The Effects of Implementing a Project Based Learning Framework Into a 5th Grade Science Unit on Force and Motion in a Population of Disadvantaged Students

Providing quality education that meets the needs of diverse populations and economically disadvantaged students is imperative in today’s educational environments. This research study investigates the effects of implementing a project-based learning (PBL) teaching approach as part of a fifth-grade science unit on force and motion. The implications on engagement, motivation, and student achievement on standardized tests were analyzed through a mixed-methods research approach. This study is grounded in the theoretical approaches of Constructivism and Social Interdependence Theory. Both concepts support PBL and explain the positive impacts noted by the research. The participants included 56 fifth-grade students, that were primarily African Americans from low-income families. Data collection instruments included classroom observations, semi-structured interviews, student questionnaires, along with a pre- and post-test. Although the results are not generalizable, the study's results indicate that there is a link between PBL and increased student engagement. The students reported being more motivated to complete tasks when working in groups to solve relevant challenges. Active learning helped the students to create meaning and make personal connections to the curriculum. The students were successful in transferring the knowledge gained through PBL to standardized tests.