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Running head: DOES STEM INTEGRATION AND PBL INCREASE ACHIEVEMENT? 1

Does STEM Integration Through Project Based Learning Improve Student Achievement?

Research Proposal

Cindy Reeves

Kennesaw State University

Dr. Cutts and Dr. Otumfuor

Research Quantitative/Qualitative, Section W05

December 6, 2014

DOES STEM INTEGRATION AND PBL INCREASE ACHIEVEMENT? 2

Introduction

Orientation to Topic

During the 1990’s, the National Science Foundation, following years of research, came to

the conclusion that science, technology, engineering, and math (STEM) do not exist in isolation

in the workforce, creating the necessity for integration in the classroom (Woodruff, 2013).

Project-Based Learning strategies that involve real world tasks, collaboration, and self-

management provide effective preparation for the workplace (Zafirov, 2013). The National

Research Council (2012) and Next Generation Science Standards Lead States (2013) developed

an instructional framework where scientific inquiry, engineering design, and technological

development are interdependent as they are in the workforce where scientists and engineers often

work as teams. Engineers improve technology, creating new ways for scientists to make

discoveries. In turn, the scientists develop new capabilities, materials, or processes that are used

by the engineers to improve technology. Mathematics is interwoven into each of the three

disciplines. With the STEM education incentives offered by the Obama administration since

2009, school reform continues with the goal of preparing our students to be innovators in the 21st

Century workplace.

Purpose Statement

The purpose of this study is to determine whether student-centered Project Based

Learning and the integration of science, technology, engineering and math affects student

achievement in science.


Research Questions

The following research questions will be addressed in this study:

1. Does student-centered Project Based Learning and the integration of the STEM

disciplines affect science achievement?

2. Is there a difference in the science achievement of students instructed using Problem

Based Learning and students using traditional teacher focused instruction?

Importance of the Study

As 21st Century school reform integrates technology and engineering into science content

standards, it is important to conduct and publish research to assist teachers in identifying and

implementing the best practices that will improve student achievement. Kelly (2010) reported

the need for substantial research documenting how technology education improves learning. If

the evidence supports project based learning and student centered use of technology, more

resources will need to be devoted to teacher training and the creation and implementation of

STEM projects into the curriculum (DeJarnette, 2012; Nadelson et al., 2013; Robinson, Dailey,

Hugh, & Cotabish, 2014). In this study, the researcher will attempt to provide evidence that

PBL, when aligned with the content and technology standards, can provide the scaffolding and

appropriate rigor necessary to meet the needs of all students.

Definition of Terms

Performance Based Assessment – Assessment based on the ability of a student to

demonstrate, apply and reflect on what they have learned (Boss, 2012).

Project Based Learning (PBL) – For the purpose of this study, the terms project based

learning and problem based learning will be used interchangeably. PBL represents a student


centered instructional model that promotes active engagement through inquiry into authentic,

real world problems (Tambouris et al., 2012; Verma, Dickerson, & McKinney, 2011).

STEM – Science, Technology, Engineering, and Mathematics (Robinson et al., 2014)

Web 2.0 tools – A range of information and communications technologies that include

blogs, podcasts, and wikis (Tambouris et al., 2012).

Literature Review

Is there justification for integrating technology and engineering into the elementary math

and science curriculum?

The United States and the rest of the world are in need of talented scientists and

engineers. DeJarnette, (2012) and Parker and Lazaros (2014), proponents of the positive impacts

of early exposure to STEM initiatives, support problem based learning and collaboration as a

captivating teaching style that relates the content to real life and the future workplace.

Contrarily, low levels of student engagement in a teacher-centered learning environment were

found to be responsible for an increased risk of classroom behaviors that are counterproductive

to learning according to a 2013 study conducted by Godzicki, Godzicki, Krofel, and Michaels.

In a study of student motivation, Ali, Akhter, Shahzad, Sultana, & Razman (2011) revealed that

problem-based learning leads to a greater level of overall development. Moye, Dugger, & Stark-

Weather (2014) also stated the need for technology and engineering to be used in solving science

and math problems as outlined by the Next Generation Science Standards (NGSS, 2013) and the

Standards for Technological Literacy (International Technology Education Association, 2000).

