental design for the PBL format was initially intended for implementation.

Through this design, pretests were given to assess what students already know about the social studies

standard. From the original assessment that was gathered, students were given the opportunity to work in

groups in a PBL setting. This non-traditional classroom environment solicits a non-traditional design model. The

groups that were formed were: Writing, Act It Out, Art, or Technology.

January 6) Teacher Work Day

7) Winter Weather Day 8) Discuss project rubric and model

9) French and Indian War 10) British Imperial Policy, Stamp Act, - “No Taxation without Representation”

13) Sons of Liberty (Gallopade)

14) Boston Massacre/ Boston Tea Party

15) Battle of Lexington and Concord

16) Saratoga and Yorktown

17) Science Day – School Wide

20) President’s Day- No School

21) Field Trip 22) King George III, George Washington, Patrick Henry, Thomas Jefferson, John Adams, Benedict Arnold, and Ben Franklin Jigsaw Activity

23) Declaration of Independence

24) Life During The War American Revolution War Recap Activity

27) Project Based Learning Action Research Project


29) Snow Day 30) Snow Day 31) Snow Day

February 3) Project Based Learning Action Research Project



6) Presentations of PBL Action Research Projects



11) Snow Day 12) Snow Day 13) Snow Day 14) Mid-Winter Break

The second form of quantitative research is the follow up step to the quasiexperimental design, the pretest-

posttest control group design. This will allow for the data from the PBL design to have meaning and show if this

PBL approach is successful or not successful.

Below, you will see data from our Colonies Unit and our American Revolution Unit.

Colonies Unit Using Traditional Methods of Teaching

We completed our Colonies Unit in November, 2013. There is a pre-test and posttest chart, which includes the

amount of growth evident throughout this unit. Below the data, there is also a min, max, and median data table

to calculate the results. Note that this unit was conducted in a traditional classroom model. This data can be

found in Figure 1.2. o Figure 1.2 - Colonies Pretest-Posttest Assessment Data using traditional methods of teaching

o Figure 1.2 A - Min, Max, and Median from Colonies Unit Data

o Figure 1.2 B – Pretest Data – Colonies Unit

o Figure 1.2 C – Posttest Data – Colonies Unit

o Figure 1.2 D– Amount of Growth – Colonies Unit

o Figure 1.2 E– Data Percentages and Growth– Colonies Unit

Figure 1.2- Colonies Pretest-Posttest Assessment Data (using traditional methods of teaching)

Student Number Pretest Posttest Amount of Growth 1 20% 74% 54%

2 30% 97% 67%

3 30% 52% 22%

4 40% 74% 34%

5 60% 100% 40%

6 30% 60% 30%

7 10% 70% 60%

8 20% 42% 22%

9 80% 91% 11%

10 40% 91% 51%

11 40% 71% 31%

12 60% 89% 29%

13 50% 80% 30%

14 40% 48% 8%

15 20% 91% 71%

16 20% 70% 50%

17 30% 80% 50%

18 30% 91% 61%

19 30% 70% 40%

20 50% 91% 41%

21 30% 86% 56%

22 50% 100% 50%

23 50% 94% 44%

24 40% 94% 54%

25 10% 30% 20%

Figure 1.2 A – Min, Max, and Median from Colonies Unit Data

Pretest Posttest Growth

Min 10% 30% 8%

Max 80% 100% 71%

Median 36% 79% 41%

Figure 1.2 B – Pretest Data – Colonies Unit

Figure 1.2 C – Posttest Data – Colonies Unit

Figure 1.2 D– Amount of Growth – Colonies Unit

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Pretest Data- Colonies Unit

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120%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Posttest Data- Colonies Unit

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60%

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80%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Amount of Growth- Colonies Unit

Figure 1.2 E– Data Percentages and Growth– Colonies Unit

Series 1: Pre-Assessment

Series 2: Post- Assessment

Series 3: Amount of Growth

American Revolution Unit Using Project Based Learning Method of Teaching

We completed our American Revolution Unit in January and February, 2014. A similar set of data with pretest-

posttest results are displayed including the amount of growth. Below the data, there is also a min, max, and

median data table to calculate the results. Note that this unit was conducted in a Project Based Learning model.

