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Title: Project Based Learning at Mount Saint Joseph High School Team: MSJ Action Research Team Team Members: Jason Ader, Sam Bianco, Beth Czyryca, Josh Vicchio, Allison White Date:

Task I: Define the Problem: Thesis Statement: Suggested revision: An understanding of the methods and practices required to implement Project-Based Learning (PBL) varies widely at Mount Saint Joseph High School. Achieving a common vision of PLB among students, teachers, administrators, and stakeholders will lead to more engaged student learning. Research Questions: What are teacher perceptions of PBL at Mount Saint Joseph? How are teachers currently using PBL in their classrooms? How can a common vision of PBL be achieved at Mount St. Joseph High School? Context: By answering the above research questions we will increase academic achievement at Mount Saint Joseph High School in the College-Prep curriculum. Back to Table of Contents

Task II: Review the Literature: Mount Saint Joseph High School, located in Baltimore, MD, recently underwent the Middle States re-accreditation process. One of the three goals Mount Saint Joseph decided to focus on over the next seven years involves the use of project-based learning (PBL) to enhance student achievement. However, as the faculty of Mount Saint Joseph have begun implementing the PBL approach at their school, it has become clear that there is wide disagreement on the exact meaning and implementation of PBL on the high school level. This review of literature seeks to answer the question, "What is PBL?" through an examination of the historical originals, current practices, and emerging trends relating to PBL. What is PBL: Definition and History? In a research article by Grant (2002), the origins and history of project-based learning are addressed. While project-based learning cannot be traced to one specific inventor or one specific time period, Grant sheds some light on the genesis of the theoretical foundations of project-based learning. As far back as 1900, people such as John Dewey have supported "learning by doing" and student-centered learning. These same ideas are also reflected in the concept of constructivism. According to Grant (2002), constructivism was promoted by Jean Piaget and Lev Vygotsky in the 1960's and 1970's. Grant (2002) explains how, in constructivism, individuals construct knowledge through interactions with their environment, and each individual's knowledge construction is different. So, through conducting investigations, conversations or activities, an individual is learning by constructing new knowledge by building on their current knowledge.  A 2010 article by Stephanie Bell provides a 21st century view of project based learning. According to Bell, project based learning is a "student-driven, teacher facilitated approach to learning," carried-out through four major steps (Bell, 2010). First, students select projects or real-world problems based on their individual interests, as it is believed that natural curiosity can lead to productive learning. Next, students develop specific questions related to the project or problem they have selected, and with the aid of the teacher, the students carry-out their research and answer their own questions. Finally, students are required to present their projects to a selected audience (Bell, 2010). Challenges and Benefits of PBL According to Savery (2006) and Vernon and Blake (1993), there are many benefits of problem-based learning in today's educational system, but certain challenges and obstacles still remain in using PBL effectively. Regardless, the accessibility of information in today's world is perhaps pushing us toward new ways of student learning. Benefits of PBL: From Savery (2006): PBL offers a curriculum that is student-centered PBL can be an interdisciplinary endeavor PBL can be used over a long period of time for sustainable learning PBL has been proven in some studies to have equal effects of the traditional classroom approaches, but has also produced more engaged students who are better problem solvers PBL produces students who can think critically, are creative, collaborative, self analyzing, and self motivated PBL makes students responsible for their own learning and teaches them to work with others Vernon and Blake (1993): PBL was preferred by students who were surveyed about their opinions of a           particular course. Students felt PBL gave them a higher quality of education in their courses Students attitudes and opinions about PBL were much more positive than traditional methods. Medical students in the PBL courses performed better on their clinical exams. Challenges of PBL: From Savery (2006): Certain studies suggest there is no way to tell whether those trained in PBL were better suited for their particular field Questions remain whether or not the majority of students prefer this type of learning over