Fourth graders taught science and social studies through the project method achieved higher final-test knowledge than peers taught in the usual way¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group learners showed higher final knowledge test achievement than control-group learners, with the initial test included as a covariate. → Prtljaga 2017

Evidence¶

Prtljaga 2017¶

Prtljaga, S. & Veselinov, D. (2017). The influence of the project method on the achievement of young learners in the field science and social studies. Research in Pedagogy, 7(2), 254-264. https://doi.org/10.17810/2015.63

q2 · i? · causal · r1

Experiment with parallel groups: three experimental and three control fourth-grade classes (120 subjects after exclusions), analyzed by covariance analysis with the initial knowledge test as co-variable. Final means were E= 4.5; C= 3.2, described as "a more significant difference".

"a more significant difference was noticed on the final kno wledge test results (E= 4.5; C= 3.2), as well as an achievement decrees of the control group."

Discussion¶

Related Claims¶

• Teaching 6th-grade social studies through performing arts produces significantly higher academic achievement than current-syllabus teaching — related
• Project-method learners significantly outperformed control learners on the final test's reproduction-level questions — a narrower finding that bears on this claim
• Project-method learners significantly outperformed control learners on the final test's understanding-level questions — a narrower finding that bears on this claim