The Effects of Project Based Learning on Student Motivation and Behavior
According to Dörnyei (1988), motivation is a fundamental strength for students when learning a language. In the expectancy-value theory (Eccles & Wigfield, 1995), motivation is usually a combination of student needs and goals. Furthermore, Deckers (2005) insists that the goal is to motivate the students' actions to achieve. Thus, teaching methods which strengthen student motivation are more relevant than ever
Project-based learning (PBL) is one of these methods. The PBL-method has been said to increase learning effectiveness. Barab et al. concluded that the conceptual understanding of students, who participated in an introductory astronomy course with project-based learning (PBL), was higher than students of the previous year with traditional lecture style (Barab et al., 2000).
There is a large research base regarding project-based learning and the effect on student learning, as well as its effect on student motivation. According to Larmer and Mergendoller (20 1 0), there are seven essential components of project-based learning.
It can seem like change in enivetable; we change how we teach, what we teach, where we teach and who we teach. Education seems to be in constant flux. For example, we live in a generation where the change in technology is constant.
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Chicago Tribune (2013) http://schools.chicagotribune.com/school/herzl-elementaryschool_chicago
Gabriele, A. J. (2007). The Influence of Achievement Goals on The Constructive Activity of Low Achievers During Collaborative Problem Solving. British Journal of Education Psychology, 77, 121-141. Retrieved from http://www.bpsjournals.co.uk