Action Research Paper Haily May University of North Texas ...€¦ · Running Head: ACTION RESEARCH...

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Running Head: ACTION RESEARCH PAPER 1 Action Research Paper Haily May University of North Texas Submitted in partial fulfillment of the requirements for EDCI 5720 Dr. Frances van Tassell, Professor Spring 2013

Transcript of Action Research Paper Haily May University of North Texas ...€¦ · Running Head: ACTION RESEARCH...

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Action Research Paper

Haily May

University of North Texas

Submitted in partial fulfillment of the requirements for

EDCI 5720

Dr. Frances van Tassell, Professor

Spring 2013

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Abstract

This action research study investigated the effects of Problem-Based Learning situations on fifth-

grade science students who have not been previously exposed to a Problem-Based Learning

situation during science learning engagement in grades kindergarten through fourth. Seventy-

two fifth grade students from a specific elementary school in one local school district

participated in this study. Each student was given a pre-knowledge and interest survey that was

used to determine their prior knowledge of wind energy, as well as their interest in the subject.

Following the survey, students were then exposed to various laboratory activities to build their

background knowledge about wind energy and scientific processes. The background knowledge

was used to help them construct a wind turbine to determine What type of wind turbine blade

produces the most energy? Students collected data and presented their conclusions in a final

student-produced project displaying their knowledge and understanding of wind energy and

scientific processes. The pre-knowledge and interest survey results were then compared to the

final student-produced projects to determine the overall student growth. The study revealed that

Problem-Based Learning situations are highly engaging and may result in stronger student

mastery levels when utilized appropriately.

Keywords: problem-based learning, science, fifth-grade

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Chapter 1

Introduction

Real world application is a major struggle in our schools today. With the current push for

high scores on standardized tests, teachers are forced to focus on what some call teaching to the

test. The problem with this new trend in curriculum is that teachers have less time to provide

students with real world learning situations. Students are neither exposed to Problem-Based

Learning situations nor are they provided opportunities to apply their learning through real world

application. The crisis that is being created due to this shift of focus is posing a world of

problems for both colleges and businesses. Students pursuing higher education through a

university are not prepared to problem solve and disentangle situations at the college level. This

is also true for the business world; students are not equipped with the skills necessary to

rationalize and fix issues and disputes that arise in their line of work. Providing elementary

school students with exposure to collegial collaboration, focused research, and practice with

Problem-Based Learning situations will ultimately prepare future generations for success in this

continually changing society.

Problem-Based Learning situations engage students in the steps necessary for real-world

problem solving. As we strive to build twenty-first century education systems that reach the

needs of all students, we need to focus on more than just changing the state standardized tests.

To effectively prepare students for their future, educators need to enhance education with

experiences that ensure student growth through application. What purpose are we serving by

testing students over standards that only extend baseline knowledge in a specific content?

When, in reality, for students to become successful in today’s world, they must be innovative and

able to provide new state-of-the-art ideas to enhance our systems and processes. The only way

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to prepare students for their future is to train them as children in ways to realistically solve

problems and present valid conclusions.

Statement of the Problem

In a specific elementary school in one local school district, fifth grade students were only

provided science learning through normal lecture and laboratory experiences during grades

kindergarten through fourth. Most of these students had no previous exposure to a Problem-

Based Learning environment. Many students had a hesitation toward science content because it

was relatively unfamiliar to them. In preceding grades, students had less exposure to science

content due to the curriculum focus of mathematics and language arts. The reason for the lack of

science content is due to the fact that science is not a tested content until students reach the fifth

grade; therefore, teachers do not feel pressured to teach the concepts as thoroughly. The

educator wanted her students to feel successful with science investigations. Because students

typically struggle with self-confidence at the beginning of the year, the educator chose to build a

foundation of inquiry-based learning through the use of a Problem-Based Learning situation.

The problem of this study was to determine the effect of Problem-Based Learning situations on

the science achievement of fifth grade students.

Research Question

What is the effect of Problem-Based Learning on the science achievement of fifth-grade

students?

Purpose of the Study

The purpose of this study was to determine the effect of Problem-Based Learning

situations on fifth-grade science students who have not been previously exposed to a Problem-

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Based Learning situation during science learning engagement in grades kindergarten through

fourth.

