<p> Research demonstrates that problem-based learning (PBL) teaching strategies raise student achievement and skills needed for the 21st century. Research also found that educators enjoy using PBL, students enjoy learning through PBL, and PBL motivates students to succeed in science classrooms. The descriptive, comparative study focused on science raw scores obtained from two schools in the Southern region of the United States and presented an analysis of the difference between two groups of sixth-grade students’ science scores. One group of scores was from classes whose teachers implemented PBL and the other group was from classes whose teachers did not implement PBL. The study addressed one central research question: Is there a statistically significant difference in raw state exam scores when implementing PBL teaching strategies instead of non-PBL teaching strategies among sixth-grade science students in two schools located in the Southeastern United States? The researcher analyzed archived data of 357 fifth- and sixth-grade students from two schools in the Southeastern region of the United States. The study used descriptive statistics, an independent <i>t</i> test, and a Levene’s test to identify the significance between the two sixth-grade groups using 2014–2015 school data. Descriptive statistics showed that students taught using PBL scored an average of 15.48 points higher on the assessment than students in a non-PBL classroom. The independent <i>t</i> test found a two-tailed significance value or <i>p</i> value of 0.000. Results suggest that students taught using PBL teaching strategies score significantly higher on the sixth-grade science state exam assessment than students taught using non-PBL teaching strategies.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:13859579 |
| Date | 26 April 2019 |
| Creators | Shackelford, Danielle Nicole |
| Publisher | Capella University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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