102097 18508550

Part A Literature Review

Main Topic: Project Based Learning

Sub Topic: Teachers perceptions on Project based Learning

Introduction:

Project Based Learning (PBL) is based on constructivists approach, widely known for its effectiveness in the
field of education on student learning (Tamim & Grant, 2013). It is observed that there is fluctuation in the use and
support of PBL overtime, but current implementation of PBL has been more common in educational settings from K-
12 (Hovey & Ferguson, 2014). It is found that implementation of PBL in classrooms have more advantages and its
more effective than traditional method of teaching (Habok & Nagy, 2016). While there is a lot of literature review
available to indicate the effectiveness of PBL, it is good to analyse different perspectives of stakeholders involved in
using PBL approach, as it assists to determine the efficacy of PBL (Hovey & Ferguson, 2014). Therefore, this essay is
focused on synthesising the available literatures on Teachers perspectives towards PBL. Three different themes have
been found commonly across the available literature, and these include Teachers attitudes and beliefs towards using
PBL, Teachers views on their role in PBL and challenges faced by teachers in implementing PBL.

Teachers Attitudes and Beliefs towards using Project Based Learning.

Analysing the literature review about teachers attitude towards project based learning has indicated that teachers have
positive attitudes. One common ground on what teachers have perceived PBL is through its advantages on learning
(Tamim & Grant, 2013). PBL has been viewed as an effective method for enhancing student learning, motivation,
engagement, collaboration, critical skills, communication, creative abilities and differentiation for students in
classroom. For example, in the case study of Tamim and Grant (2013), teachers revealed that they saw several benefits
of PBL model on student learning process and mainly comprised them into four sets of advantages for which teachers
prefer to use PBL. They include, supporting and facilitating students learning, differentiation and creative skills,
motivation, engagement and collaboration (Tamim & Grant, 2013).

Firstly, PBL supports and facilitates students learning through the implementation of projects. For example, teachers
believed that involving students in projects improves students performance and understanding of the content (Habok
& Nagy, 2016). Moreover, teachers perceived that PBL develops academic and non-academic skills like
communication, critical thinking, time management and discipline in their students (Tamim & Grant, 2013). Secondly,
teachers believed that it supports differentiation and creative skills in students. For example, teachers saw students
expressing creative thought on projects which cannot be achieved during traditional methods of teaching (Tamim &
1
102097 18508550
Grant, 2013; Rother & Willingham, 2009). Furthermore, studies reveal that PBL is used as an instructional method in
order to cater for students with diverse needs (Belland, Ertmer, & Simons, 2006; Benke, 2000). PBL enables teachers
to differentiate their pedagogy and assessment as it enhances creativity and gives different choices for students to
present their knowledge and still pose a challenge (Hovey & Ferguson, 2014; Tamim & Grant, 2013; Benke &
Ostrosky, 2008).

Thirdly, PBL enhances motivation and engagement in students when they are involved in project based learning
environments. Teachers expressed that there is a shift in students attitudes and motivation when they are involved in a
project (Tamim & Grant, 2013). Students are more engaged and they develop ownership and pride in their learning
(Tamim & Grant, 2013; Bell, 2010). Furthermore, it is observed that PBL fosters cognitive and meta cognitive
strategies for student motivation (Wu & Meng, 2010). Lastly, collaboration is another skill observed by teachers when
students work in PBL environments. From various literature reviews, this skill has been observed as of great
importance to teachers. Teachers believed that collaborative learning is important for students to enable student
centred learning and to construct social skills for working with others (Tamim & Grant, 2013). In Campbell (2012)
study, PBL met with a favourable response for enabling communication skills through collaborative process of project
work. On overall the teacher attitudes towards implementing PBL in their classrooms remained positive because
teachers observed and experienced the different benefits they aimed for ( Habok & Nagy, 2016; Tamim & Grant,
2014; Harvey & Ferguson, 2014).

Teachers views on their role in Project Based Learning

Teachers perceived themselves in various roles during the phase of project based learning. They saw themselves as
facilitators, motivators, transmitters of values and as shaping personalities compared to traditional learning
environment (Habok & Nagy, 2016). While in traditional educational settings teachers gave importance for their role
as motivators but they were more worried about being as instructors and discipliners (Habok & Nagy, 2016). Teachers
began to take a shift in their views with project based learning and saw them as facilitators and did not worry much
about seeing themselves in controlling role (Habok & Nagy, 2016). One of the reason mentioned by teachers is that
they knew that PBL provides a flexible and collaborative environment for students by motivating and engaging them
and leaving no room for worrying about classroom management and behaviour problems (Habok & Nagy, 2016). This
point of view is further supported by research evidence saying that project based learning enables student centred
learning where students are motivated and engaged in their learning and consequently make the teachers role less
significant as controller (Tamim & Grant, 2013). It is noteworthy to observe that only experienced teachers have
considered this view, while beginner teachers considered controlling students is still important in PBL. Lack of
experience in classroom management and implementing PBL might be one of the underlying reason in beginner
teachers that might have led to this view, but there is not much research evidence existing on this point (Habok &
Nagy, 2016).

