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Project-based learning in Social Studies

Conference Paper · July 2017

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 Project-based learning in Social Studies
Polona JANČIČa, Vlasta HUS b
a
Faculty of Education, University of Maribor, Koroška cesta 160, 2000 Maribor, [email protected]
b
Faculty of Education, University of Maribor, Koroška cesta 160, 2000 Maribor, [email protected]

Abstract
Project-based learning is a didactic strategy whereby students, through various activities and with the help of a teacher’s
guidance, learn about a comprehensive interdisciplinary subject. In 2016, a study we conducted a study with 4th and 5th
grade teachers in Slovenian primary schools, in order to examine how often teachers use project-based learning, what they
think of project-based learning, and if they receive enough encouragement for employing such learning. We determined that
most teachers employ project-based learning occasionally. Teachers believe that project work is not too difficult for students.
Teachers have mixed opinions about students not enjoying project tasks, as they demand a lot of time and effort. Teachers
receive encouragement for the use of project-based learning from their environment only occasionally.

Keywords: Primary School, Teachers, Social Science, Project-based learning.

1. Introduction

1.1. Social Studies

Social Studies is a subject that students in Slovenia encounter in grades 4 and 5 of primary school. The emphasis
of the class is on learning about the relationship between an individual, society and the natural environment. A
total of 175 lessons are dedicated to it, 70 in the 4th grade and 105 in the 5th grade. It includes learning objectives
from the fields of geography, sociology, history, ethnology, psychology, economics, politics, ethics, aesthetics,
and ecology (Budnar, Kerin, Umek, Raztresen, & Mirt, 2011). Through the subject, students learn about real life
and derive knowledge from their lives in community (Mishra, 2015).

1.2. Teaching Social Studies

In today's education, the relationships between teacher, student and other constitutive components of the
education process are changing. In the year 2000 a study of the methods employed by effective teachers found
that they employ a range of teaching strategies and styles (McBer, 2000). The common denominator of modern
teaching strategies is the open class, as the teacher adapts the content and methods to the interests and
competences of the students, to keep it directed towards the life of the local community (Blažič, Ivanuš Grmek,
Kramek, & Strmčnik, 2003). Project-based learning is one such open class didactic strategy (Ivanuš Grmek &
Hus, 2006) that essentially involves students acquiring knowledge to tackle realistic problems as they would be
solving in the real world, increasing students’ control over their learning, with teachers serving as facilitators of
inquiry and reflection (Barron & Darling-Hammond, 2008).

1.3. Project-based learning

Project-based learning hails from a tradition of pedagogy which asserts that students learn best by experiencing
and solving real-world problems (Barron & Darling-Hammond, 2008; Thomas, 2000). Ivanuš Grmek and Hus
(2006, p. 70) define project-based learning as follows: “In project-based learning, students and teachers learn
about and discuss a comprehensive, usually interdisciplinary subject, called a project”.

For Social Sciences, project-based learning is in National curriculum for Social Studies listed as the
recommended didactic strategy, together with enquiry-based learning, for two substantive subjects: People in

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Time and People in the Environment. Using project-based learning, students should, for example, get to know
and experience natural and cultural sites of special interest, participate in collecting material from our recent
history, and research the lives of people from their own town in the past (Budnar et al., 2011).

In project-based learning, students learn to manage the procedures and implementation of a task, from an initial
concept to the final product. Of course, this process is conducted by the teacher implementing various activities,
through which they can develop their abilities.

Goals of project-based learning:

• to differentiate a specific field of interest that a student selects on their own;
• to use experimental working methods;
• to use various types of skills when executing the project;
• to present the obtained results to all participants (Brenčič, 2004).

A project may take a few hours, a few days, or even longer than a month, and is suitable for all age groups (Frey,
1984). It can be undertaken individually, in pairs, or in a group. The project leader has the typical characteristics
of a constructivist teacher. She or he acts as an initiator, guide, and promoter for students’ activities. With the
help of the project leader, students submit proposals, select topics, plan and perform tasks, and ultimately help
each other.

Novak, Žužej & Glogovec (2009) highlight some principles of successful project-based learning:
• goal orientation (by setting the final goal, students’ activity is given a focus);
• thematic and problem-based approach (the theme follows the goals of the syllabus, thereby ensuring
that students have at least some prior knowledge);
• relevant to real life (an everyday project subject attracts the students’ interest, as they see it as
reasonable and useful);
• openness and flexibility;
• plan-based approach;
• respect for developmental and individual differences between students;
• encouraging a style of work (the teacher’s encouraging role motivates the students and promotes active
participation in the process);
• active participation;
• focus of attention on the project execution process;
• comprehensive personality development.

