Effectiveness of Project Based Learning in Statistics for Lower Secondary Schools

Abstract

Purpose: This study aimed at investigating the effectiveness of implementing Project Based Learning (PBL) on the topic of statistics at a lower secondary school in Surabaya city, Indonesia, indicated by examining student learning outcomes, student responses, and student activity. Research Methods: A quasi experimental method was conducted over two months involving two classes of seventh grade students, consisting an experiment class (PBL) and a control class (conventional learning). Data were collected through student activity observation sheets, student responses, and pretest-posttests. Data were analyzed by employing covariance analysis (ANCOVA).Findings: Based on ANCOVA, student learning outcomes in PBL are higher than those in conventional learning. In addition, based on the results of a descriptive analysis, results of the student learning outcomes in PBL obtained more than the minimum standard score (MSC), the students’ responses in learning were positive, and the students were active in the class activities. Thus, PBL is effective in statistical learning. Implications for Research and Practice: Based on the results of the research, it can be concluded that PBL was effective in statistical learning. These findings suggest that the students were enthusiastic in working the given project and actively discussed with other students in the class. We suggest teachers apply PBL on other mathematics topics so students can be enthusiastic in mathematics learning in the class. Alternatively, teachers can use PBL with technology-assisted learning to make learning more interesting for students.

Keywords

• project-based learning,conventional learning,statistics learning

References

1. Ay, S. (2013). Öğretmen adaylarının proje tabanlı öğrenme ve geleneksel öğretime ilişkin görüşleri [Trainee teachers’ views on project-based learning and traditional education]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(1), 53-67.
2. Barab, S. A., & Luehmann, A. L. (2002). Building sustainable science curriculum: Acknowledging and accommodating local adaptation. Science Education, 87, 454–467.
3. Berends, H., Boersma, K., & Weggeman, M. (2003). The structuration of organizational learning. Human Relations, 56(9), 1035-1056.
4. Basbay, M. Y. (2010). Proje tabanlı öğrenme [Project based learning]. In Ö. Demirel (Ed.), Eğitimde yeni yönelimler (4. baskı) (pp. 67-80). Ankara: Pegem A Yayıncılık.
5. Basbay, M., & Ales, A. (2009). The reflections of student teachers on project based learning and investigating self evaluation versus teacher evaluation. Procedia social and Behavioural Sciences, 1, 242-247.
6. Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26 (3&4), 369-398.
7. Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th ed.). UK: Taylor & Francis e-Library.
8. Cronbach, L., J. (1951). Coefficient alpha and the internal structure of tests. Psyclzometrika, 16, 297-334.