This data can be found in Figure 1.3.

o Figure 1.3 – American Revolution Pretest-Posttest Assessment Data(using Project Based Learning model)

o Figure 1.3 A - Min, Max, and Median from American Revolution Data

o Figure 1.3 B – Pretest Data – American Revolution Unit

o Figure 1.3 C – Posttest Data – American Revolution Unit

o Figure 1.3 D– Amount of Growth – American Revolution Colonies Unit

o Figure 1.3 E– Data Percentages and Growth– American Revolution Unit

Figure 1.3 – American Revolution Pretest-Posttest Assessment Data (using Project Based Learning model)

Student Number Pretest Posttest Amount of Growth 1 12% 82% 70%

2 18% 88% 70%

3 6% 71% 65%

4 24% 94% 70%

5 35% 100% 65%

6 6% 88% 82%

7 12% 53% 41%

8 0% 80% 80%

9 24% 100% 76%

10 24% 88% 64%

11 18% 82% 64%

12 18% 71% 53%

13 12% 82% 70%

14 12% 75% 63%

15 12% 82% 70%

16 18% 82% 64%

17 24% 71% 47%

18 12% 76% 64%

19 18% 93% 75%

0%

20%

40%

60%

80%

100%

120%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Data Percentages and Growth - Colonies Unit

Series1 Series2 Series3

20 12% 65% 53%

21 18% 94% 76%

22 12% 88% 76%

23 41% 100% 59%

24 18% 100% 82%

25 18% 82% 64%

Figure 1.3 A - Min, Max, and Median from American Revolution Data


Min 0% 53% 41%

Max 35% 100% 82%

Median 15% 82% 67%

Figure 1.3 B – Pretest Data – American Revolution Unit

Figure 1.3 C – Posttest Data – American Revolution Unit

Figure 1.3 D– Amount of Growth – American Revolution Colonies Unit

Figure 1.3 E– Data Percentages and Growth– American Revolution Unit

0%

10%

20%

30%

40%

50%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Pretest Data- American Revolution Unit

0%

20%

40%

60%

80%

100%

120%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Post-Assessment Data

0%

20%

40%

60%

80%

100%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Amount of Growth

Series 1: Pre-Assessment

Series 2: Post- Assessment

Series 3: Amount of Growth

Min, Max, and Median Comparisons

Figure 1.2A and Figure 1.3A shared below are a comparison between the pretest and posttest results of a unit

that was taught through the traditional approach (Colonies) and the Project Based Learning approach (American

Revolution).

It is apparent from the Colonies pretest that students had more schema before beginning the colonies unit.

However, a significantly less amount of overall growth was made between the pretest and posttest in

comparison to the American Revolution Data.

There was a nine percent difference in the amount of growth between the Colonies and American Revolution

unit. There was a three percent difference in overall test scores between the two units, showing that PBL was

more successful. The growth scores had a twenty-six percent increase of growth between the pretest and

posttest for both units. The American Revolution Data shows that students had substantially more growth

overall, their posttest scores were higher, and the student level of engagement reached an all-time high.

Engagement levels will be discussed in Figure 1.8-9. See Figure 1.4 below for the Min, Max, and Median

Comparisons.

Figure 1.4 - Min, Max, and Median Comparisons

Figure 1.2 A – Min, Max, and Median from Colonies Unit Data

Figure 1.3 A – Min, Max, and Median from American Revolution Data


Min 10% 30% 8%

Max 80% 100% 71%

Median 36% 79% 41%


Min 0% 53% 41%

Max 35% 100% 82%

Median 15% 82% 67%

Project Based Learning Project Final Product and Presentation

The initial rubrics that were prepared to use for this PBL experience, ended up not aligning to the standards as

needed. Therefore, the rubric below was created and used as it better identified if students were able to meet

the standard or not.

In Figure 1.5 you will see the “What Happens When We Fail to Compromise Project Rubric.” The question “What

happens when we fail to compromise?” was the guiding question throughout this unit. The first two rows in

relation to the events and battles of the American Revolution were averaged together to identify the students

overall project score. The remaining four rows were averaged together to calculate the student’s presentation

0%

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60%

80%

100%

120%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Data Percentages and Growth

Series1 Series2 Series3

score. The presentation section of the rubric was aligned with the ELA presentation standards and taken for a

social studies grade.

Figure 1.6 shows the project and presentation scores compiled, as well as the group that the students work in.

Figure 1.5 - What Happens When We Fail to Compromise Project Rubric

What Happens When We Fail to Compromise Project Rubric

1 2 3 4 5

DOES NOT

MEET IN PROGRESS MEETS EXCEEDS EXCEEDS

The Events of the

American Revolution

I can explain 1 events that shaped the

America Revolution (including the French and Indian War, 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons

of Liberty, and the Boston Tea Party.)