traditional learning in the classroom. Despite this lack of evidence that PBL is more effective than traditional ways of learning, it is expanding into elementary, secondary and university education. The adoption of PBL by different levels of education has produced misconceptions and misunderstandings of what PBL actually is and how it should be used for educational purposes. Research shows that schools are adopting PBL without having the support of the staff Properly assessing student knowledge and content in PBL is difficult PBL forces the teacher to adapt from the knowledge distributor to the "facilitator of learning." It will take educational institutions time and further proof of success to fully commit to a PBL approach. PBL directly opposes a method of instruction that "teaches to the test," which makes using PBL in schools that are under pressure producing good test scores difficult. Vernon and Blake (1993): In one study, students in traditional teaching programs performed significantly better on their National Board Exams than those students in PBL programs. The board suggested there was a stronger correlation between student achievement and their school compared to the methodology used. Practices and Trends Since the 1970's, medical colleges have supported PBL to supplement traditional methods of teaching, such as lectures, with great success. Through surveys, Vernon and Blake (1993) found that medical students believed they received a high quality education through PBL and they also performed better in their clinical exams. While practical lab exams are not given at Mount St. Joseph High School, the PBL experience may be an important aspect of students' learning and may be linked to student success in laboratory experimentation in college. More and more colleges are implementing PBL courses which resemble group internships (Tappert & Stix, 2010). For the last 5 years, Pace University has had Information Technology (IT) teams of students work for real companies to solve their IT problems throughout their last semester of graduate school. These courses are having great success because of the numerous skills students leave college with. These include technical skills in their field of expertise, interpersonal and communication skills when working with managers and/or groups, creativity, organization, critical thinking, innovation, research skills and finally writing skills. Research has found that PBL has been effective in training institutes for instructors wanting to become tutors.  Various undergraduate programs within the schools of Arts and Sciences, Business, Education, Nursing, Pharmacy, and Mathematics have incorporated PBL into their curriculum. It has also been found in MBA programs in Chemical Engineering, Economics, and Architecture (Savery, 2006). Conclusion:     The literature reviews demonstrate that modern definitions of PLB vary. Based on our research there is evidence that PBL increases academic achievement, produces students who can think critically, are creative, collaborative, are motivated, and responsible learners. PBL is a trend in education that has the potential to influence student learning and achievement not only at Mount Saint Joseph High School, but with of students of all ages.    References: Bell S. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House, Vol 82 (2). DOI: 10.1080/00098650903505415. Retrieved from: http://www.teacherscollegesj.org/resources/publications/PBL%20for%20the%2021%20Century.pdf Glanz, J. (2003). Action research: An educational leader's guide to school improvement. Norwood, MA: Christopher-Gordon Publishers.  Grant, M. (2002). Getting a grip on project-based learning: Theory, cases and recommendations. Meridian: A Middle School Computer Technologies Journal, Vol. 5 (1). Retrieved from http://www.ncsu.edu/meridian/win2002/514/project-based.pdf Savery, John R. (2006) "Overview of Problem-based Learning: Definitions and Distinctions," Interdisciplinary Journal of Problem-based Learning: Vol. 1: Iss. 1, Article 3. Tappert, C. C. & Stix, A. (2010). The trend toward online project-oriented capstone courses. Computers in the Schools, 27(3), 200-220. Retrieved from http://csis.pace.edu/~ctappert/it691-10fall/projects-journal-2010.pdf Vernon DT, Blake RL (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic medicine : journal of the Association of American Medical Colleges [1993, 68(7):550-63]. DOI: 10.1097/00001888-199307000-00015 Back to Table of Contents