Historically technology and engineering instruction have been taught by specialists other than the


math and science teachers in the middle and high school setting with little integration in the

elementary setting (Brown, 2012). Jones (2014) supports collaboration among elementary

school teachers to use technology in developing lessons that focus on the social aspects of

learning while integrating multiple disciplines. While a research base supporting STEM

education exists, Brown (2012) indicated the need for further research on the effectiveness of

STEM initiatives on student performance and engagement in grades K – 12.

Is there evidence that Project-Based Learning is an effective delivery model for an

integrated STEM curriculum?

According to Verma et al. (2011), problem based learning already has a proven record

based on the constructivist learning theory and serves to bridge the gap between schools and the

workplace. In related studies, Project-Based Learning was discussed as a means to move high

school students beyond the basic comprehension level into greater critical thinking and deeper

understanding (Boss, 2012; Mehta & Fine, 2012). In addition to increased academic

achievement, Mehta and Fine (2012) noted evidence of students learning persistence, flexible

thinking, time management and the social maturity of dealing with disappointment as well as

successes as result of open-ended, complex, and self-directed projects. With the adoption of the

Common Core Standards and the emphasis on increasing critical thinking skills, performance-

based assessment through the PBL approach is better suited to the evaluation of a student’s

ability to demonstrate what they are learning through application, analysis and reflection (Boss,

2012).

What factors impede the implementation of STEM initiatives and Project-Based Learning

in the elementary school setting?


One of the greatest impediments to STEM initiatives in the elementary school setting is

the lack of preservice teacher preparation and pedagogical expertise in technology education and

scientific inquiry which may result in negative attitudes and fear in relation to high stakes testing

(DeJarnette, 2012; Nadelson et al., 2013). Because math and science are two distinct and

separate subjects, Kelley (2012) warns that, based on historical evidence, the initiative for STEM

integration will fail. Kelley states that a thorough investigation of the “complexities of teacher

practices” is needed to insure that students will be able to apply what they learn in novel

situations. Additionally, when the use of technology is measured on the national scorecard with

the numbers of computers available for student use (Kelley, 2010), the focus is on the equipment

not how the equipment is being used to enhance learning. Developing an understanding of how

the integration of technology and engineering relates to the curriculum needs should coincide

with the decisions for technology acquisition (Staples, Pugach, & Himes, 2005). In the High

Tech High School study conducted by Mehta and Fine (2012) the presence of technology was

not a factor in the increased academic performance of the students, but the way the technology

was used played a vital role. Available technology does not equate to student engagement.

Godzicki et al. (2013) noted that mere access to technology revealed little change in learning and

teaching practices in many classrooms.

How can research based best practices align instructional needs to a technologically

enhanced STEM pedagogy?

Emerging technologies are rapidly replacing the technologies of the past creating a

different classroom climate that provides students with the capability of accessing information

and creating innovative solutions that often define the STEM movement. Parker and Lazaros

(2014) recognize that students must first be taught the 21st Century skills such as using the


internet as a research tool. Kuo and Hwang (2014) developed a learning cycle approach to teach

students how to conduct web-based, problem-solving activities, create on line portfolios and use

key words to search for information. Tambouris et al. (2012) is proposing PBL 2.0, a new

Project Based Learning framework that is enhanced with Web 2.0 tools. Discussed by Holland

and Holland (2014), another research-based best practice that has emerged with the new

technologies is the “flipped classroom” where students view an online video or screencast at

home to introduce a topic. Then, the teacher is able to facilitate practice and student-to-student

collaboration at school. Bethke Wendall and Rogers (2013) found that integrating engineering

into the science curriculum with LEGO design challenges improved science performance, but

reported no change in the students’ attitudes toward the subject matter. Recently, Robinson et al.

(2014) reported statistically significant gains in science process skills, concepts, and content

knowledge over a three-year period with gifted students using inquiry or problem based

curriculum.

