Abstract
Because of a decrease in state standardized test scores in science and an increase in the use of ability grouping in reading, this research investigated the impacts of ability grouping and project based learning in STEM unit. The participants in this study are made up of 24 fourth grades. They were split into groups based on their Cognitive Abilities Test (CogAT) results and completed a unit on matter. In the end, the students created a product explaining everything they learned about matter throughout the unit through choices of a presentation, video, or model. This research aimed to answer the following questions: How does ability grouping within a Project Based Learning unit affect student engagement, how does ability grouping in a Project Based Learning unit affect student achievement of scientific vocabulary, and how does ability grouping in a Project Based Learning unit impact collaboration. Data was collected through mixed methods. Quantitative data was collected through a pre and post quiz on scientific vocabulary, an end of the unit rubric chart, a tally chart on inquiry questions asked, and the time each group spent on task. Qualitatively, the researcher observed student’s collaboration with peers during work time. Data analysis shows an impact of ability grouping in STEM instruction; specifically in collaboration.
Date Action Research Paper Completed
6-2021
Document Type
Action Research Paper
Degree Name
Master of Science in Education
Department
Education-Rochester
Location
Rochester, Moinnesota
Recommended Citation
Johnson, Andrea, "The Impacts of Ability Grouping and Project Based Learning in STEM" (2021). Education Masters Papers. 5.
https://openriver.winona.edu/educationmasterspapers/5
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons
