Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/27323
Title: The impact of Project Based Learning (PBL) on students from low socio economic statuses: a review
Contributor(s): Leggett, Grace (author)orcid ; Harrington, Ingrid  (author)orcid 
Publication Date: 2021
Early Online Version: 2019-04-23
DOI: 10.1080/13603116.2019.1609101
Handle Link: https://hdl.handle.net/1959.11/27323
Abstract: The following review examines the potential of Project Based Learning (PBL) as an instructional practice to uplift the engagement, motivation and academic achievement of low SES students in mainstream schools. To understand the impact of PBL on low SES students, the literature reflects that whilst some positives of PBL as an effective instructional practice for low SES students exist, the research into the perceived benefits is not conclusive. Conflicting findings, varied methodologies and the inconsistent employment of instruments to measure effectiveness, impact upon the ability to draw generalisable conclusions. Further research that explores the effectiveness of PBL as an instructional practice for low SES students is recommended.
Publication Type: Journal Article
Source of Publication: International Journal of Inclusive Education, 25(11), p. 1270-1286
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1464-5173
1360-3116
Fields of Research (FoR) 2008: 130303 Education Assessment and Evaluation
Fields of Research (FoR) 2020: 390402 Education assessment and evaluation
Socio-Economic Objective (SEO) 2008: 930203 Teaching and Instruction Technologies
Socio-Economic Objective (SEO) 2020: 160199 Learner and learning not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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