Significance of the Study

This study provided awareness on the effects of using Problem-Based Learning situations

with fifth-grade science students. Teachers desire to provide students with meaningful

experiences that prepare them for a successful future. The results of this study may give teachers

unconventional options for teaching through Problem-Based Learning situations.

Assumptions of the Study

The researcher assumed that students were able to work effectively with a group, given a

common goal and deadline. It was assumed that students could accurately analyze data to form a

valid conclusion provided guide sheets used while recording data. The comparison of Problem-

Based Learning and fifth-grade science students’ success is assumed to be tied to the

incorporation of Problem-Based Learning situations in classroom routines.

Limitations of the Study

This particular study had only a few limitations. The researcher was provided with a

scripted curriculum and was not able to vary the lessons taught or to alter student experiences.

The researcher was only provided data on students taught at one specific elementary school in

one local school district. Due to the restraints with the curriculum department, no additional data

were available for collection. This study is considered an experimenting action research study.

It has never been constructed before by the researcher and has been used by the researcher for

the first time in this study to determine the effect of Problem-Based Learning situations on the

science achievement of fifth-grade students. One of the potential causes of invalidity may be the

result of a single group; therefore, there was no control group or comparative group. Because

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this study was conducted at the beginning of the school year, students may have been more

engaged due to the fact that they have not become bored or burnt out with learning.

Pertinent Terms

The following terms used in this study are defined below.

Problem-Based Learning Situation (PBL). Student-centered learning approach in

which students learn through experiences during problem solving.

Texas Essential Knowledge and Skills (TEKS). State of Texas learning targets

developed to ensure students are mastering specific standards of education for each grade level

and content taught in public schools throughout the state.

State of Texas Assessment of Academic Readiness (STAAR). State of Texas

developed standardized tests used to measure student academic readiness in grades three through

twelve in various testing contents.

High Socioeconomic Status (High SES). Area within a school district of affluent

families.

Special Education Services (SPED). Special services offered from the Special

Education department to students who have met the requirements set by the state.

Wind Turbine. Student-created plastic turbine for the purpose of collecting data on

wind energy production.

Scientific Process. Steps needed to conduct a scientific inquiry investigation during a

problem-based learning situation.

Inquiry Based Investigations. Science learning approach that requires students to

investigate scientific reasoning from an inquiring position.

Background Knowledge. Knowledge used to scaffold learning.

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Chapter 2

Introduction

In this day and age, the ability to find and filter out the right information is necessary for

all aspects of discipline. Success in the professional world requires one to be able to work both

independently and on various teams. Individuals must have the capability and must feel

comfortable with accessing new information and applying data. Attaining these professional

abilities requires good social skills and learning aptitudes, which employers emphasize. As

Costa, Honkala, and Lehtovuori (2007) explained in their article, Applying the problem-based

learning approach to teach elementary circuit analysis, “a good engineer is able to identify and

define a problem and to find a working solution to this problem” (p. 41). Problem-Based

Learning was first established in the mid-1950’s as a means to replace the traditional lecture-

based approach to anatomy, pharmacology, physiology, etc., with a learner-centered approach

that empowers learners to conduct research, integrate theory and practice, and apply knowledge

and skills to develop a viable solution to a defined problem (Wilson, 1996).

The focus of Problem-Based Learning is to create a hands-on, minds-on organized

approach to the investigation and resolution of messy, real-world problems. Students are

motivated by solving problems, communicating, using technology, working in teams, and

making connections (Torp & Sage, 2002). Through a study conducted by Doch, Segers, Van den

Bossche and Gijbels (2003), it was concluded that Problem-Based Learning situations must be

inclusive of the following seven essential characteristics: learning must be student-centered;

learning must occur in small student groups; the teacher plays the role of a facilitator or guide;

authentic problems are primarily encountered in the learning sequence; problems encountered

are used as tools to achieve the required knowledge and the problem-solving skills necessary to

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eventually solve the problem; and new information needs to be acquired through self-

directed learning.

Students not only need to understand what they are learning, but the why behind it.

Problem-Based Learning reverses the order of learning procedures to help make it reflective

and more realistic to the real-world problem solving that takes place in professional practice. In

this model, learning begins after students are challenged with a puzzling situation. This

structure is important because it shows students why they are learning. The information they

gather for a unit of study is learned within the focus of resolving the problem. In the

same way that a scientist would not conduct an experiment before identifying the

question/problem, students in Problem-Based learning situations do not start learning

until they have encountered a puzzling situation to resolve (Gallagher, Stepien, Sher &

Workman, 1995).