9. Dede, Y., & Yaman, S. (2003). Fen vema tematik eğitimin deprojeç alışma larını nyeri, önemi vede ğerlen diril mesi [The place, importance and assessment of project work in science and mathematics education]. Gazi Eğitim Fakültesi Dergisi, 23(1), 117-132.
10. Demirhan, C. (2002). Program geliştir mede projet emelli öğren meyaklaşımı [Project basedlearning in program development]. (Unpublished doctoral dissertation). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
11. Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40-59.
12. Eggen, P.D., & Kauchak, D.P. (1998). Strategies for the teacher: Teaching Content and Thinking Skill. Allyn and Bacon: Boston
13. Erdem, E., & Demirel, Ö. (2002). Constructivism in curriculum development. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 81-87.
14. Garfield, J., & Ahlgren, A. (1988). Difficulties in learning basic concepts in probability and statistics: Implications for research. Journal for research in Mathematics Education, 44-63.
15. Green, A. M. (1998). Project-based-learning: moving students toward meaningful learning. ERIC Data base, ED422466
16. Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: effects on pupils’ learning and attitudes. Education 3–13, 39(1), 35–47.
17. Korkmaz, H. (2002). Fen eğitiminde projet emelli öğrenmenin yaratıcı düşünme, problem çöz meve akademik risk alma düzeylerineetkisi [The effects of project based learning in science education on creative thinking, problem solution and academic risk taking levels]. (Unpublished doctoral dissertation). Hacettepe Üniversitesi, Ankara.
18. Krajcik, J.S., & Blumenfeld, P. (2006). Project-based learning. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences. New York: Cambridge
19. Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E.(1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of the Learning Sciences, 7, 313-350.
20. Ladewski, B. G., Krajcik, J. S., & Harvey, C. L. (1994). A middle grade science teacher's emerging understanding of project-based instruction. The Elementary School Journal, 94(5), 498-515.
21. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.
22. Leviatan, T. (2008). Innovative Teaching and assessment Method: QBI and project based learning. Mathematics Education Research Journal, 10(2), 105 – 116.
23. LI, K. Y., & Shen, S. M. (1992). Students' weaknesses in statistical projects. Teaching Statistics, 14(1), 2-8. Markham, T. (2003). Project based learning handbook: A guide to standards-focused project based learning for middle and high school teachers. Novato, CA: Buck Institute for Education.
24. Miswanto. (2011). Penerapan model pembelajaran berbasis proyek pada materi program linier siswa kelas X SMK Negeri 1 Singosari [Application of project-based learning model on linear program topic of students of class X in SMK Negeri 1 Singosari]. Jurnal Penelitian Dan Pemikiran pendidikan, 1, 1-7.
25. Morrison, G. R., Ross, S. M., Kemp, J. E., & Kalman, H. (2010). Designing effective instruction. John Wiley & Sons.
26. Mudhofir. (1987). Teknologi instruksional [Instructional technology]. Bandung: Remaja Rosdakarya
27. Özdemir, E. (2006). An ınvestıgatıon on the effects of project-based learnıng on students’ achıevement ın and attıtude towards geometry. (Unpublished dissertation). Mıddle East TechnıcalUnıversıty, Ankara.
28. Özdemir, E., & Ubuz, B. (2006). Projet emelli öğren meninö ğrencil erin geometriye yönelik tutum larınaet kisi [Effects of project based learning on student attitudes towards geometry]. VII. Ulusal Fen Bilim lerive Matematik Eğitimi Kongresi, (7-9 Eylül). (pp.225), Gazi Üniversitesi, Ankara.
29. Özden, M., Aydın, M., Erdem, A., & Ekmekçi, S. (2009). Öğretmenlerin proje tabanlı fen öğretimi konusunda görüşlerinin değerlendirilmesi [Evaluation of teacher views about project based learning in science education]. Elektronik Sosyal Bilimler Dergisi, 8(30), 92-102.
30. Robinson, D. L. (2009). Project-based hıgh school geometry. (Unpublished Thesis). B.S. Louisiana State University.
31. Saracaloğlu, A. S., ÖzyılmazAkamca, G., & Yeşildere, S. ( 2006). İlköğretimde proje temelli öğrenmenin yeri [The place of project based learning in elementary education]. Gazi Türk Eğitim Bilimleri Dergisi, 4(3), 241-260.
32. Siswono, T. Y. E., Kohar, A. W., & Hartono, S. (2017a). Secondary teachers’ mathematics-related beliefs and knowledge about mathematical problem-solving. In Journal of Physics: Conference Series (Vol. 812, No. 1, p. 012046). IOP Publishing.
33. Siswono, T. Y. E., Kohar, A. W., Rosyidi, A. H., & Hartono, S. (2017b). Primary school teachers’ beliefs and knowledge about mathematical problem-solving and their performance on problem-solving task. World Transactions on Engineering and Technology Education, 15, 2.
34. Slavin, R. E. (1997). Educational psychology theory and practice. (Fifth Edition). Boston: Allyn and Baco.
35. Soedjadi. (2001). Kiat Pendidikan Matematika Indonesia [Tips for Indonesian Mathematics Education]. Jakarta: Dirjen dikti depdikbud. Thomas, J. W. (2000). A review of resea