While the preponderance of the literature supports STEM integration and problem based

learning as a theoretical approach to education in the 21st Century, there is little evidence of the

widespread implementation in the elementary classroom. The adoption of the Next Generation

Science Standards will begin the shift to a more integrated approach, but DeJarnette (2012) also

recommends preservice teacher education, staff development by university teacher educators and

the development of specific programs for elementary students for STEM initiatives to be

successful. Further research will be needed to build a strong research base of evidence

demonstrating the affects of student-centered, Project Based Learning and the integration of

science, technology, engineering, and math on student achievement in science.


Methodology Design

Overview of Research Design

The effect of student-centered, Project Based Learning and the integration of science,

technology, engineering, and math on achievement in science will be examined using a mixed

methods study. The 5th grade classes are already formed, eliminating the possibility of random

assignment. The independent variable in the quantitative analysis will be the method of

instruction: student-centered Project Based Learning or traditional teacher-focused instruction.

The dependent variable will be the growth in conceptual understanding of the state science

standards as measured by the pretest and posttest.

The unit of study will be conducted over a four to six-week period in February and March

of 2015 based on the 5th grade Earth Science standards. Each of the groups will take the pretest

prior to engaging in the learning process. The comparison group will participate in a traditional

teacher directed instructional delivery model using technology as a tool for PowerPoint

presentations and related videos. There will be two treatment groups. Each treatment group will

participate in a student-centered project based learning delivery model where the teacher’s role is

that of facilitator. Students will be given authentic roles for research, collaboration, and

presentation of content through a WebQuest format. Based on their own research, students will

then use the engineering design process to identify a real world problem, develop and design an

innovative solution for the problem, and present their solution. A posttest will be administered

to all students at the end of the unit. Additionally students will be encouraged to complete a

Learning Style Inventory and an online survey about their experience with Problem Based

Learning and STEM integration.


Participants

The sample of participants in this study will be chosen from diverse racial, ethnic, and

socio-economic backgrounds. Each of the students participating in the study will be in the 5th

grade of a Title I elementary school from a large suburban district located in the southeastern

region of the United States. The three science teachers each have more than 10 years of teaching

experience, at least one advanced degree, and a gifted endorsement issued by the Georgia

Professional Standards Commission. The student population from which the sample will be

taken reflects the following demographics: 24% are African-American, 6% are Asian-American,

46% are Caucasian, 24% are Hispanic or Latino, 18% are identified as gifted, 11% are working

with an IEP, 4% are being served in the ESOL program, and 44% are receiving free or reduced

lunch.

A sample of 30 students from each of the three instructional settings will be chosen to

conduct the study. Each sample will include five gifted students, four with IEPs or ESOL

support, and 20 from the remainder of the population. The random selection from the subgroups

will be cross-referenced with the other demographics to ensure that the sample reflects diversity.

Data Sources/Instrumentation/Procedures

Students will take an online Learning Styles Inventory developed by Piedmont Education

Services. The pretest and posttest will consist of Level 2 questions from the Georgia Online

Assessment System, which go beyond recall of information to test the students’ conceptual

understanding. Students will complete an online survey with questions related to the Buck

Institute of Education’s PBL Index, STEM interest, classroom culture, and student engagement

developed for high school students by Mosier, Bradley-Levine, & Perkins (2013). The questions


were modified for fourth and fifth grade students. The original PBL Index teacher survey

identified 14 items related to project-based or inquiry-based learning (Ravitz, 2008).

Reliability/Validity or Credibility

The Georgia Online Assessment test bank was developed by the state of Georgia using

Level 2 questions correlated to the Georgia Performance Science Standards. An item analysis

will be conducted to verify the reliability of the test items. In an effort to increase the validity of

the pretest and posttest results, a period of at least four weeks must take place between the

administrations of each test. Standardized testing protocol must be adhered to during the

administration as well.

Each of the scales in the survey were found to be reliable based on standardized

Cronbach’s alpha. The reliability coefficient for each scale is as follows: PBL Index - 0.85,

Student Engagement Scale - 0.79, Classroom Culture Scale – 0.71, and the Interest is STEM

Scale – 0.80.

Proposed Analysis

Based on a 90% confidence level the null hypothesis will reflect no statistically

significant difference in the outcome of the test data with a significance level of 0.05. A one-

way ANCOVA will be conducted with the pretest as a covariate, the treatment and comparison

groups as the independent variables, and the posttest scores as the dependent variable. Multiple

regression analysis will be used to identify significant associations among the interest inventory

and survey scales.