Problem-Based Learning Support

Many times, students ask questions such as, “Why do we have to learn this?” and “When

are we ever going to use this?” Problem-Based Learning requires students to take on new roles

as learners, showing them firsthand how to apply their learning in real world situations. Stepien

and Gallagher’s (1993) study revealed the following:

Teachers take on new roles in problem-based learning, too. First they act as models,

thinking aloud with students and practicing behavior they want their students to use.

They familiarize students with metacognitive questions such as, What's going on here?

What do we need to know more about? What did we do during the problem that was

effective? Then they coax and prompt students to use the questions and take on the

responsibility for the problem. As time goes on, students become self-directed learners.

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To encourage the students' independence, the teachers then fade into the background and

assume the role of colleagues on the problem solving team. (p. 138)

Multiple studies have examined the achievement rates for Problem-Based Learning. For

example, Sungur and Tekkaya (2006) discussed the improvement of students’ academic

performance through Problem-Based Learning; they found that PBL enhances the self-regulatory

skills of 10th-grade students. Through this study, they concluded that teachers should use PBL

to improve students' academic performance by stretching beyond teaching content to teaching

students how to learn.

PBL is not like any other form of instruction in that it places students in the center of an

authentic problem with no correct answer. Therefore, as students struggle with the problem, they

develop the skill to critically evaluate and acquire new knowledge and attain a commitment to

life-long learning. This is so pertinent because students need exposure to real-life situations.

One of the challenges to Problem-Based Learning that has come up is the idea that often times

students struggle with their ability to generate questions and formulate their own problems.

Many educators believe this is due to the fact that students have been provided with well-defined

problems in the past. Chin and Chia (2008) suggested that teachers should give students time to

think through the week and they found that giving students opportunities outside class to talk

with friends and family members helped them to come up with more ideas. Providing think time

and opportunities to collaborate with others, both inside and outside the classroom, will

ultimately expose them to utilizing their resources, a skill that many adults currently struggle

with.

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Alternatives to Problem-Based Learning

When implementing a Problem-Based Learning situation, it is important to understand

both what it is, and what it is not. A Problem-Based Learning situation is intended to cover the

following aspects: 1) construct an extensive and flexible knowledge base; 2) develop effective

problem-solving skills; 3) develop self-directed, life-long learning skills; 4) become effective

collaborators; and 5) become intrinsically motivated to learn (Hmelo-Silver, 2004). Many times,

teachers confuse a Problem-Based Learning situation with a Case Study Learning situation or a

Project-Based Learning situation. Case studies help learners advance their critical thinking skills

in assessing the information provided and in identifying logic flaws or false assumptions. A

well-constructed case will support learners’ understanding of the important elements of the

problem/situation so that they are better prepared for similar situations in the future. Working

through a case study helps learners develop an understanding of the relationships between

elements presented in the case study.

Project-based learning is comparable to Problem-Based Learning in that the learning

activities are organized around reaching a shared goal (project). Within a project-based

approach, learners are typically provided with specifications for a desired end product, and the

learning process is more oriented to following correct procedures. While working on a project,

learners are likely to encounter several problems that generate teachable moments. It is true that

cases and projects are excellent learner-centered instructional strategies; however, they tend to

reduce the learner’s role in setting the goals and outcomes for the problem. “When the expected

outcomes are clearly defined, then there is less need or incentive for the learner to set his/her

own parameters. In the real world, it is recognized that the ability to both define the problem and

develop a solution (or range of possible solutions) is important” (Savery, 2006, p. 16).

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Summary

By using Problem-Based Learning situations, students engage in firsthand experience

with real world situations. If it is our goal as educators to produce a generation of self-directed

efficient problem solving intrinsically motivated effective collaborators, then we need to provide

students with opportunities to utilize those skills. The following figure (Figure 1), produced by

Hmelo-Silver (2004), graphically organizes the direction of Problem-Based Learning Situations.

Figure 1. The Problem-Based learning cycle. This figure illustrates effective elements

necessary for Problem-Based learning to occur (Hmelo-Silver, 2004, p. 237).

Teachers and students may use this model to help a learner master the steps essential for

Problem-Based learning.