4H4a

I can explain 2 events that shaped

the America Revolution (including

the French and Indian War, 1765 Stamp Act, the

slogan “no taxation without

representation,” the activities of the Sons


4H4a


America Revolution (including the French and Indian War, 1765 Stamp Act, the slogan

“no taxation without representation,” the activities of the Sons


4H4a


America Revolution (including the French and Indian War, 1765 Stamp Act, the slogan

“no taxation without representation,” the activities of the Sons


4H4a

I can explain 5 events that shaped the America

Revolution (including the French and Indian War,

1765 Stamp Act, the slogan “no taxation without representation,” the

activities of the Sons of Liberty, and the Boston Tea

Party.) 4H4a

The Battles of the

American Revolution

I can explain how the Americans won the

war including at least 0 battles (the Battles

of Lexington and Concord, Saratoga,

and Yorktown).

I can explain how the Americans won the war including at least 1 battles (the

Battles of Lexington and Concord, Saratoga, and

Yorktown).




and Yorktown).




and Yorktown).

I can explain how the Americans won the war

including at least 4 battles (the Battles of Lexington and Concord, Saratoga,

Yorktown, and one I researched on my own).

4H4c

Leading a Discussion

I cannot ask the audience at least one question and cannot answer at least one question about my

topic. L1c

I can ask the audience at least one question and cannot answer a

question about my topic. L1c

I can ask the audience at least one question and answer at least one question about my topic. L1c

I can ask the audience at least one question and answer two questions about

my topic. L1c

I can ask the audience at least one question and answer three questions

about my topic. L1c

Presenting My

Knowledge

I cannot report on a topic with a few

correct and related facts. L4

I can report on a topic with a few

correct and related facts. L4

I can report on a topic with several correct and related facts. L4

I can report on a topic with many correct and

related facts. L4

I can report on a topic with many correct and related facts that fully support the

learning goal. L4

My Presentation

Skills

I can report on a topic using 1 or less of the following: clear voice,

loud voice, eye contact, no fidgeting,

speaking at a reasonable pace.

I can report on a topic using 2 of the

following: clear voice, loud voice, eye contact, no

fidgeting, speaking at a reasonable

pace.


following: clear voice, loud voice, eye

contact, no fidgeting, speaking at a

reasonable pace.


following: clear voice, loud voice, eye

contact, no fidgeting, speaking at a

reasonable pace.

I can report on a topic using 5 of the following: clear voice, loud voice, eye contact, no fidgeting,

speaking at a reasonable pace.

My Project Checklist

A teacher signed off on 3 or less of the project checklist

requirements or I lost my paper.

A teacher signed off on 4 of the project

checklist requirements.





A teacher signed off on 6 of the project checklist

requirements and made a comment about the quality

of my work.

Figure 1.6- Project and Presentation Score Accompanied By Group Assignment

Figure 1.7 - Min, Max, and Median from Project and Presentation Data

Project Presentation

Min 70% 83%

Max 100% 100%

Median 89% 85.5%

Qualitative Research

Reflective Journals

In Figure 1.8, there is a teacher reflective journal entry and several student journal entries per day.

Figure 1.8- Teacher and Student Reflective Journals

Teacher Journals Several Student Journal Excerpts

January 27th - Students are completely engaged in this

project. A majority of today’s time was

spent on planning. Students were asked

to not begin working on their actual

project yet, but simply to plan. They

made a list of supplies that they need

- I cannot wait to get started!

- I like this project the BEST!

- I didn’t know that there would be this many art

supplies available to us. I thought it would be

markers and crayons. WOW!

Student Number Project Presentation Group 1 80 88 Art

2 100 100 Technology

3 80 83 Art

4 94 98 Art


6 70 88 Art

7 65 83 Art

8 80 85 Art

9 85 95 Art

10 85 98 Art

11 80 98 Art

12 98 93 Technology

13 75 98 Act It Out

14 95 93 Act It Out

15 90 95 Technology

16 90 95 Writing- Changed To Art

17 80 98 Art


19 80 93 Art

20 75 88 Technology

21 90 98 Art




25 98 83 Art

for their projects to be successful.

Additionally, they were challenged to

come up with their own learning goal to

drive their project. Overall there is a

new level of excitement, it is very

inspiring. I am feeling hopeful for this

project and its outcome.

- It seems open ended. I wish there were more

descriptions of what the final product should

be. I can’t wait to start.

- I never knew that it took so many tries to come

up with a good learning goal.

January 28th - Students began working on their

projects today. The classroom has not

been this alive and a mess all year long.

