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Action Research Prospectus: Project-based Learning and Universal Design for Learning

Lindsey Crumley

Kennesaw State University

ECE 7543

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Abstract

This research was conducted in a classroom of ten special needs students. Project-based learning

and Universal Design for Learning were implemented into the classroom as a means to increase

student motivation. Results were gathered using both qualitative and quantitative data. Data was

collected using pre/post tests, checklists, timed data sets, questionnaires, and final project

rubrics. The students who were part of the study showed improvements in their ability to stay

focused, and showed an increased motivation for school. The implications of this research are

that project-based learning and Universal Design for Learning have a positive affect on students

with special needs.

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Introduction

There are many children in today’s society that struggle with learning disabilities such as

autism, dyslexia, and other phonological disorders. These students are often “less likely to attend

postsecondary education, and are more likely to be unemployed” (Miller, 2013, p. 52). For

students with disabilities, learning has become a chore. It is not easy, and they have to work

much harder than their typically developing peers. Unlike their typically developing peers, who

may see school as a place to socialize and learn with friends, students with learning disabilities

often see it as a place that points out their biggest weaknesses and fills them with anxiety. School

and learning can be challenging to the self-efficacy of students with learning disabilities, and can

often create the self-fulfilling prophecy of “I can’t do it”.

Project-based learning “involves study/research of a topic in depth where students’ ideas,

questions, predictions and interests form the experiences lived and the works/activities

undertaken” (Kaldi, 2010, p.17). This style of learning is often done through the creation of a

project or culminating assignment. Projects can last anywhere from a few weeks to a month.

These projects are broken down into small, manageable parts. Through the process of asking and

answering questions, project-based learning also allows the students to work on the higher levels

of Bloom’s Taxonomy. The projects allow for the students to analyze, create and evaluate in a

hands on and effective way.

Project-based learning allows students to accomplish small tasks that will culminate into

a bigger project, and is thought to be very impacting for students with learning disabilities. Most

importantly the projects allows them to work at their own pace, and the work can be

differentiated to meet each student’s needs. The students can also work together as a group to

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create a large project that they can then show off to their parents, teachers, and peers. Being able

to create something that the students can show to others is likely to increase their self-efficacy in

a great way.

The students will be given options for which project and final assessment product they

will complete. Giving the students variety in the project they want to complete is one aspect of

Universal Design for Learning that will be implemented into the design of this action research

project. Universal Design for Learning, or UDL “is a framework that supports the needs of all

learners, including those with disabilities” (King-Sears, 2014, p. 68). The process has three main

parts: variety in representation, engagement, and expression. Throughout the unit, these three

parts of UDL will be implemented. The students involved in the research will be provided with

differentiation in the way the information is given, how the students can engage in the unit, and

how the students chose to express their learning.

During the course of the study, students with learning disabilities will participate in

project-based learning to determine if it increases their motivation, ability to stay on task, and

their self-efficacy. This study is designed to answer three main questions:

• Does project-based learning affect the motivation of students with disabilities?

• Does using universal design for learning as a means for differentiation have an effect on the

motivation of students with disabilities?

• How do students with learning disabilities respond to project-based learning and universal

design for learning?

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Literature Review

I work in a school that specializes in students with learning disabilities. There are a total

of ten students in my classroom this school year. The ten students have various learning

disabilities; four of those students have autism, five have dyslexia, and one has cerebral palsy.

The ten students also struggle with hyperactivity. Each student finds it difficult to remain seated

and stay focused throughout the day. Self-motivation and self-efficacy is also something that the

students struggle with. I think it is very important to improve the motivation and confidence

levels for the students in my class.

My classroom has mixed ages and grade levels. The students range in ages from six to

nine, and the grade levels range from 1st to 3. Due to this range in age and grade, differentiation

is imperative in the classroom (Tomlinson, 2001). The need for differentiation is an aspect of

research that I want to incorporate into my action research project. I believe that a great form of

differentiation is the implementation of universal design for learning, UDL, into the classroom.

Universal design for learning is a great way to differentiate, and in this literature review I have

read articles about how it is incorporated into the classroom, and how it is best used in the

classroom (Iris Center, 2009).