Project-based learning can be divided and presented within the following phases, which we have collated from
following authors – Novak, Žužej, & Glogovec (2009) and Patton (2012):
1. initiating the project, formulating the theme and final goal (what? why?) – GET AN IDEA;
2. preparing the conceptual draft, which defines operational goals and tasks (what?) – DESIGN THE
PROJECT;
3. planning the execution (how?) – FINE-TUNE THE PROJECT;
4. executing the plan (activities) - DO THE PROJECT;
5. presenting the findings (results) and evaluation (conclusion) – EXHIBIT THE PROJECT.

Researchers have identified components that are critical to successful problem-based learning (Mergendoller &
Thomas, 2005; Barron & Darling-Hammond, 2008; Hung, 2008). They underline the following features that will
greatly improve the chances of a project's success: a realistic problem or project, structured group work, multi-
faceted assessment and participation in a professional learning network.

Plut-Pregelj (2008) emphasises that the project-based learning has an exceptional didactic and pedagogic
potential in a student’s knowledge-construction process. Projects can be designed so that they can help students
to master the curriculum content that they are required to learn (Patton, 2012).

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2. Methodology

2.1. Purpose of the research

With this study we examined the following:
How often do teachers employ the project-based learning didactic strategy?
What is the teachers’ level of agreement with the statement: “Project-based learning is too difficult for
students”?
What is the teachers’ level of agreement with the statement: “Completing project tasks requires a lot of
time and effort, so students don’t like doing them”?
Do teachers receive sufficient encouragement for using project work in Social Studies?

During the analysis, checks were made for the existence of statistically relevant differences between
participating teachers with regard to their working age, professional title, the grade they are teaching, the
teaching environment and the teachers’ attitudes towards teaching Social Studies.

2.2. Research method

The study was based on a descriptive and non-experimental method of empirical research and was carried out
individually and anonymously. We included 181 elementary school teachers teaching Social Studies in grades 4
or 5 in the academic year 2015/2016. The research sample evenly covered teachers from all Slovenia’s regions.

2.3. Research sample

Table 1. Characteristics of research participants

Characteristics used to examine statistically Structure of participants

relevant differences
Grade taught in academic year 2015/2016 4th grade – 49,2%
5th grade – 50,8%
School district City school – 48,1%
Countryside school – 51,9%
Professional title No title – 7,7%
Mentor – 28,2%
Consultant – 58,0%
Councillor – 6,1%
Time spent working 0–5 years – 6,1%
6–10 years – 11,0%
11–15 years – 11,6%
16–20 years – 12,7%
More than 20 years – 58,6%
Teachers’ attitude toward teaching Social Studies Really like to teach Social Studies – 53,6%
Like to teach Social Studies – 46,4%
Do not like to teach Social Studies – 0%

From the table 1 we can see that the sample consisted of 49.2% 4th grade teachers and 50.8% 5th grade teachers.
According to their professional titles, the sample consisted of 7.7% of teachers without a title, 28.2% of mentors,
58.0% of advisors and 6.1% of counsellors. In terms of seniority, the sample comprised 6.1% of teachers who
have been teaching for up to 5 years, 11.0% from 6 to 10 years, 11.6% from 11 to 15 years, 12.7 % from 16 to 20
years and above, and 58.6% of teachers who have taught for more than 20 years. In terms of the environment in
which the primary school is located, 48.1% of teachers participating in the research teach at an urban elementary
school, and 51.9% teach in rural areas.

2.4. Data analysis

A questionnaire with verified metric characteristics (validity, reliability, objectivity) was used for collecting data.
Validity was provided by assigning the questionnaire to review, performing a pilot test, and then having it
upgraded. Reliability was controlled by ensuring the questionnaire included detailed instructions and
unambiguous specific questions. Reliability was monitored also when processing data by comparing the answers
to content-related questions. Objectivity was controlled through the use of closed-ended questions, whereby one
cannot change information by subjective assessment. The objectivity of instrument is based on individual
responses without the presence of an assessor.

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The data obtained from the questionnaire were analysed using the SPSS statistics programme. For data
processing, we used basic descriptive statistics, frequency distribution, a non-parametrical Chi-Square test for
independence, a Mann–Whitney test to determine the differences between the two groups of teachers (those in
the 4th grade and those in the 5th, as well as between the teachers working in a town and those working in a rural
area) and a Kruskal-Wallis test to determine the differences between groups of teachers regarding their
professional title and seniority.

