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The effects of project-based learnin...

Hardy, Melinda.

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The effects of project-based learning on the academic and linguistic achievement of emergent bilingual learners: A mixed methods approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effects of project-based learning on the academic and linguistic achievement of emergent bilingual learners: A mixed methods approach./
Author:	Hardy, Melinda.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	92 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10134045
ISBN:	9781339925479

The effects of project-based learning on the academic and linguistic achievement of emergent bilingual learners: A mixed methods approach.
Hardy, Melinda.

The effects of project-based learning on the academic and linguistic achievement of emergent bilingual learners: A mixed methods approach. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 92 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.Ed.)--The University of Texas Rio Grande Valley, 2016.

This mixed methods study examined the academic and linguistic impact of teaching emergent bilingual leaners through robotics project-based learning aligned to state standards. Two hundred ten middle school students attending a public charter school in the Rio Grande Valley in Texas participated in the study. Twenty percent of the students were emergent bilingual learners. Qualitative observation notes recorded students' learning process as they completed an adapted Khan Academy robotics project. The students also completed pre- and post-assessments that quantitatively measured academic and linguistic gains. Emergent bilingual learners grew 20.1% points in academic content and 28.6% points in language development (p ≤ 0.001). Effect sizes for emergent bilingual learners' academic content growth (Cohen's d = 1.39) and linguistic growth (Cohen's d = 1.35) were greater than those of non-emergent bilingual students (0.89, 0.87). This study demonstrates that project-based learning can lead to significant academic and linguistic gains for emergent bilingual students.

ISBN: 9781339925479Subjects--Topical Terms:

2122778
Bilingual education.

The effects of project-based learning on the academic and linguistic achievement of emergent bilingual learners: A mixed methods approach.
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