|RYC - What Research Says|
What research says and does not say about injecting rigor into your classroom…
Barron, Brigid J.S., et al. (1998). Doing with understanding: lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7(3/4), 271-311.
The authors analyzed previous studies and did their own research on students' learning from projects. They found that projects are most effective when paired with a real-world problem-solving aspect. The study also determined that students need opportunities to assess and revise their work within the project process in order to deepen their understanding.
Filippatou, Diamante and Kaldi, Stravroula. (2010). The effectiveness of project-based learning on pupils with learning difficulties regarding academic performance, group work, and motivation. International Journal of Special Education, 7(1), 17-26.
The study evaluated six classrooms with learning difficulties and their experience with project-based learning. The authors determined that project-based learning increased their self-worth, enjoyment, and performance. According to the authors of this study, this result supports past research on the topic.
Khan Noor, Allah, et al. (2011). The comparative effectiveness of teaching English poems with the help of the traditional method and by using group work methods at the secondary level. Interdisciplinary Journal of Contemporary Research in Business, 2 (11), 302-312.
The authors conducted a study comparing the effectiveness of lecturing versus group work in order to teach English poems to two groups of students in Pakistan. They found students were able to better understand the sound devices, theme, and imagery of poetry when given the opportunity to work in groups. It was recommended that fifty percent of class time be devoted to group work and for students to be grouped heterogeneously.
Wing-yi Cheng, Rebecca, et al. (1986). When high achievers and low achievers work in the same group: the role of group heterogeneity and processes in project-based learning. The Journal of British Psychology, 78, 205-221.
The researchers studied hundreds of secondary school groups in Hong Kong to determine whether groups of mixed-ability children increased their self-efficacy and achievement. They found that these groups did increase self-efficacy for low-ability students, but for high-ability students, it depended upon whether the groups’ processes were positive. The authors emphasized the importance of teaching students how to work in a group in order to have successful cooperative learning experiences.
Birdsell, Becky S., et al. (2009). Motivating students by increasing student choice. Saint Xavier University, 1-96.
The study assessed the experiences of students in four middle school classrooms and compared those who received choice in the areas of curriculum, assignment, assessment to groups which did not receive choice. The researchers concluded that providing choice in these areas, particularly in the area of curriculum, increased positive choices by the students and their overall motivation. It was recommended that students be given more choice in the classroom