Along with using UDL in the classroom, I believe that by incorporating project-based

learning, PBL, into my curriculum, the students will become more self-motivated, confident, and

excited about school and the academic process. I believe that project-based learning can be a

great way to improve student motivation in the classroom, especially among students with

learning disabilities. Being able to create a final product and share it with their family and peers

can do great things for their self-efficacy. To begin the research process, found a great deal of

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information about the variety of ways in which both project-based learning and universal design

for learning can be implemented.

Through the process of reading and reviewing journal articles, I gained a better

understanding of project-based learning and where it began. I discovered where project-based

learning originated; the author’s state that it began at McMaster University’s Medical School in

the 1970s. The authors also describe when and how this form of learning was first used. “In the

original form of PBL, scenarios (i.e., case studies) were crafted to identify a problem that stu-

dents were to solve through self-directed learning within small groups facilitated by a tutor”

(Westhues, 2014, p. 473). The same article also provided an excellent definition of project-based

learning “PBL is an active approach to teaching and learning that equips students to engage a

range of explanations and creative interventions and prepares them for practice in complex and

uncertain settings” (Westhues, 2014, p.473). I love this definition, because it states that project-

based learning can be a great way to increase engagement in the classroom, which leads to

learning that will prepare the students for the future.

There is substantial research on project-based learning when implemented into university

level coursework. Researchers used graduate level coursework to determine how feedback can

facilitate learning. The researches in this study wanted to determine if peer feedback could have

an effect on project-based learning in an online environment. The study took place in graduate

level online courses. Although this research sample is very different from my classroom, there

was quite a lot of information that could be taken from the research study. The study stated “PBL

that engages learners in solving real-life problems can be a particularly motivating and useful

instructional method because it encourages and enables knowledge and skill application” (Acar,

2013, p. 260). This is important to note because it backs up the idea that project-based learning

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(PBL) is a great way to ensure that students are engaging in learning. The article also stated that

PBL is known to use higher order of thinking than teacher centered education. The researchers of

the study found “that a higher level of knowledge construction activities were more likely to

occur during project-based learning when compared to non project-based learning” (Acar, 2013,

p. 260). Including higher-order thinking into the curriculum is very important when working

with students with learning disabilities. I think it is very important to incorporate problem-

solving skills into the curriculum, and project-based learning is an effective way to do this.

Another study about project-based learning being incorporated at the graduate level was

conducted on a total of 266 university students. The researchers wanted to determine if project-

based learning had any impact on student motivation. The authors stated this about motivation,

“Motivation is a process, it is not a result, which is why it can not be directly observed” (Acar,

2013, p. 83). Because motivation is not directly observable, the researchers created an attitude

scale that was used to measure student motivation. “The attitude scale consisting of a total of 26

entries was prepared, including 13 positive and 13 negatives. The scale is of the likert type and it

was designed on a degree system based on the number 5 (The answers were scored as the

following (totally agree=5, agree =4, indecisive=3, disagree=2, completely disagree=5” (Acar,

2013, p. 83). This research study very closely relates to the study that I will be conducting in my

classroom. Although this study was conducted on university students, and my study will be

conducted on students with learning disabilities, I found the results of this study to be very

interesting. The study found that among the students in lower level university classes, project-

based learning showed an increase in motivation.

Although my classroom has very little cultural diversity, it is important to understand

how project-based learning can be implemented into different cultures. An article that discussed

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this provided great research on PBL implementation to Arab students. This article researches

how PBL can be used in different cultures such as Omani or Arab learners. It also discusses the

challenges that come along with applying this new type of educational strategy. Some of the

challenges that the research listed that may apply to my research project are: critical thinking,

identity, and self-awareness.

The researchers noted that Omani learners had to learn “to make a conscious shift from

memorization to analytical learning practices” (Dauletova, 2014, p. 187). In many classrooms,

students are often asked to memorize material and standards in order to pass high-stakes tests.

“In PBL classroom environment, on the other hand, students are encouraged to question the

unknown, use critical thinking, compare and contrast, and draw their own conclusions. In this

way, the emphasis moves from exams and grades toward self-motivated, lifelong learning”

(Dauletova, 2014, p. 187). The researchers also noted that identity and self-awareness was an

issue with the Omani students when it came to embracing a PBL educational approach. I also

believe that this could become an issue with implementing PBL into my classroom. The students

in my classroom have disabilities, and they often have trouble being aware of their behaviors and

often are not able to be self-aware of their strengths and weaknesses. “In PBL classes most

learners start to analyze their behavior and consciously discover personal and cultural values,

expectations, and beliefs for the first time in their lives. The significance of this self-discovery is

hard to overestimate as it leads students to reshape their vision, rearrange priorities and goals,

boost their self-confidence, and broaden their horizons” (Dauletova, 2014, p. 187). I hope that

this same result can be shown in my research project, and that the students in my class become

more self-aware, confident, discover more about their cultural values and academic abilities.