3. Results

3.1. How often do teachers employ the project-based learning didactic strategy?

Table 2. Number (f), structural percentage (f %), average (x̅) of frequency of project-based learning usage

Answers f f% x̅
Frequently 12 6,6 2,3
Occasionally 101 55,8
Rarely 63 34,8
Never 5 2,8
Total 181 100,0

Most teachers (55.8%) occasionally use project-based learning, while 34.8% use it rarely. 6.6% of teachers use it
frequently and 2.8% of teachers never use problem-based learning while teaching Social Studies.
During the analysis, we checked for the existence of statistically relevant differences between participating
teachers with regard to their working age, professional title, the grade they are teaching, the teaching
environment and the teachers’ attitudes towards teaching Social Studies. Results show that no statistical
difference existed between participating teachers with regard to their working age, the teaching environment and
teachers attitudes towards teaching Social Studies.

Table 3. Results of χ²-test of frequency of project-based learning in regards to teachers’ professional title and grade they are
teaching

Independent Frequency of project-based learning use

variables Frequently Occasionally Rarely Never Total Results of
f f f f f χ²-test
f% f% f% f% f%
No title 3 6 3 2 14 χ²=19,681
21,4 % 42,9 % 21,4 % 14,3 % 100 % g=9
Mentor 2 23 24 2 51,0 P = 0,020
PROFESSIONAL

3,9 % 45,1 % 47,1 % 3,9 % 100 %

Adviser 6 65 33 1 105
5,7 % 61,9 % 31,4 % 1,0 % 100 %
Councillor 1 7 3 0 11
TITLE

9,1 % 63,6 % 27,3 % 0,0 % 100 %

Total 12 101 63 5 181
6,6 % 55,8 % 34,8 % 2,8 % 100 %
4th 2 46 39 2 97 χ² = 9,860
2,2 % 51,7 % 43,8 % 2,2 % 100 % g=3
5th 10 55 24 3 84 P = 0,020
GRADE

10,9 % 59,8 % 26,1 % 3,3 % 100 %

Total 12 101 63 5 181
6,6 % 55,8 % 34,8 % 2,8 % 100 %

From Table 3 we can conclude that there are statistically significant differences in the frequency of use of
project-based learning based on professional title (χ² = 19.681, P = 0.020) and teaching grade (χ² = 9.860, P =
0.020). Based on professional title, we can see that teachers with the highest professional title use project-based

271
learning more often. Based on grade, we can see that project-based learning is more often used in fifth than in
fourth grade.

3.2. What is the teachers’ level of agreement with the statement: “Project-based learning is too difficult
for students”?
On the questionnaire we also presented teachers with statements related to project-based learning. We were
interested in the teachers’ positions on project work. Teachers evaluated each statement using a five-point scale.
We defined the responses to these statements from the lowest level of agreement (“I disagree completely” = 1) to
the highest level of agreement (“I agree completely” = 5).

Table 4. Frequency (f), frequency percentage (f %) and the average rank (R) of answers of agreeing to a statement

Answers
Strongly Do not Partially Totally Total
Agree
disagree agree agree agree f R̅
Statement f
f f f f f%
f%
f% f% f% f%
Project-based learning 33 63 70 17 0 181 2,40
is too difficult for 17,1 % 34,8 % 38,7 % 9,4 % 0,0 % 100 %
students.

Considering that project-based learning is listed under special didactic recommendations for teaching Social
Science in the National Curriculum (Budnar et al., 2011), its use for students is not too difficult in theory.
Teachers partially agreed with this statement (R̅ = 2.40) or generally disagreed.

We determined that, based on years of employment, professional title, and teaching environment, no statistically
significant differences exist.

3.3. What is the teachers’ level of agreement with the statement: “Completing project tasks requires a lot
of time and effort, so students don’t like doing them”?

Table 5. Frequency (f), frequency percentage (f %) and the average rank (R) of answers of agreeing to a statement

Answers
Strongly Do not Partially Totally Total
Agree
disagree agree agree agree f R̅
Statement f
f f f f f%
f%
f% f% f% f%
Completing project tasks 17 59 52 43 10 181 2,83
requires a lot of time and 9,4 % 32,6 % 28,7 % 23,8 % 5,5 % 100 %
effort, so students don’t
like doing them.

Participating teachers rated this statement with the response I partially agree (R̅ = 2.83).

We were interested in any statistically significant differences correlating with teaching grade, years of
employment, or professional title. Results of the Mann-Whitney test and Kruskal-Wallis test showed that there
are no statistical differences between the teachers regardless to any of independent variables we checked, so we
determined that, based on years of employment, professional title, and teaching environment, no statistically
significant differences exist.