They were asking if every lesson could

be like this from now on. Additionally,

we talked about how there may be

another snow break tomorrow. They

were saying “I am coming to school,

even if it is snowing, just to work on my

project.” Another student said “I don’t

want snow, I want to work on this

project at school.” I know it doesn’t

sound like normal nine, ten, and eleven

year old responses.

- It was fun to get on YouTube and other

educational sites and research.

- I still have a long way to go.

- I am sad that part of my slideshow was deleted.

- The supplies that Ms. McGuire and Mrs. W.

have are awesome!

- I hope that school is open tomorrow so that I

can design my website.

- This project is AWESOME!

- It felt like thirty minutes, not two hours.

February 3rd - Well, the snow did come and we missed

the rest of school last week. This means

that students are now working on their

project during reading and social studies

time each day. It is about two and a half

hours for the next three days.

Additionally, they are invited to work

during lunch if desired. Five students

choose that option today. There was a

sense of focus today in our classroom.

There was endless commotion and

productivity. This neat freak is

remembering the importance of letting

go of the steering wheel and letting my

students “drive” this project, as our

classroom is a HUGE MESS. I keep telling

myself, “learning is happening here,

learning is happening here.” I truly do

believe that.

- I feel so stressed! Boo snow break!

- I am nervous about presenting. Help Ms.

McGuire.

- I feel confident for what I am going to work on

tomorrow.

- I wish that we could have worked on it last

week.

- It is VERY messy in here!

- Modeling clay is sticky. It has a really cool

feeling though.

- I like my project, because I get to paint and it is

different than a worksheet.

- I feel like I am an American Revolution expert!

Ask me a question!

- I am so impressed with the projects that

everyone is creating.

February 4th - Again students have used the entire

time to work on their projects. The

connections that the students are

making to the events and battles of the

American Revolution definitely fall into

- I am really nervous that I am not going to finish

in time.

- I want to know if there is anything else that I

can do.

the higher order thinking realm. We

have expanded beyond the basic recall

of facts and are truly applying what we

know. Our students have truly matured

and can handle this PBL approach. Proud

teacher moments all around.

- I never expected the balloon to blow up in my

face, when I put too much air in it.

- I wish there was a quiz option on Weebly.

- I wish that I had 5-10 more minutes.

February 5th - Today, was the last day to work in class.

At the conclusion of today, students

have had over ten and a half hours to

work on their PBL final product. It

amazes me what happens when

student’s imaginations are allowed to

soar. The projects and connections that

they are coming up with are blowing me

away.

- I wonder what else I could have done.

- I wish that we could have a project like this

every day.

- I wish my Mom could see this. She would love

it!

- This project is so much better than reading

from the textbook and doing worksheets.

February 6th - The first day of presentations took place

today. We were missing ten of our

students for TAG. However, the rest of

us proceeded on with presentations. My

co-teacher and I modeled through the

first few presentations appropriate

questions to ask. Then students took

control. It was a little rough initially,

however they got the hang of it.

Additionally, students had to answer the

learning goal created by the presenter.

This learning goal aspect was what

drove the project creation and kept the

students focused and engaged

throughout the presentations.

- “Looking at Learning Goals!” activity was

completed by all students during presentations.

This was their reflective journal for

presentation days.

February 7th - Today was presentation day with the

whole class included. We rearranged the

classroom so there was a “U” around

the front of the room. The students

loved this and were begging to keep

their desks this way for the remainder of

the year. The presentations were very

enjoyable and showed that the students

truly had an understanding of the

standards. We readdressed appropriate

questioning for all. This was helpful. It is

so neat to watch what happens when

students are empowered in their

education.




presentation days.

February 10th - The final day of this wonderful

experience has come. The final



presentations took place today, and we

wrapped up the PBL experience.

Students shared their desire to do more

projects of the PBL model and how they

felt that they truly understood this unit

better than others. This was such a

comforting feeling knowing how far we

have watched our students grow over

the past few weeks. This experience is

one that our students and we will not

forget for years to come.


presentation days.

Engagement Checklist (Reversed)

Initially, the plan was to use an engagement checklist to monitor if students were truly engaged in their

education. However, I noticed on the first day that engagement in the project was not going to be an issue. The

students were begging for more time and when they were made aware that only five minutes remained for the

day, they were so upset. With this being said, a Reversed Engagement Checklist was used making a mark when

students were not engaged or off task. Below Figure 1.9 displays the Reversed Engagement Checklist.