2
102097 18508550
Challenges in implementing Project Base Learning:

While there is so much literature evidence to say that teachers gained valuable experiences in implementing PBL for
different reasons, they have also experienced a great number of difficulties (Mitchell, Fougler, Wetzel & Rathkey,
2009). Among the several challenges teachers mainly faced, difficulty in taking on the constructive approach, having a
balance in curriculum and selection of topic and time management. Teachers faced a conflict between their deep
seated beliefs about maintaining a balance between teacher control and student control during the activities (Thomas,
2000). This is particularly observed in the research study done by Habok and Nagy (2016) where the beginning
teachers were worried about losing the control of the class and preferred themselves to see in a role of controller than
student centred facilitaor.

Secondly teachers expressed that there are challenges in creating a balance between curriculum, policies and the
amount of content needed to be covered in a fixed schedule during the implementation of project based learning
(Tamim & Grant, 2008; Snyder & Snyder, 2008). Most of the teachers expressed that implementing project based
learning is time consuming and needs a great deal of planning and preparation (Habok and Nagy, 2016). Furthermore,
research indicated that teachers might face tough time in selecting a topic that suits for integrating a range of
disciplines and still produce many benefits for students (Agnikolu, 2008).

Conclusion:

On overall, the synthesis of above literature review tried to indicate that teachers perceive PBL as an effective method
for its varied advantages. Teachers have developed positive attitudes towards using PBL and saw themselves in
different roles. However, teachers who have observed or implemented PBL are inclined more towards the positive
side, while some teachers expressed challenges in implementing PBL. Most beginning teachers, are worried about
creating a balance between student centred and teacher centred environment even though they are striving towards
implementing PBL. This implies that beginning teachers need to develop positive beliefs towards PBL by undertaking
additional training and developing necessary skills for implementing PBL (Tamim & Grant, 2013).

3
102097 18508550
Part B Data Collection Protocol

Interview Protocol

The interviewer should explain the purpose of the study and take the consent from the participant before proceeding to
the interview. Once the consent is given by the participant the interviewer can start asking with basic demographic
information of the participant to make them comfortable in the interview process as well as to describe the sample in
the research.

Possible questions in obtaining Demographic Information

Participants name?
Participants age?
Total number of years in teaching?
What subjects have been taught during the teaching period?
What grade levels have been taught during the teaching period?
What is the current grade being taught?
For how long is this grade being taught?
What subject matter is currently being taught?

Some Probing questions that can be asked during the interview process:

How do you define Project based learning?

In what subject areas did you use project based learning?
In what grades have you implemented project based learning?
How long have you been using PBL?
What triggered you in choosing PBL?
o Can you provide some examples?
Can you provide some examples of how you have implemented?
What are your beliefs about teachers role in PBL?
How do perceive your role in PBL?
How do you balance your role during PBL?
Can you please describe with some examples of how you have fulfilled your perceived role?
How do you perceive students role in PBL?
What according to you is a successful PBL activity?
o Can you give examples?
What measure have been taken to implement PBL successfully?
How do you conclude PBL after implementation?

4
102097 18508550

Dear Potential Participant:

I am working on a project titled Project Based Learning for the class, Researching Teaching and Learning
2, at Western Sydney University. As part of the project, I am collecting information to help inform the
design of a teacher research proposal.

The project will look at Teachers perceptions on implementing project based learning in secondary schools.
The data is collected in the form of interviews to understand the different views and experiences teachers
had when they have implemented Project Based learning approach in their classrooms.

By signing this form, I acknowledge that:

I have read the project information and have been given the opportunity to discuss the information
and my involvement in the project with the researcher/s.
The procedures required for the project and the time involved have been explained to me, and any
questions I have about the project have been answered to my satisfaction.
I consent to participate in the interview process and I am aware that the interview process is being
audio recorded.
I understand that my involvement is confidential and that the information gained during this data
collection experience will only be reported within the confines of the Researching Teaching and
Learning 2 unit, and that all personal details will be de-identified from the data.
I understand that I can withdraw from the project at any time, without affecting my relationship with
the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time university student
who is 17 years old.

Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17 years old, and
provide my consent for the persons participation.