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Chapter Three

Introduction

This chapter will focus on the methodology, instruments/materials-apparatus,

participants, and procedures of the action research. The purpose of this study was to

determine the effect of Problem-Based Learning situations on the achievement of fifth grade

science students who have not been previously exposed to a Problem-Based Learning situation

during science learning engagement in grades kindergarten through fourth.

Methodology

This study is considered an experimenting action research study. It has never been

constructed before by the researcher and has been used by the researcher for the first time in this

experiment to determine the effect of Problem-Based Learning situations on the science

achievement of fifth grade students. This study sought to establish a cause-effect relationship,

showing the overall effect of Problem-Based Learning on fifth grade students’ science

achievement. Torp and Sage (2002) suggested that students are more engaged when given

opportunities to solve problems, communicate using technology, work in teams, and make

learning connections without strong boundaries. Using the Problem-Based Learning situation,

students are given these opportunities.

The pre-experimental design of this study can be considered a One-Shot Case Study, a

single-variable design (X O). The solitary treatment, the independent variable, was the Problem-

Based Learning situation (X). The post-test used, the dependent variable, consisted of the

student achievement scores recorded from the final student-produced project displaying the

students’ knowledge and understanding of wind energy and scientific processes (O).

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Prior to this study, students completed five years of scientific studies within the

elementary school. This prior knowledge, in addition to the pre-knowledge and interest survey

and the data collected through the final presentation of information learned during the Problem-

Based Learning Situation was validated by the rubric seen in Appendix A. The data collected

were used to determine the overall denouement of Problem-Based Learning situations on the

science achievement of fifth grade students.

Instruments/Materials-Apparatus

Instruments. A pre-knowledge and interest survey was used to determine participants’

prior knowledge of wind energy, as well as their interest in the subject. The pre-knowledge and

interest survey comprised of19 questions and each question related to wind energy and the use of

wind turbines (Appendix B). The survey was given at the beginning of the unit.

During the unit, students were responsible for taking copious notes as they expanded their

knowledge of wind energy and the scientific processes. When students felt as though they had

enough background knowledge regarding wind energy and the use of wind turbines, they were

encouraged to begin planning for their wind turbine. To guide them through the data collection

and experiment process, students completed a Wind Inquiry Data Collection Summary

(Appendix C).

To complete the unit, students created an individual presentation displaying their

knowledge of wind energy and scientific processes used while conducting inquiry-based

investigations. The presentations were scored using a rubric (Appendix A) to determine

students’ knowledge and understanding of wind energy and scientific processes. Upon

completion of the entire unit, students spent time completing self-reflections about their learned

knowledge and shared experiences with peers. Self-reflection questions (Appendix D) included

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the following: What was your biggest challenge? What was your favorite part? How did

learning through Problem-Based Learning situations help me as a life-long learner?

The data collected during this experiment was completely controlled. Each student was

subject to the same instruction and was given the same amount of time to complete the

assignment.

Teacher observations were recorded during the process and were used to evaluate the

overall success of the Problem-Based Learning situation used in the study, from a qualitative

aspect.

Materials-Apparatus. Students were given resources for all science investigations that

were pre-approved by the local school district and provided by the science department. These

resources can be broken up into several categories, as shown in Appendix E.

Participants

Seventy-two fifth grade students from a specific elementary school in one local school

district were involved in the study. Three classes of students participated in this study. Each

class had five groups of students. All students were in the first six weeks of fifth grade. Most

students were residents in a high socioeconomic status community. Thirty-three students were

male and 39 were female. I selected these participants based on convenience of the sample.

Four students were classified as receiving special education services and one student is identified

as limited English proficiency. The ethnicity of the students in this study was as follows: 57

White students, ten Hispanic students, one Black/African American student, and four students

that were considered two or more races.

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Procedure

Pre-Knowledge and Interest Survey/Building Background Knowledge. First,

students were given a pre-knowledge survey to determine their prior knowledge of wind energy

as well as their interest in the subject. Students took the 19 question survey (Appendix B) during

class, using net-book computers. Upon completion of the survey, students engaged in a building

background knowledge lesson. This lesson included the use of a pre-made card sort from the

Uses of Wind Energy (Appendix F) presentation created by the local school district science

department, as well as a mini-lab where students were given opportunities to explore wind and

how wind is created. Through this mini-lab, students learned that wind is simply moving air.

Using the information provided from the survey, students completed an array of hands-on

learning experiences to help build background knowledge about both the scientific processes

used while conducting inquiry-based investigations and wind energy. These hands-on learning

experiences included the Catch the Wind Lab (Appendix G), and Birds Turbines Reading

Assignment (Appendix H).

