Abstract
The purpose of this study was to determine the effects on student achievement in mathematics when project-based learning with the support of technology is used as instructional approach rather than a traditional instructional approach with integrated technology. The research examined the differences in student achievement in mathematics between two charter schools in Chicago. It also examined teacher perceptions about project-based learning and/or technology as an instructional approach to improve learning and student achievement outcomes. The results revealed that there were statistically significant differences in student achievement between schools that used project-based learning as an instructional approach and schools that used a traditional instructional approach.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
America’s Promise Alliance. (2006). Every child, every promise: turning failure into action. Alexandria: Author.
Blair, N. (2012). Technology integration for the new 21st century learner. Principal, 91(3), 8–11.
Bogira, S. (2013, November 13). A better goal for CPS. Retrieved from http://www.chicagoreader.com
Dudeney, G., & Hockly, N. (2012). ICT in ELT: How did we get here and where are we going? English Language Teachers Journal, 66(4), 533–542.
Franklin, C., & Molebash, P. (2007). Technology in the elementary social studies classroom: Teacher preparation does matter. Theory and Research in Social Education, 35(2), 153–173.
Greaves, T., Hayes, J., Wilson, L., Geilniak, M., & Peterson, R. (2010). The technology factor: Nine keys to student achievement and cost effectiveness. Shelton: MDR.
James, D. W., Jurich, S., & Estes, S. (2001). Raising minority academic achievement: A compendium of education programs and practices. Washington, DC: American Youth Policy Forum.
Johnson, D. W., & Johnson, R. T. (1998). Making cooperative learning work. Theory into practice, 38 (2), 67–73.
Lavin, A., Korte, L., & Davies, T. (2009). The impact of classroom technology on student behavior. Journal of Technology Research, 2, 1–13.
Lombardi, M. (2007). Authentic learning for the 21st century: An overview. ELI Publication, 1. Retrieved from https://neteducause.edu/ir/library/pdf/ELI3009.pdf
Magner, T., Soule, H., & Wesolowski, K. (2011). The partnership for 21st century skills-framework for 21st century learning. Retrieved files.eric.ed.gov.ezproxy.bethel.edu/fulltext/ED543030.pdf
Moeller, B., & Reitzes, T. (2011). Integrating technology with student centered learning. Education Development Center. Retrieved from http://www.nmefoundation
National Academy of Sciences. (1997). Preparing for the 21st century: The education imperative. Retrieved from http://www.nas.edu/21st/education
Northwest Evaluation Association. (2011). RIT scale norms study. Retrieved from http://legacysupport.nwea.org/sites/www.nwea.org/files/resources/NWEA%202011%20Norms%20Report_01.17.2012_2.pdf
Partnership for 21st Century Skills. (2002). Learning for the 21st century: A report and MILE guide for 21st century skills. Washington, DC: Partnership for 21st Century Skills. Retrieved from http://www.p21.org/storage/documents/P21_Report.pdf
Prince, M., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Roblyer, M. D. (2003). Integrating educational technology into teaching. Upper Saddle River: Merrill Prentice Hall.
Roekel, D. (2008). Technology in schools: The ongoing challenge of access, adequacy and equity. National Education Association Policy Brief. Retrieved from http://www.nea.org/assets/docs/PB19_Technology08.pdf
Shih, J. L., Chuang, C. W., & Hwang, G. J. (2010). An inquiry-based mobile learning approach to enhancing social science learning effectiveness. Educational Technology and Society, 13(4), 50–62.
Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle-grade students read, write, and create videos. Journal of Adolescent and Adult Literacy, 55(6), 483–493.
Zhao, Y., & Frank, K. A. (2003). An ecological analysis of factors affecting technology use in schools. American Educational Research Journal, 40, 807–840.
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482–515.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer Science+Business Media Singapore
About this paper
Cite this paper
Branch, L.J. (2015). The Impact of Project-Based Learning and Technology on Student Achievement in Mathematics. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_24
Download citation
DOI: https://doi.org/10.1007/978-981-287-209-8_24
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-287-208-1
Online ISBN: 978-981-287-209-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)