References

Ali, R., Akhter, A., Shahzad, S., Sultana, N., & Ramzan, M. (2011). The impact of motivation on

students' academic achievement in mathematics in problem based learning environment.

International Journal of Academic Research, 3(1), 306-309.

Bethke Wendell, K., & Rogers, C. (2013). Engineering design-based science, science content

performance, and science attitudes in elementary school. Journal of Engineering

Education, 102(4), 513-540.

Boss, S. (2012). The Challenge of Assessing Project-Based Learning. District

Administration, 48(9), 46-50.

Brown, J. (2012). The current status of STEM education research. Journal of STEM Education:

Innovations & Research, 13(5), 7-11.

DeJarnette, N. K. (2012). America's children: Providing early exposure to stem (science,

technology, engineering and math) initiatives. Education, 133(1), 77-84.

Georgia Department of Education (2014). Online assessment system. Retrieved November 15,

2014, from http://www.georgiaoas.org/servlet/a2l

Georgia Department of Education (2014). Testing/assessment. Retrieved November 15, 2014,

from http://www.gadoe.org/curriculum-instruction-and-assessment/assessment/Pages/

default.aspx


Georgia Department of Education (2014). Transitioning the Georgia Student Growth Model to

the Georgia Milestones Assessment System. Retrieved December 1, 2014, from

http://www.gadoe.org/curriculum-instruction-and-assessment/assessment/Documents/

SGP GM FAQ.pdf

Godzicki, L., Godzicki, N., Krofel, M., & Michaels, R. (2013). Increasing motivation and

engagement in elementary and middle school students through technology-supported

learning environments (Master’s thesis). Retrieved from ERIC database. (ED541343)

Holland, J., & Holland, J. (2014). Implications of shifting technology in education. TechTrends:

Linking Research & Practice to Improve Learning, 58(3), 16-25.

International Technology Education Association. (2000). Standards for technological literacy:

Content for the study of technology. Retrieved from

http://www.iteaconnect.org/TAA/PDFs/Execsum.pdf

Jones, V. R. (2014). Teaching STEM integrative curriculum. Children's Technology &

Engineering, 18(3), 37-39.

Kelley, T. (2010). Staking the claim for the "T" in STEM. Journal of Technology Studies, 36(1),

2-11.

Kelley, T. R. (2012). Voices from the past: Messages for a STEM future. Journal of Technology

Studies, 38(1), 34-42.

Kuo, F., & Hwang, G. (2014). A five-phase learning cycle approach to improving the web-based

problem-solving performance of students. Educational Technology & Society, (1), 169.


Mehta, J., & Fine, S. (2012). Teaching differently ... Learning deeply. The Phi Delta Kappan,

(2). 31 – 35.

Mosier, G., Bradley-Levine, J., & Perkins, T. (2013). The impact of project-based learning on

STEM education in high-need schools. University of Indianapolis.

Moye, J. J., Dugger Jr, W., E., & Stark-Weather, K. (2014). "Learning by doing" research

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Nadelson, L. S., Callahan, J., Pyke, P., Hay, A., Dance, M., & Pfiester, J. (2013). Teacher STEM

perception and preparation: Inquiry-based STEM professional development for

elementary teachers. Journal of Educational Research, 106(2), 157-168.

NGSS Lead States. (2013). Next generation science standards: For states, by states.

Washington, D.C.: The National Academies Press. Retrieved September 13, 2014 from

www.nextgenscience.org

National Research Council. (2012). A Framework for K-12 science education: Practices,

crosscutting concepts, and core ideas. Washington, D. C.: The National Academies

Press. Retrieved September 13, 2014 from www.nap.edu/openbook.php?

record_id=13165

Parker, J., & Lazaros, E. J. (2014). Curriculum integration of resources addressing STEM

concepts for the students' future. Children's Technology & Engineering, 18(3), 14-17.

Parker, J., & Lazaros, E. J. (2014). Teaching 21st century skills and STEM concepts in the

elementary classroom. Children's Technology & Engineering, 18(4), 24-27.