Problem-Based Learning Situation Treatment. Using all of their background

knowledge, including a previous five years of scientific studies within the elementary school,

and building on back ground knowledge of hands-on learning experiences, students began a unit

to explore both the scientific processes used while conducting inquiry based investigations and

wind energy through a Problem-Based Learning Situation. The Problem-Based Learning

Situation went as follows. Students were given various household disposable materials

(Appendix E) to create a wind turbine blade. The challenge the students were presented with

was that they were to create a blade that produced more energy than their peers. Students

learned the steps of the scientific processes while they conducted inquiry-based investigations.

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Post-Test Analysis. Once students had a solid foundation of both scientific processes

used while conducting inquiry based investigations and wind energy, they began constructing

their wind turbines and blades. During the brainstorming and construction phase of the Problem-

Based Learning situation, students followed a Wind Inquiry Data Collection Summary, as shown

in Appendix C, to help them explore the best materials to use to create the most energy efficient

turbine blade. Students continued to use the Wind Inquiry Data Collection Summary to help

them record their data as they tested and modified their turbines. When students completed their

data collection, they were then expected to analyze their data and organize it into a presentation.

The presentations were scored using a rubric (Appendix A) to determine the science achievement

obtained during the Problem-Based Learning Situation.

Summary

This chapter focused on the methodology, instruments/materials-apparatus, participants,

and procedures of the action research. The data collected were used to analyze the effect of

Problem-Based Learning situations on the achievement of fifth grade science students.

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Chapter Four

Introduction

This chapter reports the researcher’s results on the effect of a Problem-Based Learning

situation and the achievement of fifth grade science students who have not been previously

exposed to a Problem-Based Learning situation during science learning engagement in grades

kindergarten through fourth. The measures used to collect these data include pre-knowledge and

interest survey, teacher perception of student engagement in a Problem-Based Learning situation,

as measured by teacher observations, and the total mean score recorded from the final student-

produced project displaying the students’ knowledge and understanding of wind energy and

scientific processes for each class of students.

Analysis of Data

The researcher analyzed the results from the pre-knowledge and interest survey to

determine the background knowledge and interest level of the students before continuing with

the study. The information collected was then used to develop lesson plans to continue to build

background knowledge regarding both wind energy and scientific processes. The researcher also

used qualitative data collected through classroom observations to determine the overall

effectiveness of the study. The final tool used to determine the effect of a Problem-Based

Learning situation on the achievement of fifth grade science students who have not been

previously exposed to a Problem-Based experience was the total mean scores recorded from the

final student-produced project displaying the students’ knowledge and understanding of wind

energy and scientific processes for each class of students.

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Findings

Using the information provided from the pre-knowledge and interest survey, the

researcher identified key aspects of interest described by the students. This is reported for each

answered question and was organized by the number of students who choose each item

alternative. Each question is reported in a pie graph (Appendix I) showing the total number of

students, who chose Yes, No, or I’m not sure for each of the 19 pre-knowledge and interest

questions presented in the survey.

An overall generalization was made to describe the students’ pre-knowledge and interest

regarding wind energy, as seen in Appendix J. The following three pre-survey questions address

the main concept of wind energy. 1. Wind energy is better for the environment than energy that

is produced from fossil fuels. 2. Wind energy is a better source of energy than solar energy. 3.

Schools should use wind energy to provide electricity for the schools. When the above three

questions are compared together, based on the student survey results, the overall student sample

shows to have a 32% general understanding of the purpose of wind energy. Figure 2 displays

this generalization.

Figure 2. General Understanding of Wind Energy. The graph concludes that only 32% of

students had a general understanding of wind energy at the time of the pre-knowledge and

interest survey.

32%

68%

General Understanding of Wind Energy

Strong Weak

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Teacher perception of student engagement in Problem-Based Learning situation, as

measured by teacher observations, is reported through use of a teacher-created journal. These

observations may be viewed in Appendix K. The observations include notes of student

engagement and overall student participation observed during the Problem-Based Learning

situation between September 18th

2012 and October 2nd

2012. As noted in the observations, the

students’ level of engagement and enthusiasm toward learning were at an all-time high during

the unit study. Students’ involvement in curriculum and overall interest in learning increased as

the students were excited about the experience to engage in the Problem-Based Learning

situation.

