The Impact of Project-based Learning and Direct Instruction on the Motivation and Engagement of Middle School Students
Year: 2018
Type: article
Abstract: This quantitative study sought to compare the levels of motivation andengagement for middle school students before and after the implementation ofboth project-based learning and direct instruction. Student participants completed the IntrinsicMotivation Inventory [IMI] (Deci & Ryan, 2017) to assess their levels ofmotivation prior to and after instruction. In addition, engagement data was obtained utilizing the StudentEngagement Walkthrough Checklist (SEWC) created by the International Center forLeadership in Education. Surveys wereused to collect data from a sample of 6th, 7th, and 8thgrade students in a rural southwestern Tennessee school district in the UnitedStates of America before and after project-based learning and directinstruction lessons. Data analysesrevealed significant differences in motivation and engagement levels before andafter (a) project-based learning and (b) direct instruction. Significant differences in motivation andengagement of students were also found between groups of students who hadexperienced project-based learning as compared to direct instruction.
Source: DergiPark (Istanbul University)
Authors: Colette Carrabba, Aarek Farmer
Institution: Freed–Hardeman University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2915282765