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Although my research will be conducted on elementary aged students, learning how

project-based learning has an effect on high-school students with special needs is important,

because it will one day apply to my students as well. One study was conducted in a high school

setting, with students with learning disabilities. The researchers wanted to conduct this study

because, “The future for youth with disabilities is bleak: they are less likely to attend

postsecondary education, and are more likely to be unemployed” (Miller, 2013, p. 52). The

researchers wanted to determine how life and job skills could be effective for high-school special

needs students. These life skills can be applied to the PBL process, and are important for the

futures of students with special needs.

Although each study I read was important and provided rich information about project-

based learning, there was one that very closely related to the research I will be conducting in my

classroom. In this study, the researchers conducted a wide variety of tests to determine the

effectiveness of PBL. They used: knowledge test, attitude scale, individual interviews, and the

projects completed during the unit. The results of this test were substantial. The researchers not

only found that the students were able to learn more about the area of study, but they also that “A

significant attitude change was also revealed for pupils with learning difficulties after the project

regarding self-efficacy; task value, group work, traditional teaching and experiential learning”

(Kaldi, 2010, p. 23).

Through the process of individual interviews, student responses showed that project-

based learning is very effective. “All pupils stated that project-based learning helped them learn

better and retain much information about sea animals. They found this procedure amusing and

more motivational in comparison to traditional teaching methods (direct instruction, teacher talk,

studying from their own textbooks). The majority of the pupils (22 out of 24) supported that

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what they found more effective and pleasant in this procedure was both experiential learning and

working in groups” (Kaldi, 2010, p. 23). This research study is very close to the action research

that I will be conducting in my classroom, and is a great resource for the types of data that I will

collect in my own research project.

Along with project-based learning, I will also be using universal design for learning as a

means to differentiate throughout the learning unit. One research article discussed how universal

design for learning could be used for elementary school students with learning disabilities. This

article provides rich background information on the process of Universal Design for Learning or

UDL. The author provides this definition, “UDL is a framework that supports the needs of all

learners, including those with disabilities or who are from culturally and linguistically diverse

backgrounds” (King-Sears, 2014, p. 68).

The author also describes how UDL can be beneficial for students with learning

disabilities. Providing students with the ability to take in knowledge in a variety of ways is a very

important part of the UDL process. The author states, “providing students with and without LD

options for how they take in information (usually referred to as representation), practice new

content (engagement), and show what they know (expression) by using methods (which may

include technology) and effective pedagogy transforms students’ learning experiences when

educators build those choices into instruction for all students” (King-Sears, 2014, p.68). Also,

allowing the students to demonstrate their knowledge in a way that is best for them is very

important. “There is intuitive appeal that when educators use different ways to represent content

to students, engage students in practice of that content, and provide different ways for students to

express what they know, achievement for students with LD increases” (King-Sears, 2014, p. 68).

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The process of UDL is very different from how the average classroom is run. Many

times, classes are often one lesson in which the teacher may then differentiate the worksheet for

individual or a small group of students, whereas “a UDL approach to teaching is proactive, in

that learners’ characteristics drive how content is designed and delivered from the start versus

perceiving an accommodation or adaptation as an add-on for students with different learning

needs, such as students with LD” (King-Sears, 2014, p. 68). The process of UDL allows for

differentiation in all aspects of the curriculum, this is great for students with learning disabilities.

The process of UDL did not begin in the field of education. One article describes the

importance of how Universal Design for Learning (UDL) originally began in the fields of

engineering and architecture. The process of UDL then transferred to the field of education.

Along with providing a background of where UDL began, the researches also studied how UDL

can be accomplished in online and technologically-enhanced classes. The study took a look at

hybrid and online classes in the university setting. The authors found that applying the UDL

process to online classes can be quite difficult and require a great deal of planning time. This is

true in applying UDL to lower level classrooms as well. The main point that I took from this

article for my research project is this, “These choices of how students engage in this assignment

are centered on the student’s individual interest, motivation, and needs” (Morra, p. 48). I liked

this quote because it shows the importance of creating a final project in which students are given

a variety of ways to complete in order to allow all of the students to be successful.

