A Quasi-Experimental Study Looking at the Effect of Project-Based Learning on Sixth-Grade Students' Self-Concept

Scholars Crossing 2024-08-09T07:00:00Z

This quantitative, quasi-experimental study investigated the differences in self-concept among sixth-grade students across various school subjects, particularly reading and mathematics, by comparing those engaged in project-based learning versus traditional learning. In rural eastern Virginia, the researcher utilized a modified version of the Self Description Questionnaire-I (SDQ-I) and a nonequivalent control group, pre/posttest design with analysis of covariance (ANCOVA) during the 2023–2024 academic year. Focusing on a Virginia middle school, classes were randomly assigned to either treatment, which was project-based learning, or control, which included traditional learning methods. The mean self-concept scores across three SDQ-I subscales—reading, mathematics, and all school subjects—served as the dependent variable. This study represented the first research on the effect of project-based learning on self-concept, showing change for mathematics but no other subjects. Recommendations for future research included extending the treatment period, exploring alternative student assignment methods, using qualitative research to understand students’ perceptions of project-based learning, expanding project-based learning across all classes for the treatment group, and investigating the effect of teacher training and support on project-based learning effectiveness.

project-based learning; self-concept; middle school; projects; rural; Educational Methods; text

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