@article{article_431930, title={The Impact of Project-based Learning and Direct Instruction on the Motivation and Engagement of Middle School Students}, journal={Language Teaching and Educational Research}, volume={1}, pages={163–174}, year={2018}, author={Carrabba, Colette and Farmer, Aarek}, keywords={Project-based Learning,Direct Instruction,Intrinsic Motivation,Classroom Engagement}, abstract={<p> <span style="font-size:9pt;line-height:115%;font-family:Magra;color:#000000;">This quantitative study sought to compare the levels of motivation and
engagement for middle school students before and after the implementation of
both project-based learning and direct instruction. <span>  </span>Student participants completed the Intrinsic
Motivation Inventory [IMI] (Deci & Ryan, 2017) to assess their levels of
motivation prior to and after instruction. <span>  </span>In addition, engagement data was obtained utilizing the Student
Engagement Walkthrough Checklist (SEWC) created by the International Center for
Leadership in Education. <span>  </span>Surveys were
used to collect data from a sample of 6 <sup>th </sup>, 7 <sup>th </sup>, and 8 <sup>th </sup>
grade students in a rural southwestern Tennessee school district in the United
States of America before and after project-based learning and direct
instruction lessons. <span>  </span>Data analyses
revealed significant differences in motivation and engagement levels before and
after (a) project-based learning and (b) direct instruction. <span>  </span>Significant differences in motivation and
engagement of students were also found between groups of students who had
experienced project-based learning as compared to direct instruction. </span> <br /> </p>}, number={2}, publisher={Yusuf Demir}