Piedmont Education Services (2014). What is my learning style? [Web based assessment].

Pfafftown, NC. Retrieved November 1, 2014 from www.whatismylearningstyle.com

Project 2061, American Association for the Advancement of Science. (1993). Benchmarks for

Science Literacy. New York: Oxford University Press.

Ravitz, J. (2008), Project based learning as a catalyst in reforming high schools. Buck Institute

for Education: New York.

Reeves, C. (2014). Constructive and destructive forces of the earth WebQuest. Retrieved from

http://earthsciencewebquest.weebly.com/

Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The effects of a science-focused

STEM intervention on gifted elementary students’ science knowledge and skills. Journal

of Advanced Academics, 25(3), 189-213. doi:10.1177/1932202X14533799

Staples, A., Pugach, M. C., & Himes, D. (2005). Rethinking the technology integration

challenge: Cases from three urban elementary schools. Journal of Research on

Technology in Education, 37(3), 285-311.

Tambouris, E., Panopoulou, E., Tarabanis, K., Ryberg, T., Buus, L., Peristeras, V., et al. (2012).

Enabling problem based learning through Web 2.0 technologies: PBL 2.0. Journal of

Educational Technology & Society, 15(4), 238-251.

Verma, A. K., Dickerson, D., & McKinney, S. (2011). Engaging students in STEM careers with

project-based learning -- marine tech project. Technology & Engineering Teacher, 71(1),

25-31.


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Journal of Sciences, 11(3), 298-302.


Appendix A

Pretest/Posttest

Name:_____________________________________________ Date:________________________

1. Which human activity does NOT help control water runoff?A. contour plowingB. planting cropsC. building flood control damsD. paving with asphalt

2. What is a common cause of mudflows?A. strong windsB. extreme coldC. extreme heatD. heavy rains

3. In which of the following areas would soil erosion MOST LIKELY occur if they received the same amount of rainfall?A. a forestB. flat agricultural landsC. agricultural lands on steep slopesD. restored prairies

4. Which is washed away MOST EASILY by erosion?A. topsoilB. subsoilC. bedrockD. magma

5. Where does most eroded soil end up?A. in new agricultural landsB. in the desertC. in the sediment of riversD. in rockslides

6. Which conditions are necessary for dust storms to occur?A. wet, humid conditionsB. cold, cloudy conditionsC. dry, windy conditionsD. hot, moist conditions

7. Do earthquakes occur underwater?A. No, earthquakes have to occur on land.B. Yes, and they can cause tsunamis to occur.C. No, only volcanoes occur underwater.D. Yes, but they have no effect on the ocean waters.


8. How were the Hawaiian Islands formed?A. by an earthquakeB. by volcanoesC. by tidal wavesD. by wind erosion

9. The natural process of rocks gradually breaking up and being worn away over time is known asA. weathering.B. cementing.C. sedimentation.D. melting.

10. A moving portion of Earth's crust and upper mantle is called aA. fault.B. fold.C. plate.D. ridge.

11. What causes earthquakes?A. energy being released when crustal plates moveB. energy from a hurricane or tornadoC. energy that builds up inside a volcanic mountainD. energy being released when erosion occurs

12. Which does NOT cause erosion?A. waterB. sunlightC. windD. ice

13. An extinct volcano is one thatA. erupts only once.B. erupts once every 100 years.C. is expected to erupt soon.D. has not erupted in many years.

14. Your teacher tells you to bring an item to class that shows evidence of erosion. Which of the following would be the BEST to bring?A. a piece of lava from a volcanic areaB. a crystal from the inside of a geodeC. a piece of slate from a slate quarryD. a round rock from a streambed

15. Water inside a rock crevice can split it apart when the temperature drops becauseA. cold water dissolves rock.B. water expands when it freezes.C. water causes the growth of plant roots.


D. the cold makes the rock very brittle.

16. A volcanic eruption eventually produces the mountain called a volcano becauseA. the crust expands due to the heat.B. the magma pressure lifts up the crust.C. the lava and ash collect.D. the plate motion folds the crust.