The final report constructed from this study was the dependent variable as it related to the

total mean score for each class of students. This is seen in Figure 3. Here the students’ grades

are reported, based on their total score given for their presentations. The scores are reported in a

bar graph, based on class average scores. From the results gathered, it is evident that the students

in all three classes mastered the concepts expected regarding knowledge and understanding of

wind energy and scientific processes, between 86.96% and 88.95%. This is a significant increase

from the data collected through the pre-knowledge and interest survey.

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Figur3. Final Student-Produced Project Scores. This figure illustrates the variations between

the three classes’ final student-produced project mean scores. Class one had a mean score of

88.95%. Class two had a mean score of 86.96%. Class three had a mean score of 88.13%. The

range between scores was 1.99.

Conclusion

Throughout this entire unit, students’ level of engagement rose dramatically as they

experimented with the freedom to explore learning through the Problem-Based Learning

experience. The evidence of student growth is depicted in the bar graph shown in Figure 4. The

combined average of the mean scores between the three classes is 88.01%. It is evident that,

overall, students had a significant increase in mastered knowledge regarding wind energy and

scientific processes. The bar graph located in Figure 4 shows the increase in learned material as

compared to the preliminary survey results. Between the three classes of students, the total

information learned from the Problem-Based Learning situation shows an increase of 56.01%

when compared to the knowledge present during the pre-knowledge and interest survey. As a

88.95% 86.96%

88.13%

70

75

80

85

90

95

100

Class 1 Class 2 Class 3

Final Student-Produced Project Scores

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result of this study, it may be concluded that there is a positive effect of Problem-Based Learning

situations on the science achievement of fifth grade students.

Figure 4. Comparison between Pre-Knowledge and Interest Survey and Final Student-Produced

Project Scores. This figure illustrates the growth in student knowledge about the general

purposes of wind energy and scientific processes. The original pre-knowledge and interest

survey revealed that the students had a 32% general understanding of the purpose of wind

energy. An average of the final student-produced project scores showed that the students had an

88.01% understanding of the purpose of wind energy and scientific processes. This is a 56.01%

increase.

Summary

In this chapter, the researcher reported the results on the effect of a Problem-Based

Learning situation and the achievement of fifth grade science students who have not been

previously exposed to a Problem-Based Learning situation during science learning engagement

in grades kindergarten through fourth. The researched used data collected during a pre-

knowledge and interest survey, teacher observations, and the final student-produced project

32%

88.01%

0%

20%

40%

60%

80%

100%

General Understanding of the Purpose of

Wind Energy

Final Student-Produced Project Scores

(Average)

Comparison Between Pre-Knowledge and Interest Survey and

Final Student-Produced Project Scores

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scores to analyze effectiveness. The results indicated that an overall 56.01% increase occurred in

the students’ understanding of wind energy and scientific processes.

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Chapter Five

Introduction

The purpose of this chapter is to discuss the effects of Problem-Based Learning situations

on fifth-grade science students who have not been previously exposed to a Problem-Based

Learning situation during science learning engagement in grades kindergarten through fourth.

Students engaged in a two-week Problem-Based Learning Situation, studying wind energy and

scientific processes. Before the study began, students were given a pre-knowledge and interest

survey to determine their background knowledge and interest level. During the first few days of

the study, students were provided opportunities to build background knowledge and further

investigate the problem; What type of wind turbine blade produces the most energy? Students

then constructed wind turbines and blades from materials they believed to be effective for

catching wind, as seen in Figure 5.

Figure 5. Wind Turbine Constructed by Fifth Grade Students. This figure shows an example of

a wind turbine created during the Problem-Based Learning Situation used in this study.

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Following the construction phase of the project, students then tested their turbines by connecting

a voltage meter to the inside motor of the turbine and recording the amount of energy produced

when the turbine was placed in front of a fan on medium spin. When the students had collected

their data, they then created a presentation depicting their overall results. Through this

presentation, students were assessed on their knowledge and understanding of wind energy and

scientific processes.

Research Conclusions

The results indicated that there was a dramatic increase in the science achievement of

fifth grade students by utilizing the Problem-Based Learning situation as the primary classroom

teaching model. The results from the pre-knowledge and interest survey indicated that students

only showed a 32% mastery of their knowledge of wind energy; however, when assessed at the

end of the study, through the Student-Produced Project, they showed to have an overall 88.01%

average mastery level of knowledge and understanding of wind energy and scientific processes.