3.4. Do teachers receive sufficient encouragement for using project-based learning in Social Sciences?

Table 6. Frequency (f) and frequency percentage (f %) of existence of positively encouraging environment

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Answers f f%
Yes 70 38,7
No 22 12,2
Occasionally 89 49,2
Total 181 100,0

Teachers receive (38.7%) and occasionally receive (49.2%) sufficient encouragement for using project-based
learning. 12.2% of participating teachers believe that they do not receive enough encouragement.

Table 7. Results of χ²-test of existence of positively encouraging environment in relation to teachers’ years of employment

Independent variables Existence of positively encouraging environment

Yes No Occasionally Total Results of
f f f f χ²-test
f% f% f% f%
From 0 to 5 years 6 1 4 11 χ²=16,377
OF

54,5 % 9,1 % 36, 4% 100 % g=8

From 6 to 10 years 2 2 16 20 P = 0,037
TEACHERS YEARS

10,0 % 10,0 % 80,0 % 100 %

From 11 to 15 years 8 4 9 21
38,1 % 19,0 % 42,9 %
EMPLOYMENT

100 %
From 16 to 20 years 8 0 15 23
34,8 % 0,0 % 65,2 % 100 %
More than 20 years 46 15 45 106
43,4 % 14,2 % 42,5 % 100 %
Total 70 22 89 181
38,7 % 12,2 % 49,2 % 100 %

Results show that, regardless of the professional title and teaching environment, there are no statistically
significant differences. Based on years of employment, the analysis showed statistically significant differences
(χ² = 16.377, P = 0.037). Teachers with more years in employment believe that the environment provides
encouragement for using different didactic approaches. Teachers with fewer years in employment believe that
the environment is not very encouraging.

4. Discussion

The purpose of our quantitative empirical study was to research how often teachers employ the project-based
learning didactic strategy while teaching Social Studies classes. In addition to researching the frequency of use,
we were investigating their opinions of project-based learning. We were interested if teachers receive sufficient
encouragement for using project-based learning in the Social Studies subject.

The results showed that most teachers occasionally use project-based learning. Project-based learning is
suggested in the National Curriculum for Social Studies as one of the appropriate didactic strategies under the
special didactic recommendations (Budnar et al., 2011). Therefore, such a results were expected, since teachers
should adapt their teaching to recommendations from the National Curriculum.

Some studies (Strobel & van Barneveld, 2009; Walker & Leary, 2009) have been made into the effectiveness of
project-based learning, comparing learning outcomes for students taught via project-based learning and via
traditional instruction. The results of these studies show that when implemented well, problem-based learning
increases long-term retention of content, helps students perform as well as or better than traditional learners in
high-stakes tests, improves problem-solving and collaboration skills, and improves students' attitudes towards
learning.

Teachers in our research partially agree that project-based learning is too difficult for students. We can agree that
project-based learning can be difficult to use at first since is not without its challenges. It is demanding of
students and of teachers. Good projects rely on effective classroom management and a classroom culture which

273
encourages hard work and respect for all subjects. Efficient classroom management is especially important, since
from the results we can conclude that teachers think that completing project tasks requires a lot of time and
effort, so students do not like doing them. Patton (2012) identified five things teachers need to do in order to
create positive and effective classroom culture and management. First of all, teachers must be aware of students’
prior experiences, skills and interests. They must ensure that students know why they are learning and are proud
of their ownership of learning. It is also important that teachers establish a set of classroom norms in which
everyone feels invested. If students fail it is important that teachers help them to learn from their failure.
Ultimately, it is also important that teachers trust their students and give them reasons to trust them in return.

For the next stage of this research we will investigate students’ opinions of project-based learning. It would be
premature to conclude that students do not like it because of the time and effort required, since this is only the
teachers’ opinion.

5. Conclusion

Since planning a project requires both planning and management skills, beginning a project-based learning task
is especially challenging for teachers. As we can see from results of our research, a majority of teachers
occasionally receive sufficient encouragement for using project-based learning. It is the support from
administrators, parents, and other community members that can help teachers and students to overcome
challenges and make the most of problem-based learning. In order to achieve broader use of project-based
learning in Slovenia, some innovation projects are already taking place. On the basis of a study by Hus, Matjašič,
and Seršen (2009), we can conclude that in Slovenia innovation projects are widely-used.

In the future, for the purpose of upgrading the teaching of Social Studies to a higher and more efficient level, we
would recommend a broader qualitative study that would give a more exact measure of the efficiency of project-
based teaching and learning in the subject.

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