One article provided a great history of how teaching techniques of students with

disabilities has changed. In not so recent education past, students with learning disabilities were

educated in a way known as “separate but equal”. Students with learning difficulties were taught

in completely separate classrooms, than their typically developing peers. Since the creation and

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passing of new legislation, there has been a change in education to become a place in which

students are educated in their least restrictive environment. Because of this change, “education is

currently moving from merely accommodating basic educational needs to including all students

in a meaningful way in the general education curriculum” (Dalton, 2012, p. 5). Due to this

change, it is important that we as educators also make a change in the way we teach. Universal

design for learning can be a great place to start. There are three core principles in universal

design for learning “multiple means of representation, multiple means of action and expression,

and multiple means of engagement” (Dalton, 2012, p. 2). Allowing students the opportunity to

have a variety of methods or representation, expression, and engagement create an environment

that can be much more conducive to learning. Especially for those students who may have

learning disabilities. The author in this study said it best, “Learner variability dictates need for

assessment variability” (Dalton, 2012, p. 12). When thinking about my action research project, I

want to make sure that I am implementing UDL appropriately. This author claims, “to effectively

implement UDL core principles, variation in assessment is key” (Dalton, 2012, p. 12). It is very

important to remember this statement when creating the assessments that will be used during the

project-based learning unit.

One article that researched UDL being implemented into elementary classrooms through

literacy instruction researches how UDL can have an effect on literacy in early elementary

school classrooms. The authors state that by implementing UDL into their literacy lessons the

teacher can, “conveniently and effectively integrate sensory-rich learning opportunities into their

daily literacy teaching that enable young learners to make text connections and thereby increase

their vocabulary and text comprehension” (Brand, 2012, p. 2).

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The objective of reading is always comprehension. By incorporating the three principles

of UDL, students are better able to connect to the text, and therefore better able to comprehend

the text. The most important thing to consider when teaching literacy, or any other subject is to

realize each individual child’s potential. “Potential is best achieved when teachers plan a

meaning-based, multi-sensory curriculum that is tailored to students' individual talents and

needs. Students learn literacy best when carefully planned, differentiated instruction is combined

with a meaning and literature-based, multiple intelligence approach” (Brand, 2012, p. 17). UDL

requires a lot of planning and differentiation, but in the end can be extremely beneficial to the

students.

Each study that I read provided rich information on project-based learning and universal

design for learning. They all have helped me to form a better understanding of my own action

research that I will implement into the classroom. Project-based learning is a great way to

provide students with a new way of learning and engaging in the classroom. Universal design for

learning is a great way to provide differentiation in both curriculum and assessment.

Methodology

Research Context

This research study was conducted in a small private school. Ten students participated in

the study. Of the ten students, seven are Caucasian, one if African American, and one is

Hispanic. They range in age from 6-10. Their grade levels range from 1st-3rd grade. These ten

students all have learning disabilities; five have autism and four have phonological and speech

disorders, and one have cerebral palsy. Eight of the ten students also struggle with hyperactivity,

and are often out of their seat and off-task. It is thought that project-based learning can be an

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effective strategy to teaching students with disabilities. “PBL is an active approach to teaching

and learning that equips students to engage a range of explanations and creative interventions

and prepares them for practice in complex and uncertain settings” (Westhues, 2014, p.473). The

skills acquired from project-based learning are very important for students with learning

disabilities to learn.

Innovations and Interventions

Each of the students that participated in this study has a learning disability. There was

one teacher implementing the study. The teacher researcher wanted to determine if project-based

learning had an impact on students with learning disabilities. During the study, the teacher

researcher continued to provide individualized interventions to each of the ten students who

participated in the study. Each of the ten student’s academic needs were met during the course of

the study.

Data Collection Method

A mixed methods research design was implemented for this research project.

Specifically, a triangulation mixed methodology design was used. This design of research is used

when “quantitative and qualitative data are collected at about the same time, and are given equal

emphasis” (Mertler, 2012, p.105). Using this style of research design was important for this

study, because when both types of data are collected at the same time it “leads to greater

credibility in the overall findings” (Mertler, 2012, p.105). A variety of data collection methods

were used during the course of the project-based learning unit. The data collections chosen for

this research study were: knowledge tests, attitude questionnaires, checklists, classroom

observations, and final products from the learning unit.