From these data, the researcher concludes that students in the fifth grade, who are exposed to

Problem-Based Learning situations, have a high chance of mastering objectives, provided

identical circumstances. It is important to understand that the limitation within this study did

account for limited quantitative data collection. Due to this stipulation, it should be determined

that not all fifth grade students, classes, campuses, or districts may experience the same results

when providing fifth grade science students with Problem-Based Learning situations similar to

this study.

Implications

As a result of this study, the researcher plans to implement more Problem-Based

Learning situations into the classroom curriculum, as the district scope and sequence allows.

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Based on the results of this study and the observations recorded, it is evident that student

engagement is a major contributor to overall student success. Whether or not Problem-Based

Learning situations are appropriate for various situations and circumstances has not been

determined; however, it can be concluded that, provided the right circumstances, Problem-Based

Learning situations can be very engaging and may result in an increase in student achievement.

It is important for teachers to review their time constraints and available resources before

engaging in a Problem-Based Learning situation. This model of instruction has proven to be

more time consuming than typical models of instruction, but it is appropriate to make the point

that because of the structure and timing associated with many of the most commonly used

models of instruction, educators rush through material without providing ample time for student

mastery. Curriculum coordinators and school administrators can help support more Problem-

Based Learning situations by encouraging cross curricular teaching opportunities. This would

allow for teachers to work collaboratively with students by merging subjects such as math and

science and synchronizing similar or complimenting objectives. A great benefit to this would be

that teachers and students could utilize both the allotted mathematics and science instruction

times to allow students ample time to master the objectives and adequately utilize the Problem-

Based Learning teaching model. The overall result may then be higher levels of mastery

between both subjects.

Recommendations for Further Research

Provided the circumstances of this study and the limited resources, further research is

necessary to draw more concise conclusions regarding the effects of Problem-Based Learning

situations on fifth-grade science students who have not been previously exposed to a Problem-

Based Learning situation during science learning engagement in grades kindergarten through

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fourth. Further studies might consider supplementing other curriculum within the provided

district scope and sequence materials, to effectively test the overall achievement of fifth grade

science students through the use of a Problem-Based Learning situation. Such that, a more

specific pre-test and post-test would be necessary, to more effectively determine student growth.

The researcher found the topic to be interesting and eye-opening. It is suggested that

more research be conducted to determine other areas of student interest in regard to Problem-

Based Learning situations. Studies should focus on the effects of utilizing engaging Problem-

Based Learning situations to improve overall student mastery of science concepts.

Summary

In this chapter, the researcher demonstrated that the students within this study showed to

have a remarkable increase in overall achievement by means of the Problem-Based Learning

situation provided. It is therefore concluded that high levels of engagement were present during

this study. When provided with enough time and resources, students in the fifth grade showed to

have an increase in achievement regarding wind energy and scientific processes. Educators and

administrators should first consider the allocations required for implementing a Problem-Based

Learning situation to their students, as it has been remarked that not all circumstances and

situations may be right for this type of teaching model. Further research is suggested within this

focus and additional action research projects are necessary to further investigate other

opportunities for utilization.

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References

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implement project-based science. Science Teacher, 75(8), 44-49. Retrieved from

http://web.ebscohost. com/ehost/pdfviewer/pdfviewer?sid=443e1a3b-4daf-4572-892e-

cb8f0cf6eeff@sessionmgr1 14&vid=2&hid=110

Costa, L., Honkala, M., & Lehtovuori, A. (2007). Applying the problem-based learning

approach to teach elementary circuit analysis. IEEE TRANSACTIONS ON

EDUCATION, 50(1), Retrieved from http://ieeexplore.ieee.org/stamp/stamp.jsp?tp

=&arnumber=4084618

Doch, F., Segers, M., Van den Bossche , P., & Gijbels, D. (2003). Effects of problem-

based learning: aA meta-analysis. Learning and Instruction, 13(5), 533-568. Retrieved

from http://www.sciencedirect.com/science/article/pii/S0959475202000257

Gallagher, S., Stepien, W., Sher, B., & Workman, D. (1995). Implementing problem-based

learning in science classrooms. School Science and Mathematics, 95(3), 136-147.

