ACTION RESEARCH

IMPLEMENTATION

Mandi Urgo

INTERVIEWS
Dellarine Anderson, Kindergarten Teacher
Michelle Figueroa, 2nd Grade Teacher
Camille Ramos, 1st Grade Teacher
Johathan Grantham, Principal

PROBLEM
STATEMENT
Throughout my Gifted Endorsement education, I have
learned that Problem-Based Learning is a significant
aspect when planning and implementing instruction in
the gifted classroom. PBL allows students to focus on
an open-ended question or task, apply original ideas to
content application, and to analyze content
independently.

ACTION RESEARCH
QUESTION

If I implement Problem-Based Learning in

PROBLEM-BASED
LEARNING

The idea behind Problem-Based Learning (PBL) is that it is studentcentered, which means that learning opportunities are applicable to
the student and his/her gifted goals. PBL presents the content from
single area to the students with case studies or fictitious scenarios
similar to one they might encounter in that specific field of study.
Teaching content through skills is one of the key factors of PBL
education. During PBL, students learn the content as they try to
address a problem, rather than instructors lecturing to students
about a determined content and later being tested on their
understanding.
The problems in PBL are typically in the form of cases, narratives of
complex, real-world challenges common to the subject area being
studied. Rather than there being a right or wrong answer, there are
reasonable solutions based on application of knowledge and skills
that are necessary to solve the issue. The solution therefore is partly
dependent on the understanding of the content, but also based on
the ability to think critically. Therefore, a common type of data that
is used to measure the effectiveness of PBL is a rubric, which can be

SUPPORTING
RESEARCH

Ali, R., Akhter, A., Shahzad, S., Sultana, N., & Ramzan, M. (2011). The impact of
motivation on students academic achievement in mathematics in problem based
learning environment, 3(1), 306310.
The purpose of this study was to determine the significant impact of motivation on the
academic achievement of students in a problem based learning environment. Students
were divided into two groups. Half of the students received PBL instruction, while the
other half received traditional instruction for four weeks. The results indicated that
motivation in problem based learning plays a more effective role than traditional
method of teaching.
Barron, L., Clarksville, T., & Wells, L. (2013). Transitioning to the Real World Through
Problem-Based Learning: A Collaborative Approach to Teacher Preparation. Learning in
Higher Education. Retrieved from
http://jwpress.com/JLHE/Issues/JLHE-Fall-2013.pdf#page=25
This article describes a brief history behind Problem-Based Learning. It states that PBL
was first implemented in medical education and that PBL has become common in K-12
curriculum. This article describes the outcome when PBL is applied to higher education.
Project Based Learning | BIE. (n.d.). Retrieved July 11, 2014, from
http://bie.org/?gclid=CK2moruzvb8CFQIT7AodoFMAyQ
This site was developed by the Buck Institute for Education (BIE). It demonstrates how
to use Project-Based Learning in the classroom. It also offers professional development
and various resources to use in the classroom.
Project-Based Learning | Edutopia. (n.d.). Retrieved July 11, 2014, from
http://www.edutopia.org/project-based-learning
Edutopia is a site that provides many resources for teachers to use and apply in the
classroom. Concerning Project-Based Learning, this site provides articles, videos, history
of PBL, and what research says about the implementation of PBL.

MEASURABLE
GOAL

The purpose of this action research project is to observe the effects of

BASELINE DATA
I will develop a pre-test on the given subject area content that is to
be instructed at the time. This pre-test will serve as quantitative data
because it is a formal instrument (Mertler, 2009). The pre-test scores
will allow me to see what knowledge each student has about the
given subject area. This data will therefore drive my instruction so
that I will begin instructing at an area that is appropriate for my
current class. I will also develop a rubric to evaluate the
comprehension and effort that was displayed in the resulting lesson.
The students will be instructed through Problem-Based Learning.
After completion of the lesson, I will then administer the pre-test to
each student, which will now serve as the post-test. The
comparisons of the scores on the pre-test and post-test data will be
reflected on a line graph to demonstrate the improvement of
comprehension of each student. The data from the rubrics will be
demonstrated on a separate line graph illustrating the level of
criteria that was met for each student.

DESIRED
OUTCOMES
Student comprehension will increase after the use of Problem-Based Learning
in the curriculum area of science. Based on my findings, if I chose to not
pursue Problem-Based Learning, I would be restricting my students by not
allowing them to reach their full potential in present and future education. An
obstacle that I could face would be if the student is not pushing themselves to
think critically and/or creatively about a problem or solution. At that point, I
would need to address the situation by asking the student appropriate higherorder questions to reinforce the students ability to critically and/or creatively
construct a solution to the given problem. PBL would be beneficial to all
students in my classroom, due to the advancement of society and the

INTERVIEWS

Dellarine Anderson, Kindergarten Teacher

PROBLEM STATEMENT
All colleagues agreed that Problem-Based Learning is
essential to learning gains in all classrooms, but
especially in the gifted classroom.
Michelle stated, It just makes sense. I retain
information for longer periods of time when I am
experiencing it, rather than someone telling me about
it.
Camille stated, I even get bored when I am instructing
using the usual lecture format.

INTERVENTION
All colleagues agreed that the measurable goal was
achievable.
They also agreed that the content area of science
would be the best content to begin with, due to the
fact that science is more problem based and hands on.
Jonathan stated, I think it would be best to begin with
rubrics that you have designed. After the students are
familiar with what is expected, incorporate student
input into the future rubrics.

DESIRED OUTCOMES
All colleagues agreed that I will obtain my previously
stated desired outcomes.
Dellarine stated, We all need to work on asking those
higher order questions throughout instruction in all
subject areas. It is even more essential for our gifted
students to be challenged and to continuously think
critically and creatively.

INTERVIEW
CONCLUSIONS
This Action Research Implementation Plan allowed all
of the teachers to reflect on their own instruction. It
also prompted the Principal to reflect on what he is
looking for during observations and how he can
effectively relay the desired outcomes to the teachers
that he is observing.
We all concluded that Problem-Based Learning (PBL) is
an essential part to instruction in all grade levels and
in all types of classrooms.

REFERENCES
Barron, L., Clarksville, T., & Wells, L. (2013). Transitioning to the Real World
Through Problem-Based
Learning: A Collaborative Approach to Teacher
Preparation. Learning in Higher Education. Retrieved from
http://jwpress.com/JLHE/Issues/JLHE-Fall-2013.pdf#page=25
Hendricks, Cher (2013). Improving schools through action research: a reflective
practice Approach, 3, 88-122
Larmer, John (2014). Project-based learning vs. problem-based learning vs. x-bl,
www.edutopia.org/blog/pbl-vs-pbl-vs-xbl-john-larmer
Mertler, C.A. (2009). Action research: Teachers as researchers in the classroom.
Thousand Oaks, CA: Sage Publications, Inc.
Mills, Geoffrey E. (2014). Action Research: A guide for the teacher researcher, 5,
78-109
Project Based Learning | BIE. (n.d.). Retrieved July 11, 2014, from
http://bie.org/?gclid=CK2moruzvb8CFQIT7AodoFMAyQ
Project-Based Learning | Edutopia. (n.d.). Retrieved July 11, 2014, from
http://www.edutopia.org/project-based-learning
Riasat Ali , Aqila Akhter, Saqib Shahzad, Najma Sultana, and Muhammad Ramzan
(2011).
The Impact of Motivation on Students Academic Achievement in Mathematics
in Problem Based
Learning Environment, 3(1), 306-309