Task III: Design the Methodology: Study Setting and Scope: This study is designed to answer research questions about Mount St. Joseph High School teacher perceptions of Project-Based Learning (PBL) and will determine how teachers are currently using PBL in their classrooms. Once this is determined a common vision of PBL at Mount St. Joseph can be drafted.  It will be conducted at Mount Saint Joseph High  School during the 2012-2013 school year. It will examine 200 randomly-selected students (50 from each grade, 9-12) and all 85 faculty members of the school. The study will be conducted over a two-month period, beginning in February, and the findings of the study will be presented during an in-service day in April. With the approval of the school administration, we will then create student and faculty surveys, organize student and faculty focus groups, and schedule and record in-class observations. Study Design: Our design is a cross-sectional descriptive study in that it will address a number of age groups, both of students and faculty (Glanz, 2003).  Using surveys, focus groups and case studies this    study will be both qualitative and quantitative in nature. Student and faculty surveys will have closed ended responses (answering agree, disagree or neutral) with respect to the current usage of PBL at Mount Saint Joseph. We will use video recorded focus group discussions to  provide qualitative insights which we can compare to the quantitative data gained through our surveys. In order to ensure data triangulation, PBL lessons performed by volunteering faculty will be videotaped and analyzed for common practices. Study Timeline: At the beginning of the second semester of the 2012-2013 school year, roughly the first week of February, student and faculty surveys will be administered. In the subsequent two weeks, classroom observations will be recorded, and focus groups will be organized. In the last week of February, the focus groups will be conducted. The month of March will be dedicated to data analysis, and our findings will be presented and discussed with the faculty during the April in-service professional day.  Study Resources: Online surveys will be conducted in computer labs at Mount Saint Joseph through the free service of www.surveymonkey.com Classroom observations will require the use of a FlipCam, provided by Mount Saint Joseph Focus Groups will require multiple classroom spaces, arranged and organized through the faculty  All data analysis will be conducted through personal computers and Mount Saint Joseph computer labs Implementation: Activity Timeline Person Responsible Resources Evaluation Evidence Administer student and faculty surveys designed to examine perceptions and identify current uses of PBL at Mount Saint Joseph High School  1st week of 2nd Semester: Early February, 2013 200 Randomly Selected Students, All Faculty Student Survey; Faculty Survey; Computer Labs  Quantitative data will be generated and evaluated by the Action research Team Observe classroom lessons that are perceived by the teacher to be PBL in nature 2nd and 3rd weeks of February, 2013 Action Research Team Recording  Device; Lesson Observation Form  Recording of PBL-based lessons will provide qualitative documentation of the process  Organize and  Conduct Focus Groups to examine perceptions and identify current uses of PBL at Mount Saint Joseph High School   2nd-4th weeks of February, 2013 Action Research Team  Student Focus Group Questionnaire; Faculty  Focus Group Questionnaire;  Focus Groups will provide the Action research team with qualitative evidence that expands upon the survey results Analyze the Data  Month of March Action Research Team Microsoft Excel, Survey Monkey, Computer Lab  Relevant graphs and charts will be generated and put in presentation form. Present the Data April Professional Day (All-Faculty) Action Research Team; Administration; Faculty  Presentation Room; projector; relevant copies of presentation  Feedback from faculty and administration Study Tools:  Teacher Survey Subject Taught: Years Teaching: Please check one of the following: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree My personal understanding of Project-based learning (PBL) is clear. I do not feel confident in my knowledge of the procedures involved in PBL. PBL will increase my students' academic success. PBL makes learning more enjoyable for my students. I do not feel comfortable assessing students' achievement using PBL. My role as a teacher in a PBL classroom is clear. I have the resources needed to practice PBL in my classroom. I use PBL lessons infrequently in my class. PBL is an excellent learning method for the students. My students are not comfortable using the PBL method in my classroom Student Survey Grade: Please check one of the following: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree My teachers assign collaborative (group) work frequently. My teachers do not assign projects that have real-life applications. My teachers use Project Based Learning (PBL) lessons frequently in our classes. My teachers only asses us with homework, tests, and quizzes My teachers  teach using only lecture My teachers frequently challenge me to think critically. The group projects that my teachers assign frequently require us to perform Internet searches to gather information. PBL is a satisfactory learning method for