Retrieved from http://search.proquest.com/docview/195224884

Hmelo-Silver, C. (2004). Problem-based learning: What and how do students

learn?. Educational Psychology Review, 16(3), Retrieved from

http://www.springerlink.com/content/j360715xw 085866r /fulltext.pdf

Savery, J. (2006). Overview of problem-based learning: Definitions and

distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), Retrieved from

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=ijpbl&seiredir=1&referer=http://scholar.google.com/scholar?start=10&q=Problem+Bas

ed+Learning+%2B+Education+%2BElementary&hl=en&as_sdt=0,44

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Stepien, W., & Gallagher, S. (1993). Problem-based learning. Educational Leadership, 50(7),

25. Retrieved from http://www.wou.edu/~girodm/670/PBL_Art3.pdf

Sungur, S., & Tekkaya, C. (2006). Effects of problem-based learning and traditional

instruction on self-regulated learning. The Journal of Educational Research, 99(5), 307-

317. Retrieved from http://search.proquest.com/docview/204199355

Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for k-16

education. (2 ed.). Alexandria, VA: Association for Supervision and Curriculum

Develop.

Wilson, B. (1996). Constructivist learning environment. Educational Technology Publications,

Retrieved from http://halshs.archives-

ouvertes.fr/docs/00/19/05/97/PDF/A85_Edelson_etal_96.pdf

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Appendix A

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Appendix B

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Appendix B Continued

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Appendix B Continued

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Appendix B Continued

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Appendix C

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Appendix C Continued

Appendix D

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Appendix D

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Appendix E

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Appendix F

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Appendix G

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Appendix G Continued

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Appendix G Continued

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Appendix G Continued

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Appendix H

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Appendix H Continued

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Appendix H Continued

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Appendix I

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Appendix I Continued

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Appendix J

The following three pre-survey questions address the main concepts of wind energy.

1. Wind energy is better for the environment than energy that is produced from fossil

fuels.

2. Wind energy is a better source of energy than solar energy.

3. Schools should use wind energy to provide electricity for the schools.

When the above three questions are compared together. The overall student sample shows to

have a 32% general understanding of the purpose of wind energy.

32%

68%

General Understanding of the Purpose of Wind Energy as Measured by the Overall

Student Sample

Yes No

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Appendix K

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Appendix K Continued

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Appendix K Continued

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Appendix K Continued

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Appendix K Continued

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Appendix K Continued

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Appendix K Continued

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Addendum

Problems

The main problem that I encounter as I conducted this study was my strict obligation to

only use district provided curriculum and resources. Because I conducted my study within a

well-organized district that utilizes a specific scope and sequence, I was not able to supplement

resources to fit the requirements of my study. The resources provided by the district were

appropriate for the Problem-Based Learning situation; however they did not show to be effective

tools for this research study.

I also encountered an issue with the correlation between the pre-knowledge and interest

survey that was used to determine students’ prior knowledge of wind energy, and the final

student-produced project that was used to display the students’ knowledge and understanding of

wind energy and scientific processes. The rubric used to assess the final student-produced

projects was not aligned with the information tested in the pre-knowledge and interest survey.

Because these two assessment tools did not closely relate, the data that was collected cannot

accurately be used to determine the effect of Problem-Based Learning situations on the science

achievement of fifth grade students.

Utilization

Although, the data collected during this experience did not provide reliable results, it may

be determined that student engagement during the Problem-Based Learning situation was

remarkably high. From this study, I believe that Problem-Based Learning situations that are used

appropriately can have a positive effect on the science achievement of fifth grade students. I

plan to incorporate various Problem-Based Learning situations into my classroom practice and

provide opportunities for more real-world experiences.

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As an elementary school science educator, I see the value in providing students with

opportunities to engage in collaborative studies. I would like to continue my research on

Problem-Based Learning and focus on utilizing resources that effectively compare initial mastery

levels to post mastery levels. I look forward to opportunities to share my experiences with

others, and support a larger attempt to engage students in learning that is without boundaries.

Reflection

This research study, in addition to the entire curriculum and instruction program have

provided me with opportunities to grow in many ways as an educator, student, and ambassador

for our education system. I have not only strengthened my communication skills, but I have

developed a strong understanding for research in general. I have always been a learner at heart,

and though this experience, I am evermore encouraged to continue my studies. I am forever

grateful for the impact that my professors have had on my career, and look forward to an

opportunity to encourage others to pursue higher education and become involved in curriculum

innovation.