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Knowledge Test

The students were assessed on their knowledge of animal types, animal characteristics,

endangered, and extinct animals. The test was 10 multiple-choice questions. The pre/posttest can

be found in Appendix I. The answers to these questions were covered over the course of the four-

week unit. The assessment was given at both the beginning and end of the four-week unit, and

was administered in small groups. The assessment was read aloud to compensate for any reading

difficulties.

Questionnaires

Before and after the four-week unit students were asked a serried of seven questionnaire

questions in a small group setting. This questionnaire was designed to determine how the

students responded to the project-based learning process. The students answered seven questions

about their feelings on school, their classmates, motivation, and the classroom activities that they

participated in. The seven questionnaire questions can be found in Appendix I.

Checklists

In this checklist, the teacher researcher observed the students during and throughout the

unit. Students were observed two times each week during the four-week unit, and two times the

week before the unit began. The researcher determined if the behavior on the checklist was

observed or not. This checklist was used as a means of determine if the students stayed on task,

stayed focused on the activity at hand, was able to answer questions about the activity, respected

others, and completed the activity. The checklist can be found in Appendix I.

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Classroom Observations

When completing the checklist, the teacher also recorded a time interval for the amount

of time a student could remain on task without needing redirection. These timed data sets were

used as a means to see how long the students could remain on task without becoming distracted.

This data was collected while observing a student for five-minute periods. During that five-

minute period, the researcher would keep a record to determine the length of time the student

could stay on task. This observation was done on each student twice per week during the four-

week unit.

Educational Programme

The educational unit lasted four-weeks. As a way to further incorporate Universal Design

for Learning into the research, before the four-week unit began, students were given a choice on

what we would learn about. After a classroom meeting, the students chose to learn about

animals. The students each chose an endangered animal to research and create a final project on.

The students spent a total of 1-3 hours each day on these topics. During the course of this four-

week unit, the students worked individually and in pairs to create final projects and

presentations. These final projects and presentations were graded based on a rubric. The rubric

on which the students’ final projects were assessed can be found in Appendix I. The students

were given options on the projects or presentations they would like to complete. This variety in

assessment was another key component to the UDL portion of this project-based learning unit. A

unit plan and time line were created and can be found in Appendix I. This unit plan explains the

outcomes of the learning unit as well as the activities that the students participated in on each day

of the learning unit.

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Data Analysis

Qualitative Data

Questionnaire

The students were asked a total of 7 questions to determine student motivation both

before and after the four-week unit. The students were given the choices of ☺ or " for each

question. When data was represented in graphical form, the ☺ was represented as a 1, and the "

was represented as a 0. From the data that was collected, a lot of the students changed their

responses from " to ☺ by the end of the unit. This shows that the students responded very well

to the project-based learning unit. Based on the data collected and shown in the charts below,

question number 1, “How do you feel about school?” showed the biggest change. Four students

changed their response from " to ☺ by the end of the project-based learning unit. The results of

the questionnaire at the end unit show that 80%-90% of the students agreed with all of the

questions. There was only one student who showed no change on any of the questions.

1. How do you feel about school?

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

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2. How do you feel about your classroom?

3. How do you feel about the other kids in your class?

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

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4. How do you feel about learning new things?

5. How do you feel about the activities you do in the classroom?

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

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6. How do you feel about working in a group with you classmates?

7. How do you feel about completing assignments in class?

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

0  

0.2  

0.4  

0.6  

0.8  

1  

1.2  

Before  Unit  Response    

After  Unit  Response  

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Checklists

These checklists were conducted twice a week on each student. The students showed

improvements in all areas that were observed. The student checklists can be found in Appendix

II. The data shown in Appendix II shows that when observed throughout the learning unit, the

students were able to spend more time on task, answer more questions about their activities, and

complete more assignments pertaining to their unit on animals.

Quantitative Data

Classroom Observation

The students were observed during the course of the four-week unit. Each student was

observed two times each week. They were observed on how long each student could remain on

task. The student’s time was recorded up to 300 seconds. The data shows that each student was

able to spend more time focused on their activities during the course of the four-week unit than

they were before the four-week unit began. The amount of time each student could spend on task

without prompting increased throughout the course of the four-week learning unit. The timed

data for each student can be found in the following graphs. Graphs 3, 7, and 8 show students who

were about to go from staying on task for only 50 seconds to 300 seconds. This data

demonstrated a great change in the amount of class time being spent appropriately and on task.