me. My teachers use PBL effectively in the classroom. Faculty Focus Group Questions Faculty Focus groups broken into 5 groups of 15 teachers, led by one of the action team members. What is your definition of Project-based Learning? What are some examples of how you use PBL in the classroom? What are some advantages of PBL? What are some disadvantages of PBL? What are some problems you've encountered in trying to implement PBL into the curriculum? If you haven't used PBL, what are some possible lessons in which you could incorporate it into your classroom? What professional development would help in using PBL more effectively? If you have used PBL, has it affected student achievement in a noticeable way? Student Focus Group Questions Student Focus Groups will consist of 5 groups of 15 students chosen randomly from the group that took the surveys, led by one of the action team members. What do you understand Project-based learning to be?  How does PBL benefit your learning of the material? How does PBL detract from your learning of material? Describe an example of PBL that you have enjoyed? Describe an example of PBL you didn't think worked well? How can teachers use PBL more effectively? Do you think the use of PBL works better in a certain subject area?  If so, describe which subjects. Do you feel PBL is a good way to learn?  Explain why or why not? Classroom Observations Teacher Observation Form Subject:                                                                                         Observation Code: General Lesson Description: Item Things to look for (check/mark observed) Observations/Comments Student Engagement ___ Group work ___ Individual work ___ Collaboration ___ Interest Level ___ Divided student responsibilities   Time Managment Length of project ___________ Tme dedicated to project work in class _________   Assessment ___ Test ___ Quiz ___ Presentation ___ Essay ___ Web-based ___ Other   Overall Impression (complete post-observation)   To Be Completed By Action Research Team Post-Observation Similarities to other Lessons   Differences to other PBL lessons   Codes: PBL Practices   Codes: Student Engagement   Codes: Assessment

Task IV: Analyze the Data Socio-Demographic Characteristics There were 275 study participants; 73% (n = 200) were students and 27% (n = 75%) were faculty. Of the faculty, X% were in years 1-5 of their career, W% were in years 5-15, Y% were in years 16-30, and had been teaching 30+ years at MSJ. Of the students, 25% (n = 50) were from each grade, 9-12. Quantitative Results Teacher & Student Surveys Survey results were analyzed by percentages of responses. Table 1. Sample Teacher Survey Results by Percentage Item Strongly   Agree  n (%) Agree n (%) Neutral n (%) Disagree n (%) Strongly  Disagree n (%) My personal understanding of Project- based learning (PBL) is clear.           I do not feel confident in my knowledge of the procedures involved in PBL.           PBL will increase my students' academic success.           PBL makes learning more enjoyable for my students.           I do not feel comfortable assessing  students' achievement using PBL.           My role as a teacher in a PBL classroom is clear.           I have the resources needed to practice PBL in my classroom.           I use PBL lessons infrequently in my class.           PBL is an excellent learning method for the students.           My students are not comfortable using the PBL method in my classroom           Qualitative Results Focus Group Data Analysis 5 groups of 15 students and 5 groups of 15 teachers are asked to discuss the Faculty/Student Focus Questions concerning PBL. After recording responses to the questions,  the responses will be analyzed qualitatively by looking for trends, coding the data and performing a content analysis. In the faculty focus group we will look for the following trends:     perception of whether PBL is effective     common problems and issues implementing PBL     common perceived advantages and disadvantages     level of knowledge of the definition of PBL In the student focus group we will look for the following trends:     perception of whether PBL is effective     subjects that are more likely to use PBL effectively     common problems and issues completing PBL lessons     common perceived advantages and disadvantages Classroom Observations Teachers who say they are using PBL will be observed in order to find trends on how PBL is being used in the classroom.  Therefore, the number of observations will be determined by the survey.   After the data is collected, categories will be developed for comparisons and contrast.  We will then perform a qualitative analysis by looking for trends, coding the data and performing a content analysis. The trends we are looking for in these lessons may include: PBL teaching techniques student engagement during the lessons similarities/differences in the lessons various types of assessments.