Document Type
Article
Publication Date
Summer 2024
Abstract
This capstone project analyzes the impact of Project-Based Learning (PBL) on student outcomes at Indianola High School, specifically focusing on student engagement, self-efficacy, and academic achievement in a U.S. History classroom. Recent declines in student performance, specifically in math and reading, indicate that changes are needed. This study examines the potential of PBL to increase content mastery, critical thinking, and historical inquiry skills among high school students. Through a comprehensive literature review and an action plan created for the specific needs of Indianola High School, this research identifies key benefits and challenges associated with PBL. The research suggests that PBL increases student motivation and engagement and closes achievement gaps, particularly among lower socioeconomic and special needs students. Strategies are outlined for professional development, curriculum redesign, and community partnerships to support the successful implementation of PBL. This paper shows that adopting PBL can significantly improve educational outcomes, which will help students be better prepared for the real world.