The Impact of Project-Based Learning on AP Exam Performance

Abstract

Harnessing a cluster randomized controlled trial, we estimated the impact on students’ advanced placement (AP) examination performance of a project-based learning (PBL) approach to AP compared with a lecture-based AP approach. Through PBL, teachers primarily play a facilitator role, while students work on complex tasks organized around central questions leading to a final product. We estimated positive and significant treatment effects on AP exam performance for the overall sample, within both AP courses studied, and within low- and high-income student groups. Results support teacher-driven adoption of the PBL AP approach within both courses studied, among districts with open-enrollment AP policies and supportive of PBL, for students from low- and high-income households.

Key lessons from research about project-based teaching and learning

“…We have shared results from these studies in a previous Kappan article, (Saavedra et al, 2021) as well as several peer-reviewed publications (Saavedra, 2012, 2014, 2016; Saavedra, Lavore, & Flores, 2014; Saavedra et al, 2022). Across projects, we’ve learned lessons we believe are valuable for educators and policy makers to consider when making decisions about how to incorporate more PBL instruction, hopefully maximizing its benefits in enhancing student engagement.…”

“…Our work is part of a growing body of research evidence empirically demonstrating benefits of PBL for academic outcomes across subjects, grade levels, and household incomes (e.g., Lucas Education Research, 2021). For example, students in Advanced Placement (AP) U.S. Government and AP Environmental Science courses that used the Knowledge in Action PBL approach earned higher AP exam scores than their peers in more lecture-based versions of the same courses (Saavedra et al, 2022). This finding persisted among students from lower-income and higher-income households.…”

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

“…To foster engineering professionals who can seamlessly integrate sustainability into their practical work, it is essential to capture and assess various aspects of students' abilities and accomplishments, including knowledge proficiency, problem-solving skills, teamwork capabilities, critical thinking skills, etc. [5][6][7][8]. When multiple factors with varying importance must be considered simultaneously, teachers usually face a dilemma in presenting reasonable assessment results for students in online PBL.…”