Figure 1.9- Reversed Engagement Checklist

Student Jan. 27 Jan. 28 Feb.3 Feb.4 Feb. 5 Feb.6-

Presentations

Feb.7-

Presentations

Feb. 10-

Presentations

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Informal Assessments Strategies

Daily at the end of class, an informal formative assessment was conducted to calculate the number of events and

battles that the students had completed for their project. Students used “Three Step Genie”, where they cross their

arms and place them on their desk, then close their eyes, and put their head down on top of their arms. This way no

one else should be able to see their answer other than the teacher. This allowed the teachers to gauge where the

students were with their project.

On January 28th, students were given a notecard and asked to answer the following questions.

o Number of events completed

o Number of battles completed

o Feelings

o Teacher Help

o Other Information Your Teachers Need to Know

On February 3rd, I conferenced with each student individually to see how I could help. For many students, they

simply needed more time, additional supplies, or additional coaching for the next step or their presentation.

These daily informal assessments along with the students projects and reflective journals, allowed us to know where

each student was on a daily basis. This help with allotting the appropriate amount of time for project completion,

especially after the snow break.

Observation of students while they are researching, working independently and together, and presenting

At the start of this Action Research Project, the students were made aware of the Talents Unlimited Model and additional ways that we would be looking into how they were behaving each day. Daily, the students were assessed on the following categories. A conclusion of their performance is listed below. The daily observation of students while they were researching, working independently and together, as well as presenting provided a holistic view what each student was capable of.

The students conferenced with teachers after the Action Research Project was completed, to share the

observations and areas that students should celebrate as well as improve in the future.

The data that was compiled is displayed in Figure 2.0 below.

Figure 2.0- Observation of students while they are researching, working independently and together, and presenting

Observation Conclusions

The data presented above was further analyzed into a meets, approaching, and does not meet table. The results

are listed below.

The feeling of cooperation, team building, and safety can be felt by witnessing the work completed in this

classroom.

It is apparent that some students need to do a better job of following directions, observation, questioning, and

researching with responsibility as those areas are where teachers has to repeat directions multiple times, or

assist students one on one with tasks.

Each student displays the initiative and ability to meet each of the below criteria. For several students, all it

would take is assuming responsibility of their education and rising to the challenge.

Cooperation

Team Building

Following Directions

Observations Questioning Researching Responsibly

Overall Safety

Meets 23 15 15 12 11 13 25 Approaching 2 8 10 11 9 11 0

Student Number

Cooperation Team

Building Following Directions

Observations Questioning Researching Responsibly

Overall Safety

1 Meets Meets Approaching

Does Not Meet

Approaching Meets Meets

2 Meets Meets Meets Meets Meets Meets Meets

3 Meets Approaching Approaching Approaching Approaching Approaching Meets

4 Meets Meets Meets Meets Approaching Meets Meets



7 Approaching Approaching Approaching

Does Not Meet

Does Not Meet

Approaching Meets



10 Meets Approaching Meets Approaching

Does Not Meet

Approaching Meets





15 Meets Meets Meets Approaching

Does Not Meet

Approaching Meets

16 Approaching

Does Not Meet

Approaching Approaching Does Not

Meet Approaching Meets



19 Meets Meets Meets Approaching Approaching Approaching Meets






25 Meets

Does Not Meet

Approaching Approaching Does Not

Meet Does Not

Meet Meets

Does Not Meet

0 2 0 2 5 1 0

Findings and Conclusions

This Action Research Project is focused on implementing Project Based Learning (PBL) in the social studies content area with emphasize on technology. From this study, the students were able to gain a new sense of incorporating projects and partnership in the classroom. This generation of learners does not settle to be seated and silent for seven hours a day. They must be engaged and active. Through PBL, students were able to apply what they already knew, while incorporating new knowledge along the way, to construct a final product that represented mastery of the standards being addressed. Student engagement and desire to learn was at an all-time high. PBL was able to educate the whole student and the students desired to learn and be engaged in this environment. This model of teaching incorporated multiple learning styles with a model of education that worked well for each student. By having technology integration in a PBL setting, students were more engaged and empowered to contribute.

The quantitative and qualitative data taken from this Action Research Project proves that Project Based Learning is a more successful model for education. Student engagement, performance, and pride was evident daily. There was a new level of maturity and dedicated interest that we had never seen before. This lead to higher levels of achievement as students were confident in the standard, their project, presentation, and knowledge. Project Based Learning allows the whole child to be educated and succeed at their own level. The students, teachers, and authentic audience are truly captivated desiring to learn and be more. This model of education, allows this generation of learners to experience much more than what a standard has to offer. Instead students prove that they are able to master the standard and life skills that they will need for years to come.

data analysis megan mcguire study participants

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