This change is due to the project-based learning unit and because the students were working on

projects that were chosen by themselves as an aspects of UDL implementation.

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1.

2.

0  50  100  150  200  250  300  350  

1/26/15  

1/28/15  

2/9/15  

2/11/15  

2/18/15  

2/19/15  

2/23/15  

2/25/15  

3/2/15  

3/4/15  

Sarah  

Time  on  Task  in  Seconds  

295.5  296  

296.5  297  

297.5  298  

298.5  299  

299.5  300  

300.5  

1/27/15  

1/29/15  

2/10/15  

2/12/15  

2/17/15  

2/19/15  

2/24/15  

2/26/15  

3/3/15  

3/5/15  

Travis  

Time  on  Task  in  Seconds  

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3.

4.

0  50  100  150  200  250  300  350  

1/26/15  

1/28/15  

2/10/15  

2/12/15  

2/17/15  

2/18/15  

2/23/15  

2/25/15  

3/3/15  

3/5/15  

Eric  

Time  on  Task  in  Seconds  

0  20  40  60  80  100  120  

1/27/15  

1/30/15  

2/11/15  

2/12/15  

2/18/15  

2/19/15  

2/25/15  

2/26/15  

3/2/15  

3/3/15  

Ricky  

Time  on  Task  in  Seconds  

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5.

6.

0  50  100  150  200  250  300  350  

1/26/15  

1/29/15  

2/11/15  

2/12/15  

2/18/15  

2/19/15  

2/24/15  

2/26/15  

3/3/15  

3/5/15  

Trent  

Time  on  Task  in  Seconds  

0  

50  

100  

150  

200  

250  

1/28/15  

1/30/15  

2/10/15  

2/11/15  

2/18/15  

2/19/15  

2/24/15  

2/26/15  

3/2/15  

3/4/15  

Nate  

Time  on  Task  in  Seconds  

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7.

8.

0  50  100  150  200  250  300  350  

1/27/15  

1/30/15  

2/9/15  

2/10/15  

2/17/15  

2/18/15  

2/23/15  

2/25/15  

3/4/15  

3/5/15  

Jacob  

Time  on  Task  in  Seconds  

0  50  100  150  200  250  300  350  

1/27/15  

1/30/15  

2/11/15  

2/12/15  

2/17/15  

2/19/15  

2/24/15  

2/26/15  

3/2/15  

3/4/15  

Silas  

Time  on  Task  in  Seconds  

Crumley 26

9.

10.

Knowledge test

The students were given a ten-question pretest and posttest. The questions can be found

in Appendix I. The average student score on the pretest was 57%. The average student score on

the posttest was 82%. This shows an average 25% improvements from pretest score to posttest

score.

0  50  100  150  200  250  300  350  

1/29/15  

1/30/15  

2/9/25  

2/12/15  

2/17/15  

2/19/15  

2/24/15  

2/26/15  

3/4/15  

3/5/15  

Ayla  

Time  on  Task  in  Seconds  

0  50  100  150  200  250  300  350  

1/29/15  

1/30/15  

2/11/15  

2/12/15  

2/17/15  

2/18/15  

2/25/15  

2/26/15  

3/3/15  

3/5/15  

Dabriana  

Time  on  Task  in  Seconds  

Crumley 27

1-tailed and 2-tailed T-tests were computed on the two sets of data. The results of a t-test

are a p-value. A p-value “indicates the probability of chance occurrence in the study” (Mertler,

2012, p. 176). When the p-value is lower than .05, then we can assume that the results are not

due to chance, but rather because of the intervention that was made. Each of the two different

types of t-test were completed on this data, and each t-test conducted gave a p-value of below

.05. The One-Tailed t-test gave a p-value result of .002076071, and the Two-Tailed t-test gave a

p-value result of .004152141. Each of these results show that there is very little reason to believe

that chance played a roll in the change in results from the pretest to the posttest.

