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Abstract

Students who do not regularly attend high school are at an increased risk of failure in the classroom and may eventually contribute to a higher dropout rate. More specifically, the attendance rates of students from economically disadvantaged backgrounds have traditionally been lower than those with average means. Therefore, the purpose of this quantitative study was to examine the effects of a project-based learning (PjBL) environment on economically disadvantaged high school students in regard to their attendance rates. Data were collected in order to compare attendance rates of a school utilizing traditional teaching methodologies with a school using PjBL as the main mode for instructional delivery. Findings suggest when considering attendance rates, there is substantial evidence to support the use of PjBL as making a positive impact on the school attendance of economically disadvantaged students. Study findings also lend positive support for teachers and administrators who are seeking to implement a PjBL environment in their school systems to assist in addressing the attendance needs of this student population.

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