Date of Award
8-1-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Amany Saleh
Second Advisor
Karen Buchanan
Committee Members
Judith Jenkins
Call Number
LD 251 .A566d 2024 R83
Abstract
In recent years, the field of education has experienced major shifts characterized by a significant increase in the research of innovative instructional approaches. Project-based learning (PBL) is an educational approach that prioritizes collaborative projects and experiential learning activities, offering a unique framework for exploring the factors that influence student engagement, academic achievement, and overall well-being. Project-based learning (PBL) places emphasis on inquiry-based and student-centered learning through the successful completion of meaningful projects. The present study explored the impact of project-based learning (PBL) on student engagement, well-being, and learning outcomes as perceived by educators. This qualitative research was conducted, featuring interviews with teachers who have successfully integrated project-based learning (PBL) into their instructional practices. The analysis revealed main themes and subthemes that illustrate the impact of implementing project-based learning (PBL) in learning settings. The theme of student engagement includes subthemes such as student-centered learning, practical applications, and active learning. The theme of academic achievement encompasses the subthemes of meaningful and purposeful learning and critical thinking development. The theme of student well-being includes the subtheme of collaborative learning. Lastly, the theme of challenges associated with project-based learning implementation includes the subthemes of balancing project-based learning structures, time management, and availability of resources. This in-depth analysis can afford policymakers, school administrators, and educators the opportunity to make informed and thoughtful decisions pertaining to the efficacy and implementation of project-based learning. The goal of this study is to further the knowledge on project-based learning by providing insightful narratives of teachers’ experiences. This knowledge could empower educators in embracing project-based learning (PBL), as an instructional approach that has the potential to enhance the quality of education, by promoting higher student engagement while fostering student academic growth and well-being.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Rubino, Stefania, "Project-Based Learning and Its Impact on Student Engagement, Well-Being, and Learning Outcomes: A Study of Teachers’ Perspectives." (2024). Student Theses and Dissertations. 90.
https://arch.astate.edu/all-etd/90