Signed: __________________________________
Name: __________________________________
Date: __________________________________

5
102097 18508550

Part C - Data Collection Protocol

Interview was chosen as a form of data protocol to collect data for studying the perception of teachers on
Project Based Learning (PBL). Project based learning has been widely known for its effectiveness in the
education field. There is profound research available on using PBL for its effectiveness on enhancing
student learning, motivation, engagement, critical thinking skills, communication skills, collaboration,
problem solving skills in student. However, considering various stakeholders views in evaluating the
effectiveness of PBL would be beneficial in determining the efficacy of PBL (Tamim & Grant, 2013).
Teachers are the key stakeholders in using PBL and collecting their perceptions would be of great relevance
to evaluate the effectiveness (Hovey & Ferguson, 2014). Moreover, teachers have access to different types
of evidences as they work alongside with balancing their teaching commitments, therefore teachers are
targeted as the key participants for this study (Baumfield, Hall & Wall, 2013).

In order to collect teachers perceptions on PBL, interviews were chosen as a preferred method of data
collection protocol. Interviews provide in depth analysis of persons beliefs or views on a particular topic,
therefore interview is considered as a suitable approach for this study. The interview data protocol is used
for effectively analyse different views of teachers on PBL. A semi structured interview method has been
used, where a series of questions have been prepared for general guideline. Employing semi structured style
of interview method offers flexibility unlike structured interviews (Hastert, 2010). Furthermore, based on the
participants responses it allows the interviewer to ask some more follow up questions to clarify the
participants perceptions further and without making the interview as a rigid process (Hastert, 2010).

The interview protocol uses a sample questionnaire, where the interviewer starts off with explaining the
purpose of the project in detail and takes the consent from the participant before heading into the interview
process. To make the participant feel comfortable in answering the questions, the interviewer plans to start
with asking demographic information. This might be useful to describe the sample type in the study (Tamim
& Grant, 2013). The next set of questions can be used as a guideline for finding the participants views on
PBL. Open ended questions have been used to get a clear and in depth answers from the participant as well
as to give a balanced perspective (Hastert, 2010). Using leading questions in the interview can comprise the
effectiveness of the data (Hastert, 2010). Furthermore, through this interview process I will analyse the data
and see how the emerged themes related to the existing themes from the literature review and thereby
contribute in making the main topic more understandable for my group.

6
102097 18508550

References

Akingolu, O. (2008). Assessment of the inquiry-based project application in science education upon

Turkish science teachers perspectives. Education. 129(2), 202-15.

Baumfield, V., Hall, E., & Wall, K. (2013). Action research in education: Learning through practitioner

enquiry (Second ed.).

Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House,

83(2), 39-43. Retrieved from http://search.proquest.com/docview/596621180?accountid=36155

Belland, B. R., Ertmer, P. A., & Simons, K. D. (2006). Perceptions of the value of problem-based

learning among students with special needs and their teachers. The Interdisciplinary Journal of

Problem-Based Learning, 1(2), 118.

Beneke, S., & Ostrosky, M. M. (2008). Teachers views of the efficacy of incorporating the project

approach into classroom practice with diverse learners. Young Children 11(1): 19.

Campbell S. A. (2012). The phenomenological study of ESL students in a project-based learning

environment. International Journal of Inter Disciplinary Social Science 6(11):139152

Grant, M. M. (2011). Learning, Beliefs, and Products: Students' Perspectives with Project-based

Learning. Interdisciplinary Journal of Problem-Based Learning, 5(2). Retrieved from:

http://dx.doi.org/10.7771/1541-5015.1254

Habk, A., & Nagy, J. (2016). In-service teachers perceptions of project-based learning. Springer Plus,

5(1), 1-14.

Hastert, D. J. T. D. R. (2010). Action Research for Educators: Rowman & Littlefield Publishers.

Retrieved from http://www.ebrary.com.ezproxy.uws.edu.au

7
102097 18508550

Hovey, K. A., & Ferguson, S. L. (2014). Teacher Perspectives and Experiences: Using Project-Based

Learning with Exceptional and Diverse Students. Curriculum & Teaching Dialogue, 16(1/2), 77-

90.

Mitchell, S., Foulger, T. S., Wetzel, K., & Rathkey, C. (2009). The negotiated project approach: PBL

without leaving the standards behind. Early Childhood Education Journal, 36(4), 33946.

http://dx.doi.org/10.1007/s10643-008-0295-7

Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. Delta Pi

Epsilon Journal, 50(2), 9099.

Tamim, S. R. , & Grant, M. M. (2013). Definitions and Uses: Case Study of Teachers Implementing

Project-based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). Retrieved from

http://dx.doi.org/10.7771/1541-5015.1323

Thomas, J. W. (2000). A review of PBL. Retrieved from

http://www.bie.org/research/study/review_of_project_based_learning_2000/

Wu S, Meng L (2010) The integration of inter-culture education into intensive reading teaching for

English majors through project-based learning. US-China Foreign Lang 8(10), 2637.