This longitudinal study focused on how project–based instruction (PBI) influencedsecondary social studies students’ academic achievement and promoted College andCareer Readiness (CCR). We explored and compared student achievement in a PBI highschool versus a traditional instruction high school within the same rural school district.While previous literature indicated that PBI involved more preparation time and a steeperlearning curve for both teachers and students, we found that in high school social studies,students’ achievement gains actualized within one year. PBI students outperformedpeers who learned from a traditional curriculum in both social studies achievement andCCR preparedness.
Summers, E. J.
(2012). A Longitudinal Investigation of Project–based Instruction and Student Achievement in High School Social Studies. Interdisciplinary Journal of Problem-Based Learning, 6(1).
Available at: https://dx.doi.org/10.7771/1541-5015.1313