Context:

The advent and diffusion of digital technology has had a profound impact in how
people interact with information, changing our social lives in addition to the structure and
function of the global economy. Yet, there is a disconnect between the skills presently
needed in society and economy and those traits fostered in the traditional educational
system (Moylan, 2008). There are a myriad of methods and strategies that aid in bridging
this gap one of which is a pedagogical shift from a teacher-centered classroom to a more
participatory environment which leverages project-based learning experiences to increase
student engagement, compliment student collaboration skills, and foster critical thinking
(Jacobs, 2012; Jenkins, 2009; Losh, 2012;). Helix
Charter High School is a Title I institution,

Graph 1: Helix Charter High

School Demographics

comprised of 2,400 students, 53.3% of which

are labeled as socioeconomically
disadvantaged, with roughly 100 certificated
staff members (SARC, 2015). The mission of
HCHS is to prepare its diverse student
population, as depicted in Graph 1: Helix
Charter High School Demographics to the right
of this page, for college while closing the achievement gap by enlisting a multitude of
student supports and through collaborative and innovative processes (Mission
Statement, 2016). The curriculum research project that follows is focused on the creation
and implementation of tech-driven Project-Based Learning in an Advanced Placement
Social Science course, comprised mostly of high school freshmen.

Rationale/Student Needs:


At the macro level, the digital revolution has accelerated the transition from a
Fordist model of industrial education, a system characterized by hierarchy and functionbased tasks towards a flexible and collaborative process centered on problem solving. If
we, as educators, are to prepare our young learners for the economic and social worlds
they are going to inhabit, then we must provide them with opportunities to practice and
master the skills demanded in 21st century. Project-based Learning is a pedagogical
framework which positions the student at the center of their own learning experience and
thus better mimics the world outside of the classroom.
At the micro level, specific to my site and extracted from a student survey
administered to 28 AP students, collaborative projects and direct instruction were both
Graph 2: Student Enjoyment
by Learning Strategy

perceived as enjoyable learning activities as depicted by

Graph 2: Student Enjoyment by learning
Strategy shown on the left, when learning
when compared to other classroom
instructional strategies, such as engaging in
digital media or reading from a physical text.

If student engagement is seen as a precursor for critical skill acquisition, then frequency of
participatory learning experiences should be increased, thus leading to a more critical
engagement with content (Jenkins, 2006).
Student motivation is comprised of a complex intersection between intrinsic and
extrinsic factors. In an interview, Daniel Pink outlines the consequences for students who
view external rewards and punishments as reasoning for their academic pursuits, those

who seek performance over mastery are less likely to retain the knowledge and
understanding that their letter grades might suggest and are less effective in navigating
complex problems (Azzam, 2014). In looking specifically at my classroom context, what
motivates high school freshmen as they voluntarily engage in an academically rigor AP
course? When 17 students were asked what motivated them academically, they often
mentioned more than one motivating factor, taken as a whole three themes emerged in
reference to their academic motivation; Self-Motivated, Goal Related, and Relational as
depicted below in Matrix1.
Matrix1: Three Factors that Influence Student Motivation

Less than half indicated that they were self-motivated, which could be thought of as
students valuing mastery over performance, while slightly more cited a motivating factor
found outside of themselves. Two external drives emerged from the survey data; one being
centered on the acquisition of high marks, which in turn was seen as a key to unlocking
future academic and ultimately career success, the second dealt with the relationship
between student and their parent or teacher. One goal in the implementation of PBL
strategies would be that students would take greater ownership of their own learning
experience. By allowing more student autonomy in the formation of research questions,
aligned with, but not limited by content dictated by the college board, students would
hopefully move towards a greater sense of self-efficacy.

Out of the four core academic subjects, social science has experienced a decline in
student gratification, partly due to the emphasis of rote memorization in the era of
standardized testing (Bullock, 2013; Hernandez, 2009). The reaction of social science
educators to the demands of standardized testing was to lean on efficient or expedient
instructional strategies to cover content thus leaving these courses devoid, ironically, of
social interaction and reliant on a traditional transmission model of education. This
phenomenon is evident in the current AP classroom in question, where the content and
pacing are dictated by the College Board Exam administered every May, and far too often
direct instruction is utilized as an efficient tool vs. collaborative strategies that produce
deeper learning and content engagement (Dole, 2016; Hernandez, 2009). The impact of
these current pedagogical practices may be one of

Graph3: Student ranking

of Favorite Subject.

many factors which resulted in Social

Science being the least favorite subject
compared to its content contemporaries as
shown in Graph3. The efficiency of direct
content transfer, values compliant student behavior, which should not be confused with
student engagement or enjoyment. By positioning learners in an active role and the center
of their knowledge acquisition, one would hope to garner increased enjoyment in the social
sciences.
The majority of survey participants cited collaborative group work as engaging and
beneficial to their overall learning, albeit not without drawbacks, such as off task behavior
or the unequal distribution of work. Collaborative work, necessitates that a learners effort
and productivity are beholden to the community, how can PBL, help to provide value for

group work in the minds of the student. The ability for teams to effectively and efficiently
communicate shared expectations, task organization, and clarifying questions is essential if
value is to be taken from PBL implementation (Lee, 2015). How can varied and numerous
PBL tasks, help in strengthening student ability to communicate, not only in the formal
sense of assessment, but in how students interact with one another towards a common
goal.
Research Question: What are the effects of Project-Based Learning on student
engagement in the Social Science classroom?

Sub-Questions:
How does PBL affect students extrinsic and intrinsic motivation for academic success?
How does PBL affect students interest in the Social Sciences?
How does PBL affect students ability to effectively communicate in collaborative
groups?