Document Type
Article
Publication Date
Summer 2025
Abstract
This study explored how teachers compare Project-Based Learning (PBL) with traditional teaching methods in elementary classrooms. Many schools today still rely heavily on lectures, worksheets, and test-based instruction, which can leave students feeling disconnected and unmotivated. This research began with the problem that students often lose interest in learning when it feels disconnected from the real world. The purpose of this study was to better understand teacher's perspectives on PBL and whether they believe it increases student engagement, learning, and life skills. Using a mixed-methods survey with both multiple choice and open-ended questions, the study gathered responses from elementary educators with varying levels of experience using PBL. The results showed that while most teachers do not use PBL regularly, many still recognize its value. Teachers reported that PBL helped their students become more engaged, think more critically, and work better in groups. Even though some found it hard to implement because of limited time or resources, the majority believed PBL supported both academic growth and personal development. These findings support previous research by Ayton and Capraro (2021), Duke et al. (2021), and Erdogan et al. (2016), who found that PBL improved motivation, problem-solving, and collaboration among students. This study adds to research indicating that PBL can help students build stronger cognitive skills and take more ownership of their learning. When teachers have the support and resources they need, PBL can be a powerful way to make learning more meaningful. The results of this study also show that schools should invest more in training and planning time to help teachers be more successful.