The Impact of Project-Based Learning on AP Exam Performance

Autor/inn/en	Saavedra, Anna Rosefsky; Lock Morgan, Kari; Liu, Ying; Garland, Marshall W.; Rapaport, Amie; Hu, Alyssa; Hoepfner, Danial; Haderlein, Shira Korn
Titel	The Impact of Project-Based Learning on AP Exam Performance
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 4, S.638-666 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Alyssa) ORCID (Haderlein, Shira Korn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221084355
Schlagwörter	Advanced Placement Programs; Student Projects; Active Learning; Tests; Comparative Analysis; Teaching Methods; Teacher Role; Instructional Effectiveness; Low Income Students; Advantaged; School Districts; Educational Policy; Student Characteristics; United States Government (Course); Curriculum; High School Students; Science Tests; Mathematics Tests; Language Arts; Scores; Outcome Measures; Teacher Characteristics + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Examination; Prüfung; Examen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Unterrichtserfolg; School district; Schulbezirk; Politics of education; Bildungspolitik; Curricula; Lehrplan; Rahmenplan; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachkultur
Abstract	Harnessing a cluster randomized controlled trial, we estimated the impact on students' advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01