Civic Education in the Advanced Placement Classroom
Location
Room 212
Proposal Track
Practice Report
Session Format
Presentation
Preferred Time
Saturday morning
Abstract
The purpose of this research was to determine the effect problem based learning (PBL) had on student achievement in an Advanced Placement United States Government and Politics course (N = 46). Engagement and attitudes of students were also measured during this research. All 46 students participated in a best practices teacher-led unit of instruction for 4 ½ weeks as well as a problem based learning unit of instruction for an additional 4 ½ weeks. Achievement was measured by pretests and posttests, a survey was given to measure attitudes, and the teacher-researcher utilized a behavior checklist to measure engagement during both units of instruction. Results showed statistically significant differences in student achievement, student attitudes and student engagement during problem based learning instruction. Problem based learning was most effective in improving student engagement.
Keywords
problem based learning, civics education, advanced placement united states government
Recommended Citation
Goff, Erin, "Civic Education in the Advanced Placement Classroom" (2015). Georgia Educational Research Association Conference. 45.
https://digitalcommons.georgiasouthern.edu/gera/2015/2015/45
Civic Education in the Advanced Placement Classroom
Room 212
The purpose of this research was to determine the effect problem based learning (PBL) had on student achievement in an Advanced Placement United States Government and Politics course (N = 46). Engagement and attitudes of students were also measured during this research. All 46 students participated in a best practices teacher-led unit of instruction for 4 ½ weeks as well as a problem based learning unit of instruction for an additional 4 ½ weeks. Achievement was measured by pretests and posttests, a survey was given to measure attitudes, and the teacher-researcher utilized a behavior checklist to measure engagement during both units of instruction. Results showed statistically significant differences in student achievement, student attitudes and student engagement during problem based learning instruction. Problem based learning was most effective in improving student engagement.