17. When an area of Earth's surface suddenly moves, a seismograph draws wavy lines. Which of the following MOSTLIKELY happened?A. a volcanic eruptionB. a thunderstormC. a nuclear explosionD. an earthquake

18. Why are the rocks and pebbles found in riverbeds usually smooth?A. The rocks are very old.B. Animals in the river keep rubbing against the rocks.C. Rivers only flow where rocks are smooth.D. The rocks are worn smooth by rubbing against other rocks.

19. Muddy areas are usually found at the mouths of large rivers. These areas are caused byA. decayed vegetable matter.B. underwater volcanoes.C. soil erosion upstream.D. mountain building.

20. In which state would an earthquake MOST LIKELY occur?A. KentuckyB. GeorgiaC. CaliforniaD. Oklahoma


Appendix B

Data Collection Instrument

Student Survey

The questions in this survey are about your experiences with Project Based Learning in the classroom. It will take about 15 minutes to answer the questions. Your answers will be anonymous. If you do not want to participate in this survey, you may click on “exit the survey” at any time. There will be no record of your visiting the site and your responses will not be recorded. For your answers to be included in the data, you must select the “done” button at the end of the survey. Completing this survey indicates your willingness to participate in the study. Thank you for your time!

Student Profile

Please select the options that best describe you.

1. Are you female or male?a. Female (girl)b. Male (boy)

2. How old are you?a. Nine (9)b. Ten (10)c. Eleven (11)d. Twelve (12)

3. What grade are you in?a. Fourth (4th)b. Fifth (5th)

Learning Activities

4. Please choose the option that describes your experience with each of the following. 1 2 3 4 5Strongly Disagree Disagree No Opinion Agree Strongly Agree

a. Learning science is interesting. b. Learning science is challenging. c. I rarely get in trouble in science class.d. I work hard in science class.


e. I get good grades in science.f. My science teacher has high expectations.g. I work on group projects in science.h. I work on individual projects in science.i. My teacher is supportive of my work in science.

5. Please choose the option that describes your experience with each of the following. 1 2 3 4 5Strongly Disagree Disagree No Opinion Agree Strongly Agree

a. I use technology in science.b. I use the engineering design process in science.c. I use math in science.d. I share what I learn in science with my friends and/or family.e. I apply what I learn in science to everyday life.f. I plan to have a career in a STEM-related field.

6. I participate in the following STEM-related activities? Check all that apply.a. Roboticsb. Science Olympiadc. Sprouting STEMSd. Techiese. Chess Clubf. Other STEM related extra – curricular activities

7. How often do you use the following to show the teacher what you have learned in science? Please choose the option that best describes your experience. 1 2 3 4 5Never A few times Once or twice a month Once or twice a week Almost every day

a. Multiple choice or short answer testsb. Group projectsc. Individual projectsd. Hands-on activities e. Homework assignments

8. How often have you participated in the following activities? Please choose the option that best describes your experience. 1 2 3 4 5Never A few times Once or twice a month Once or twice a week Almost every day

a. Collected, organized, & analyzed information (data)b. Presented what you have learned to the class


c. Presented what you have learned to parents or others outside of the classd. Researched topics in detail to help you clearly explain them to otherse. Participated in projects with people in the community or outside the classroomf. Identified real world problems and imagined a solutiong. Designed and created a solution for a problem

9. Have you ever participated in any of the following learning activities?

a. Interview family or members of the communityb. Create and run a business or service projectc. Research opposing views and hold a debated. Create a museum-type display or exhibite. Research a real world problem then imagine and create a possible solutionf. Write letters to politicians, newspapers, soldiers or other community membersg. Create a piece of music, art, drama or videoh. Construct a physical modeli. Construct a computer modelj. Share information with students in other schools. (global classroom, Skype, blog,

etc.)k. Create a computer based product or program. (web page, blog, game, etc.)l. Role play to solve problems based on real world problems


Appendix C

Weblink to “What is My Learning Style?”

http://www.whatismylearningstyle.com/learning-style-test-1.html

Weblink to the Spanish Version of “What is My Learning Style?”

http://www.descubrecomoaprendes.com./Examen-de-estilo-de-aprendizaje-1.html


Appendix D

Weblink to the PBL WebQuest http://earthsciencewebquest.weebly.com/