Masters Thesis

Literacy Based Project Based Learning and its Effect on Hispanic Student Reading Levels at One Elementary School

The purpose of this study was to determine if there are academic benefits, specifically on reading levels, for Hispanic students from literacy based Project Based Learning (PBL) units. Project Based Learning is a student-centered instructional practice that includes elements such as; a driving question, student voice and choice, opportunities to develop 21st Century skills, inquiry, innovation, a public product and standards-based content. The research used in this study supports that, through Project Based Learning, students are engaged, are able to develop 21st Century skills, and are able to access cross-curricular content through exposure to content rich literacy experiences, which can in turn lead to academic growth. 66 Hispanic students, 36 “Other Ethnicity” students, and two teachers were the participants in this study. A mixed methods approach was used in this study. The study monitored the effect of literacy based PBL units on the STAR Reading Grade Equivalent (GE) levels, of the 5th grade Hispanic student population, at one TK-5 elementary school in North San Diego County. After the culmination of each PBL unit, the grade equivalent level data was collected. Likewise, two teachers completed a qualitative survey to answer questions about the effect PBL had on their students, in particular on the Hispanic students. The data collected in this study shows that the Hispanic students made reading level growth after completing two literacy based PBL units. The study supports that further research on Project Based Learning is necessary to determine the effect it has on academic growth, not only in reading but also in other academic areas.

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