Student (Psydonymes) Pretest Score out of 100%

Posttest Score out of 100%

Sarah 80 90 1-Tailed T-test Result Travis 40 80 .002076071 Eric 50 70 Ricky 40 70 Trent 80 100 2-Tailed T-test Result Nate 60 80 .004152141 Jacob 20 60 Silas 40 70 Ayla 90 100 Dabriana 70 100 Average 57 82

Educational Programme

The students were given a rubric on the second week of the unit. The rubric was read to

them on a daily basis before they began working on their projects. The rubric can be found in

Appendix I. The students scored very well on the final projects. The students helped to grade

their peers based on the rubrics. Once the students presented their projects, we as a class sat

down to discuss what the student should make on each of the four criterion of the rubric. The

Crumley 28

students were very honest about which projects were better and deserved a better grade than the

others. The lowest grade on the final project was a 16/20, which is an 80%.

Conclusions

There are many children in today’s society that struggle with learning disabilities such as

autism, dyslexia, and other phonological disorders. These students are often “less likely to attend

postsecondary education, and are more likely to be unemployed” (Miller, 2013, p.52). Because

my classroom contains ten students with special needs, it was very important for me to research

an effective strategy to help these students become successful. The research was conducted on

the effectiveness of implementing project-based learning and universal design for learning into

the classroom.

0   5   10   15   20   25  

Sarah  

Travis  

Eric  

Ricky  

Trent  

Nate  

Jacob  

Silas  

Ayla  

Dabriana    

Score  on  /inal  Project  out  of  20  

Crumley 29

A mixed methods research design was implemented for this research project.

Specifically, a triangulation mixed methodology design was used. Using this style of research

design was important for this study, because when both types of data are collected at the same

time it “leads to greater credibility in the overall findings” (Mertler, 2012, p.105). Data was

collected throughout the four-week learning unit.

The data and findings show that Project-based Learning and Universal Design for

Learning do have an affect on the motivation of students with special needs. The research

findings suggest that the students were capable of staying on task for longer periods of time,

completing more assignments, and showing growth on final assessments. The student showed an

average 25% improvement from pretest score to posttest score. The timed data sets demonstrated

a great change in the amount of class time each student was able to send more appropriately and

on task. The change was due to the project-based learning unit and because the students were

working on projects that were chosen by themselves as an aspects of UDL implementation.

This research study can be easily reproduced on any subject and grade level, which

makes the research findings even more compelling.

Limitations

One of the biggest limitations of this study is the small class size. Due to the small class

size, I was able to work one-on-one or in small groups with the students. In a larger classroom,

this type of student/teacher interaction may not be feasible.

Crumley 30

Action Plan

I found the research extremely compelling, especially for my classroom. I plan to teach

using Project-based Learning and Universal Design for Learning for the rest of the school year. I

would like for the other teachers at the school to begin incorporating PBL and UDL into their

classrooms as well.

Crumley 31

References:

Acar, G. (2013). The effect of project-based learning on students’ motivation. International

Journal of Academic Research, 5(2), 82-86.

Brand, S., & Dalton, E. (2012). Universal Design for Learning: Cognitive Theory into Practice

for Facilitating Comprehension in Early Literacy. 1-19.

Dalton, E., & Brand, S. (2012). The Assessment of Young Children Through the Lens of

Universal Design for Learning (UDL). 1-18.

Dauletova, V. (2014). Expanding Omani Learners’ Horizons Through Project- Based Learning:

A Case Study. Business and Professional Communication Quarterly, 77(2), 183-203.

Hsu, Y., & Ching, Y. (2013). Peer Feedback to Facilitate Project-Based Learning in an Online

Environment. The International Review of Research in Open and Distance

Learning, 14(5), 259-276.

Kaldi, S., & Filippatou, D. (2010). The Effectiveness of Project-Based Learning on Pupils with

Learning Difficulties Regarding Academic Performance, Group Work and

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King-Sears, P. (2014). Introduction to Learning Disability Quarterly Special Series on Universal

Design for Learning: Part One of Two. Learning Disability Quarterly, 37(2), 68-70.

Mertler, C. (2012). Action research: Improving schools and empowering educators (3rd ed.).

Thousand Oaks, Calif.: SAGE.

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Miller, C. (2013). Project Impact: Service-Learning’s Impact on Youth with Disabilities. SSW

Journal, 52-75.

Morra, T., & Reynolds, J. (n.d.). Universal Design for Learning: Application for Technology-

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The IRIS Center for Training Enhancements. (2009). Universal Design for Learning: Creating a

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Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).

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Westhues, A., Barsen, C., Freymond, N., & Train, P. (2014). An Outcome Evaluation of a

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