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Understanding Projects in Project-based Learning: A Student’s Perspective
Understanding Projects in Project-based Learning: A Student’s Perspective
METHODOLOGY
Three methods of data collection
Interviews.
Observations.
Artifacts
Data Analysis
The codes used to
analyze the data were generated from reviews of the transcripts and the literature review.
Trustworthiness
Audit trail was maintained to collect decision-making, notes and coding strategies.
FINDINGS AND INTERPRETATIONS
Given the intimate nature of results and interpretations in qualitative research
Five themes emerged to describe what influenced the learners project work and learning: (1)
internal influences; (2) external influences; (3) beliefs about projects; (4) tools for technology-rich environment
IMPLICATIONS FOR PRACTICE AND RESEARCH
All qualitative research, the extent to which the findings can be applied in other contexts is situated
with the reader, and the small sample size limit generalizability.
The implications of this study are significant to
inservice and preservice teachers, teacher educators and other educational researchers.
CONCLUSION
This research identified five themes as factors that influence how projects are created
There are indications that
students rarely weigh alternative solutions
This research suggested participants considered the
resources available to them
While the participants met and exceeded the learning content expectations, none of these
considerations directly related to the content.